In the development of curricula and in choices regarding education and coaching methods, the starting point is learning outcomes. A good balance between academic and generic professional competencies is essential here. The core of academic education is based on research, and the development of scientific competencies therefore remains a priority. To meet society's needs, Hasselt University has opted for the integration of lifelong employability in the competence profiles of its bachelor's and master's programmes. Five generic employability skills have been emphasised across the institution: self-management (including self-reflection), multi-disciplinary cooperation, communication and presentation, stakeholder awareness and integrity. The educational concept of Hasselt University also ensures that students develop these academic and employability skills in such a way that they can sustainably use them in their private and professional life. This way, they are equipped with the right attitude to tackle contemporary and future international challenges in a continuously changing society.
|The five generic employability skills|
|Self-management||The desire and ability to achieve maximum results by organising the learning process autonomously in an efficient and effective way and taking action when necessary.|
|Multi-disciplinary cooperation||The ability to work with others in a constructive manner to achieve a common objective, whether or not formally part of a team.|
|Communication and presentation||The ability to convey a written / oral message in a correct, structured and adapted manner.|
|Stakeholder awareness||Having insight into and taking account of the interests of different stakeholders and being aware of the social relevance and consequences of the realisation of an assignment.|
|Integrity||Being aware of and taking into consideration generally accepted social and ethical norms in your own thinking and actions.|
Moreover, Hasselt University is committed to inclusive education. This is why learning outcomes are not the only starting point in the development of the curricula: the student's starting point also receives due attention. Inclusive education aims at fully realising the talents of all students, regardless of their prior education, gender or socio-economic status, within a meaningful curriculum. In our contemporary society, characterised by rapid demographic, social and economic change, Hasselt University attaches more than average importance to taking account of the multicultural society. Students are given extra responsibility by ensuring sufficient flexibility in curricula, with options for broadening and deepening the focus of study (including through honours programmes).