Diverse meanings of competence-based curriculum in higher education

Authors

• Marita Mäkinen Tampereen yliopisto
• Johanna Annala

Abstract

Policy on higher education (HE) suggests that the focus on curriculum design should be on the learning outcomes. This article reports on research into two interpretative para- digms to competence-based curriculum in contemporary HE. The data consists of the administrative documents (EU, Finland's Ministry of Education) and of the theme inter- views with teaching staff in two universities, in a university of applied sciences (N = 18) and in a research university (N = 27). Based on the mixed approach of the concept and content analysis, this article discusses the understanding of competence-based HE in the light of ‘competence’ and ‘competency’ paradigms. The results show that the meanings given to competence-based curriculum appeared diverse and vague, often narrow and not well fitted into the academic field as a whole. The given meanings were related to the demands of the society and the labour market, the pedagogical processes and the promotion of personal capital.