Key Competencies

Besides profound specialised knowledge, an essential component of targeted studies and lasting success in a career is interdisciplinary, vocationally-oriented key competencies. These skills are developed using an additive and integrative approach at the University of Göttingen, as they are integrated into all Bachelor’s and Master’s degree programmes as a compulsory part of studies in transferable skills. Key competency options are also an established part of many doctoral degree programmes.

In order to guarantee quality standards for the development of key competencies throughout the University, the University of Göttingen’s key competency options are measured by various quality criteria, which are set down in the Key Competency Strategy (PDF, German, 56,1 KB)  of the University (see also: Empfehlungen zu Qualitätsstandards und zur Vergabe von Leistungspunkten in Schlüsselkompetenz-Lehrveranstaltungen. ZfSK 2008, pages 4 and 5).

Requirements for Key Competency Module Content

The level of content of key competency modules should be appropriate to higher education. In addition, the content of the modules should be suited to the relevant study phase (e.g. academic work methods should preferably be offered at the start of a degree, while vocational, inter- disciplinary skills preferably at a more advanced stage) and in particular when integrated in the teaching, the desired key competencies should be clearly identifiable and named.

Moreover, the key competency options should be suited to the content of the profile and level of the relevant degree programme and meet the requirements of the degree and/or of the specific vocation(s) for which the degree programme is designed. At the same time, allowance is made for the fact that some degree programmes are very clearly tailored to specific, clearly defined occupations whilst others (e.g. in Humanities) are more variable.

Each key competency module should focus on one of the following five areas of competence: language skills, professional skills, methodical skills, personal skills or social skills.

The content of the University’s key competency options is also required to respond flexibly to changing conditions and the demands of the jobs market.

Requirements for Key Competency Module Teaching Staff

Teaching staff responsible for teaching key competencies must have a suitable educational qualification, CPD or practical experience that proves their specialised skills, their skills in the area of the desired key competencies, and their suitability, which must also meet the demands of higher education, as well as their methodical and professional skills for the teaching of skills and abilities necessary for the development of key competencies.

These requirements apply to the faculties’ teaching staff and the central institutions, and where relevant also external providers.

Requirements for the Methodology regarding Development of Key Competencies

The form of the courses should be suitable and reasonable for development of key competencies and/or have an appropriate strategy. Ideally they take the form of seminars and exercises where students can apply the desired skills they acquire directly. Depending on the course, different teaching approaches (e.g. input from teaching staff plus seminar discussion, exercises, reading, team and project work, introductory presentation, excursion, interview with an expert, cooperation in an interdisciplinary group) and different approaches to learning (e.g. research-based learning, problem-based learning, practical project work, independent working, role play, casework) should be used. This should ensure a suitable balance of practical and applied work, i.e. the exercises and problems should realistically resemble academic and professional experience. Also, the emphasis should be on activities by the participants themselves, that is, no more than half of the time spent in class should be taken up by presentations by teaching staff. Group size must also be suitable (8-35 students maximum depending on the method being used). The development of general skills should have a clear purpose and where possible involve consideration of the skills being taught.

In addition, key competencies require forms of examination that are often less common in specialised subjects. Competence-based examinations include for example preparing a portfolio, writing a progress report, case studies or project work, creating a video clip, Web project or workpiece.

The key competency modules are subject to the same formal criteria that specialised subject modules have to meet. They must also be recorded in the module catalogues, giving content, teaching approaches and performance requirements.