Learning outcomes

Discipline-specific component

1. Based on research of the product context, the Master develops a vision for/on an innovative product and/or service idea, he/she defines that idea and makes it concrete into an original and quality product solution taking into account form, use and technical aspects and the economic minimal requirements.

2. The Master applies the integral design methodology, draws up coherent design and entrepreneurial plans, manages their execution and adjusts when required. He/she justifies and defends his/her choices and decisions in function of the dynamic contexts and the feasibility of the product development and the marketing introduction processes.

3. The Master has insight in the changing societal and temporal context in an international perspective, can make these explicit and can independently integrate them in his own work in a sustainable way (economic, ecological, social, cultural, human and ethical aspects).

4. The Master can critically position his/her work in relation to current and international trends in product development and can creatively combine expertise in his/her own and the three adjoining disciplines - economics, humanities and technology - and apply these in an integrated way during the various phases of the design process.

5. The Master can identify opportunities for product development and the potential stakeholders, having an eye for the changing societal, economic and technological context.

6. The Master can value the scientific models and research results of his/her own and the adjoining disciplines, select, use and implement these in his/her own research/process in product development and can execute scientific research that contributes to the development of new knowledge related to the design or his/her own discipline.

7. The Master can independently design and execute adequate research (analysis, simulation and verification), to arrive at an operational product or service definition, to verify the critical aspects of the product development process and to check the feasibility of the design results.

8. The Master is collaboration-directed and can appropriately lead a multi-/interdisciplinary (international) team but he/she can also independently take on a role as regards content in which he/she applies and/or supervises creative techniques (diverging, converging and problem-solving).

9. The Master has a strongly developed ethical awareness and checks the different solutions for design problems against this.

10. The Master has skills to visualize the design and the design process in different professional situations and to communicate appropriately to all involved with the product development process, both specialists and laymen.

11. The Master critically reflects on his own learning processes, his/her own and colleagues' design results and methods and can make the appropriate adjustments (among which independently detecting and filling gaps in knowledge). He/she participates meaningfully in (inter)national debates within the discipline.

Teaching component

Frame of reference

12. The Master of Teaching masters specialized theoretical and practical knowledge, skills and attitudes that support the basic competences of teachers as formulated in the "Decision of the Flemish Government of 8 June 2018 concerning the basic competences of teachers", pedagogically as well as with regards to the teaching methodology.

13. The Master of Teaching has profound knowledge in the subject matter of the discipline as made explicit in the learning outcomes of the discipline-specific component.

14. The Master of Teaching can independently extend, update, broaden and deepen the educational, didactical and domain-specific knowledge and connect it with current social topics and developments. He/she can independently apply and integrate this knowledge and use it to create challenging learning environments for learners. Based on the acquired competences, he/she can develop new ideas for the educational practice and check these against reality.

Class level

15. The Master of Teaching can map the initial situation and the specific educational needs of a learning group and of individual learners. He/she can create a learning environment that connects in all its didactical components (learning objectives, content, learning material, work and grouping methods, evaluation and feedback) with the initial situation and that is inclusive and responsive with regards to the diversity in the learning group.

16. The Master of Teaching has class management skills to create a positive learning and living environment. He/she can support the broad personal, intellectual and social development of students through targeted activities and formal and informal interactions.

17. The Master of Teaching can cope with diversity and with the context of a metropolitan environment.

18. The Master of Teaching can make a short or long term plan for the organisation of teaching and learning activities with a view to creating a structured, efficient, safe and stimulating learning environment, based on scientific evidence.

Collaboration with partners

19. The Master of Teaching can communicate with parents or carers with different backgrounds in various language situations with a view to exchanging information, to stimulating the involvement and participation and to developing constructive solutions together to support and stimulate the learning of the learners.

20. The Master of Teaching can collaborate constructively with external partners with a view to enriching the education and training offer and to facilitating the flow between education levels and the job market.

Inquisitive attitude

21. The Master of Teaching can independently access available (inter)national scientific research in the domain of the teaching profession in general or in his/her discipline in particular, approach it in a critical-reflective way and apply the insights in his/her own class and school context.

22. The Master of Teaching knows the possibilities and the limits of different theoretical paragdigms in educational, didactical and discipline-specific research.

23. The Master of Teaching treats information, education practices, methodologies and learning tools critically and reflectively, based on scientific evidence. He/she is aware of gaps in the empirical evidence to fill the teaching role appropriately.

24. The Master of Teaching can complete a research cycle on a topic relevant to education whereby he/she can make contribution to the developments in education based on theoretical and practice-oriented insights.

25. The Master of Teaching can contribute to school policy and school development based on an active and inquisitive attitude to professional innovation.

26. The Master of Teaching can adjust his/her functioning as a teacher through inquisitive learning and critical self-evaluation and thus give direction and innovation to his/her profesional practice and development.

School and society

27. The Master of Teaching has insight in the organisational principles of schools and of good school policy.

28. The Master of Teaching can collaborate constructively with colleagues in a school team. He/she can initiate, participate in and lead disciplinary and interdisciplinary team meetings and activities beyond the classroom.

29. The Master of Teaching can communicate with colleagues and other stakeholders in education about educational topics, the teaching profession and solutions he/she has developed for the educational practice and can participate as professional in the social debate.