Courses Master Display 2022-2023
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| Course title | Competence-based Coaching | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Course code | EBC4099 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ECTS credits | 4,0 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Assessment | Pass / Fail | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Period |
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| Level | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Coordinator |
Inken Gast For more information: i.gast@maastrichtuniversity.nl |
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| Language of instruction | English | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Goals |
Objectives:
The goal of the Study Coaching Trajectory is: 1) to support the development of academic competencies and 2) to foster reflection on the development op these competencies. As such, it leads specifically to the development of learning skills, self-regulation and self-management skills. Another goal is to prepare students for the labour market after graduation. |
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| Description |
PLEASE NOTE THAT THE INFORMATION ABOUT THE TEACHING AND ASSESSMENT METHOD(S) USED IN THIS COURSE IS WITH RESERVATION. A RE-EMERGENCE OF THE CORONAVIRUS AND NEW COUNTERMEASURES BY THE DUTCH GOVERNMENT MIGHT FORCE COORDINATORS TO CHANGE THE TEACHING AND ASSESSMENT METHODS USED. THE MOST UP-TO-DATE INFORMATION ABOUT THE TEACHING/ASSESSMENT METHOD(S) WILL BE AVAILABLE IN THE COURSE SYLLABUS.
Content: Through the Study Coaching Trajectory students are supported in the development of academic competencies as described in the profile of the programme. Didactical concept: The activities in the SCT follow a returning cycle of goal-setting, planning of activities and reflection on study-activities. a) Goal setting: based on a self-assessment and an identification of the competencies that (s)he wants to develop, the student develops a personal development plan (PDP) b) Planning: based on the goals the student makes a planning of study-activities and possible resources. c) Reflection: The student describes the influence of these activities on the development of the competencies. The acquired or developed competencies are proven. All these elements are part of an individual e-portfolio. The context of the competence development is "the ideal job" after graduation. Each student is supported by two coaches (one academic coach from the ERD department and one professional coach from the L&D field). Furthermore, students work in a buddy-system to support each other during their competence development. Assessment: The e-portfolio is assessed by a team of assessors (general criterion: is competence development shown? and are students able to reflect on their development?). This team of assessors includes at least one representative of the professional field. Furthermore, students need to give a pitch about their developed competencies. |
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| Literature |
No specific handbook. Specific articles when necessary
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| Prerequisites |
No specific prerequisites required
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| Teaching methods (indicative; course manual is definitive) | Lecture / Assignment / Groupwork / Coaching | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Assessment methods (indicative; course manual is definitive) | Attendance / Oral Exam / Portfolio | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Evaluation in previous academic year | For the complete evaluation of this course please click "here" | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This course belongs to the following programmes / specialisations |
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