Framework for teachers

For Whom? For What?

To develop responsible, professional and enterprising men and women; this is the mission of the Louvain School of Management.

This mission aims to unify the principal actors: the students, the key players and the professors continually improving their offer, the employers and professionals seeking talented graduates, and the public authorities, promoting the preparation of leaders ready to assume their civic, social and economic responsibilities.

This mission must also be concrete, embodying the activities and decisions taken during the student’s academic career. To accomplish this mission, the Louvain School of Management has constructed a framework, a compass to identify the targeted competencies envisioned for the Master’s in Management (120 credits) and the Master’s in Business Engineering (120 credits). The result of this collective work is presented here. It should permit us to tackle two major challenges:

1. Create an educational project that is strong, distinctive, shared and inspiring on the various campuses of Louvain School of Management.
2. Ensure and clearly demonstrate the high quality of LSM’s curriculum, given the demands of the professional world today and the international ranking and accreditation processes.

We would like to thank everyone for their active participation and contribution in building this competency framework and we are confident of your willingness to bring this framework to life, on a daily basis, through your teaching activities.

Why a framework?

Which curriculum and programme to develop these targeted competencies?

This competency framework is a starting point towards an in-depth examination of the existing programmes and learning activities offered by LSM, in order to continuously better quality.

For each course or programme activity, 4 key questions:

• What are the priority competencies targeted by this course or activity?
• What is the relation between these competencies and the content taught in the course or activity?
• Which educational methods are utilized, so that the student actually develops each of these competencies?
• What are the methods and criteria used to assess student mastery of these competencies?

These observations allow us to provide a clear learning contract for the courses and activities, clarifying their role, relative to the competency framework targets.

 

Regarding the overall programme and specific training tracks, 2 key questions are raised:

• For each targeted competency, which course or activity addresses them and how?
• Are each of the targeted competencies sufficiently developed and addressed in the curriculum?

This analysis can be seen as a matrix, mapping the curriculum with the different competencies of the framework on one side and the various courses and programme activities on the other.

The professors themselves developed this analysis, principally through collaborative workshops, where they exchanged best practices.