European Educational Research Journal

Volume 9 Number 1 2010

www.wwwords.eu/EERJ

Defining and Comparing Generic

Competences in Higher Education
OUTI KALLIOINEN
Laurea University of Applied Sciences, Vantaa, Finland

In this article the author discusses the importance of defining generic competences in alignment with
the European definitions. As a case study the generic competences defined by Laurea University of
Applied Sciences are compared with European definitions of generic competences. The purpose is to
open up the various perspectives within this thematic field of interest and reflect on them according to
the objectives of the European Higher Education Area. The comparative matrix of generic
competences enhances the comparison of learning outcomes in higher education institutions, facilitates
credit transfer and the acknowledgement of prior learning.

1. Introduction
The ultimate goal of the Bologna process since 1998 has been to create a European Higher
Education Area (EHEA) by 2010. The objectives for the EHEA include: having the worlds best
quality in education; Europe becoming the most popular destination for students and researchers;
sufficiently compatible educational systems, enabling intra-community mobility; better
comparability, recognition and accreditation of degrees, promoting mobility; enhancing
international cooperation and networking; and enabling lifelong learning for people of all ages
(Council of the European Union, 2001). The means to reach this target are coherent, comparable
and understandable degree programme structures, the European Credit Transfer and
Accumulation System (ECTS), student mobility and cooperation in quality assurance.
According to Figel in Higher Education in Europe 2009 (Eurydice, 2009), the Bologna process has
been driving forward the most important higher education reforms in the modern era. Through
significant reforms a greater compatibility of the different national European degree structures has
been achieved and now we have to work on quality, especially the content and profile of
qualifications, to ensure that they are found meaningful and relevant across Europe. Lehikoinen
(2002) argues that it is extremely challenging to define qualifications and competences for degree
programmes, as the catalysts of change in the operational environment are so challenging, e.g.
globalisation, aging population, the invention of new technologies and their impact on working
methods. At the same time competition for talented foreign students and researchers is increasing.
The purpose of this qualitative research article is to describe one universitys efforts to better
meet the demands of comparable degree programmes and learning outcomes and to find out how
Laurea University of Applied Sciences generic competences for bachelor-level student
programmes are comparable with the European competence definitions of recent years. These
European and Finnish national competence definitions are the qualitative research material for this
article. The theoretical background has been selected from fairly recent definitions of competences
and expertise. The comparable and interpretative content analysis is shown in the Appendix. This
matrix enhances the comparison of the learning outcomes desired by higher education institutions,
facilitates credit transfer and the acknowledgement of prior learning. It also shows the importance
of mutual understanding of qualifications and learning outcomes throughout Europe and enhances
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Defining and Comparing Generic Competences

the mobility of people and the labour force. The concept of knowledge used in this article is
pragmatic and relational. In the conclusion I will briefly summarize the results.
2. Definitions of Competence and Expertise
Competent experts are extremely valuable for an organisation and therefore it is very important
that higher education institutions produce good quality students with relevant learning outcomes
for working life. According to Prahalad & Hamel (1990) core competences are the interpretations
of the actors within an organisation about what they believe would add value for their customers.
An important feature in core competence is that the outcome of a learning process of an entire
organisation is improved, at least at group level, and does not only result in individual learning
(Garavan & McGuire, 2001; Viitala, 2005, p. 82). For competence management it is very important
to identify and analyse the competences of experts in order to develop and renew them
systematically and recruit new experts when needed (Argyris & Schn, 1995).
Ruohotie (2002) has defined the meanings of professional competence, based on Ellstrm
(2001): a professional competence which an individual can use effectively gains meanings from four
different perspectives:
professional competence means meeting the requirements for qualifications and professional
skills as defined by the labour market, labour unions, etc.;
professional competence means the specific demands that are required for successful work in a
certain company;
professional competence means an individuals possible competence and ability to participate in
further studies, which is stated in a curriculum, degree programme profiles and certificates;
professional competence means an individuals real and potential competence, i.e. individual
capacity.
Ruohotie (2002) has argued that the work performances of professional people can differ a great
deal depending on what they think the core skills or core strategies of their work are and what kind
of connotations they give to those various skills. Furthermore, it is noted that the transfer of skills
from one context to another is not spontaneous, which brings special challenges when introducing
new experts to a job. Transfer of skills is even more demanding when people working together
come from different cultural, social and historical backgrounds. Ruohotie (2002, 2006) argues that
the learning process at universities of applied sciences should be organised so that teaching and
developing generic competences can be linked to a real employment context and that the definition
of skills should be socially located.
Hakkarainen et al (2002) have divided research perspectives on expertise into three different
points of view:
expertise as the acquisition of knowledge (cognitive standpoint);
expertise as participation in an operative culture (participation standpoint);
expertise as the creation of knowledge (creation standpoint).
These standpoints complement each other, but according to Tynjl (2004) the creation standpoint
is a new approach, in which the good elements of knowledge acquisition and participation are
combined. In addition to this, expertise includes a strong, creating element which enables
competent and situationally sensitive action in a continuously transforming operational
foundation. An expert can operate flexibly and intuitively and he/she does not have to stop before
every new assignment to think about on which theory basis he/she should act in the specific
situation (Tynjl, 2004, pp. 175-178).
In the field of expert research Tynjl (2004, pp. 175-176) has analysed the work of several
researchers as follows: Bereiter & Scardamalia (1993) combine individual and community
standpoints whereas Nonaka & Takeuchi (1995) put more weight on communal standpoints.
According to Hakkarainen et al (2002) a common operating culture can be considered an
innovative knowledge community.
Laureas new pedagogical model, Learning by Developing, is well suited to the frames of the
latest research on expertise because at the core of the model is collaborative knowledge creation
(students, teachers, working life partners) and as a result, at its best, it achieves the production of
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Outi Kallioinen
innovations, new working cultures, new services, and new models for work. Laureas innovation
platforms are specially designed environments for innovative knowledge communities (e.g. Active
Life Village, http://www.alv.fi). Implementing this pedagogical model has not been simple
because the entire teaching culture needs to be changed, but in order to produce qualified and
competent experts for future working life we have had to facilitate the change and strengthen
teacher leadership.
3. Generic Competences in the Competence-Based Curriculum
Laureas future-oriented, competence-based curriculum since 2006 allows it to follow the
requirements for change coming from the labour market and society (see Kallioinen, 2007). The
curriculum reform also links us to the curriculum development of the European Higher Education
Area, which is based on core competences. According to the national ECTS projects work by the
Rectors Conference of the Finnish Universities of Applied Sciences, ARENE (2007) the
competences can be defined as follows: Competences are understood as wide-ranging
combinations of know-how composites of knowledge, skills and attitudes possessed by an
individual. Competences illustrate the persons proficiency, capacity and ability to perform in
professional tasks (ARENE, 2007. pp. 30-31).
Raij & Rantanen (2007, pp. 42-49) have described the definition process of Laureas five
generic competences for its curriculum. The generic competences are structured through three
competence levels. Each competence progresses through a personal competence level to an
organisational development level and on to a social reform level.
As learning outcomes is one of the focal issues in the Bologna process, in this article I will
focus on the learning outcomes of the personal competence level of each below mentioned generic
competence and on the learning outcomes of generic competences defined in Europe.
The shared generic competences at Laurea for all degree programmes (13 Finnish and 3
English) are: ethical, globalisation, innovation, reflection and networking competence. Mastering
the personal competence level is compulsory for all bachelor-level students (c.1500 starting every
year) as they graduate from Laurea. In some degree programmes bachelor students also have the
second and/or third level of some of these generic competences in their curriculum. The social
reform level of these generic competences mainly concerns masters level programmes and
personal study paths.
Ethical competence
At the personal competence level the students are able to:
reflect on their own values and on the consequences of their actions for the welfare of others;
work on the basis of their sectors value base following ethical principles;
apply the fields ethical norms to problem solving;
examine situations from different parties perspectives;
work in a tolerant and understanding way in multicultural networks;
apply ethical principles to R&D [research and development] projects (Laurea study guide,
2008-2009).
Reflection competence
At the personal competence level the students are able to:
evaluate their own learning and competence and formulate a personal development plan;
identify development challenges and problems;
develop their competence independently and with others, and share what they have learnt in a
work community;
assume a role in a group/team;
acquire and analyse information systematically (Laurea study guide, 2008-2009).
Innovation competence
At the personal competence level students are able to:
analyse their own thought processes, knowledge and actions;
plan, organise and develop their own work;
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Defining and Comparing Generic Competences

set targets and turn them into appropriate, concrete actions;
come up with new ideas, work creatively, express their thoughts and convince others to
participate in developing them;
use various ideation methods;
manage themselves, work during change and in diverse projects;
conduct the intermediate and final evaluations of a project (Laurea study guide, 2008-2009).
Networking competence
At the personal competence level the students are able to:
present ideas and information in writing, verbally and visually using various communication
styles;
act in situations requiring professional communication and interaction;
identify various teamwork models and work in teams;
participate collaboratively and actively in a network;
take into account cultural differences and work with people of different cultural backgrounds
(Laurea study guide, 2008-2009).
Globalisation competence
At the personal competence level the students are able to:
make use of international sources of information in their field of expertise;
take into account the effects and opportunities of multiculturalism and internationalisation on
their fields;
recognise the significance of their professional actions in relation to global interaction and
sustainable development;
evaluate their own value bases from the point of view of sustainable development and
globalisation, and apply them to their work (Laurea study guide, 2008-2009).
These competences are integrated in the studies: study units, projects, apprenticeship, etc., and
there are no special courses on them. There is a qualitative portfolio evaluation of these generic
competences and a quantitative evaluation (from 1 to 5) on the professional substance-specific
competences of the study units. Portfolio evaluation appeared to be fairly difficult to implement by
the lecturers in general and therefore further training possibilities have been offered to the staff. At
the moment we are considering changing the portfolio evaluation in the future curricula. The
development process is under way.
Laureas pedagogical operational model, Learning by Developing (LbD), enables the
development of new professional competences in real working-life contexts and projects and the
expertise gained can then begin to develop in a holistic way instead of as a series of consecutive
competences. The LbD model was also internationally evaluated (see Vyakarnam et al, 2008) in
order to promote European cooperation in quality assurance.
4. Qualitative Research Material and Analysis
For this qualitative research article I have selected European competence definitions that have been
developed recently. The definitions are presented below. The qualitative content analysis (Denzin
& Lincoln 1994) and the comparison with Laureas generic competences are presented in the
Appendix.
Competence definitions as qualitative research material:
European Qualifications Framework, EQF: Level 6 (Bachelor)
Tuning Generic Competences (TGC)
Dublin descriptors
Finnish national generic competences (Bachelor)
European Qualifications Framework, EQF: Level 6 (Bachelor)
In the European Qualifications Framework (EQF) (European Commission, 2008) the focus is on
the learning outcomes of the students at different levels. The eight reference levels are the core
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Outi Kallioinen
element of the EQF and they can be used as a common and neutral reference point by the
education and training authorities in the European Union countries. The eight levels cover the
entire span of qualifications from those achieved at the end of compulsory education and training
to those awarded at the highest level of academic and professional and vocational education and
training. As an instrument for the promotion of lifelong learning, the EQF encompasses general
and adult education, vocational education and training as well as higher education. Levels 5 to 8
contain a clear reference to the levels defined in the framework for the European Higher Education
Area in the context of the Bologna process. In the EQF the learning outcomes are the result of
what the learner knows, understands and is able to do after finishing their studies at that specific
level; in other words, the combination of knowledge, skills and competences of the level in
question (European Commission, 2008). The Finnish National Qualifications Framework will be
finalised in 2009.
The usefulness of the EQF is based on transparent quality assurance systems and, in
accordance with this, all quality assurance systems of the Finnish higher education institutions will
be audited by 2011. Laureas quality assurance system will be audited in 2010.
The descriptor for the first cycle (bachelor degrees) in the Framework for Qualifications of
the European Higher Education Area corresponds to the learning outcomes for EQF level 6
(European Commission, 2008).
Knowledge. In the EQF knowledge means the outcome of the assimilation of information through
learning. Knowledge is the body of facts, principles, theories and practices that is related to a field
of study or work. Knowledge is described as theoretical and/or factual.
The learning outcomes relevant to Level 6 are: advanced knowledge of a field of work or
study involving a critical understanding of theories and principles.
Skills. In the EQF skills means the ability to apply knowledge and use know-how to complete
tasks and solve problems. Skills are described as cognitive (use of logical, intuitive and creative
thinking) and practical (involving manual dexterity and the use of methods, materials, tools and
instruments).
The learning outcomes relevant to Level 6 are: advanced skills demonstrating the necessary
mastery and innovation required to solve complex and unpredictable problems in a specialised field
of work or study.
Competence. In the EQF competence means the proven ability to use knowledge, skills and
personal, social and/or methodological abilities, in work or study situations and in professional
and/or personal development. Competence is described in terms of responsibility and autonomy.
The learning outcomes relevant to Level 6 are: being able to manage complex technical or
professional activities or projects, taking responsibility for decision-making in unpredictable work
or study contexts, the ability to take responsibility for managing the professional development of
individuals and groups (European Commission, 2008).
Tuning Educational Structures Project
The Tuning Project is related to the Bologna process and it is financed by the European
Commission. It concentrates on issues related to the degree programme structures of the two
cycles (i.e. bachelor and masters degrees) and the transparency of the educational system. The
project represents academia and the voice of higher education institutions and it enhances the
ECTS. In the project they have produced field-specific degree requirements, compared learning
outcomes and developed professional profiles. The learning outcomes express what a student is
supposed to know, understand and/or be able to do after their studies. It is also possible to define
the minimum requirements with the assistance of commonly defined learning outcomes. More
about the project can be found on the webpage: http://www.europa.eu.int/comm/education
(Gonzles & Wagenaar, 2003, 2005.)
In the Tuning Project competences represent a dynamic combination of attributes, abilities
and attitudes. The object of the educational programmes is to foster these competences. The
competences are formed in various course units and assessed at different stages. Competences may
also be developed to a greater degree than the level required by the learning outcome.
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The generic competences in the Tuning Project have been divided into three knowledge
areas:
1. Instrumental competences: cognitive abilities, methodological abilities, technological abilities and
linguistic abilities.
Capacity for analysis and synthesis;
Capacity for organisation and planning;
Basic general knowledge;
Grounding in the basic knowledge of a profession;
Good oral and written communication skills in a students native language;
Knowledge of a second language;
Elementary computing skills;
Information management skills (ability to retrieve and analyse information from different
sources);
Problem solving;
Decision-making.
2. Interpersonal competences: individual abilities like social skills (social interaction and cooperation).
Critical and self-critical abilities;
Teamwork;
Interpersonal skills;
Ability to work in an interdisciplinary team;
Ability to communicate with experts in other fields;
Appreciation of diversity and multiculturality;
Ability to work in an international context;
Ethical commitment.
3. Systemic competences: abilities and skills concerning whole systems (a combination of
understanding, sensibility and knowledge; the prior acquisition of instrumental and interpersonal
competences is required).
Capacity for applying knowledge in practice;
Research skills;
Capacity to learn;
Capacity to adapt to new situations;
Capacity for generating new ideas (creativity);
Leadership;
Understanding of cultures and customs of other countries;
Ability to work autonomously;
Project design and management;
Initiative and an entrepreneurial spirit;
Concern for quality;
Will to succeed.
Dublin Descriptors
Dublin descriptors have been developed by an unofficial network, the Joint Quality Initiative
(http://www.jointquality.org) and include descriptions of bachelor, master and doctoral degrees
(first, second and third cycle). For this article I will take only the bachelor degree for the
comparative content analysis.
First cycle degree, bachelor-level. Qualifications that signify the completion of the first cycle are
awarded to students who:
have demonstrated knowledge and understanding in a field of study that builds upon their
general secondary education. This knowledge and understanding is typically at a level that,
whilst supported by advanced textbooks, includes some aspects that will be informed by
knowledge from the forefront of their field of study;
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Outi Kallioinen
can apply their knowledge and understanding in a manner that indicates a professional approach
to their work or vocation. These competences are typically demonstrated through the devising
and sustaining of arguments and the solving of problems within their field of study;
have the ability to gather and interpret relevant data (usually within their field of study) and to
make informed judgements that include reflection on relevant social, scientific or ethical issues;
can communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences;
have developed those learning skills that are necessary for them to continue to undertake further
study with a high degree of autonomy.
Finnish National Generic Competences, Bachelor Level
Dr Pekka Auvinen from the North-Carelian University of Applied Sciences acted as the chairperson
of the national team that defined the generic competences for the Finnish universities of applied
sciences. Professor Pivi Tynjl from Jyvskyl University and Professor Pekka Ruohotie from
Tampere University consulted and evaluated the outcomes of the team during the process and in
their final form. The background material for this national work was as follows: the Polytechnic
Decree, European and national competence descriptions, literature relating to competences, and
studies and experiments conducted at Finnish universities of applied sciences. The definitions have
also been made in collaboration with teachers, students and representatives from various areas of
working life (ARENE, 2007). For more about the definitions and the results of collaborative work
see the homepage of the project (http://www.ncp.fi/ects) where the findings are more explicitly
discussed. As a member of this national team I had the opportunity to reflect on and discuss the
outcome with reference to Laureas generic competences, which were produced and formulated
slightly before the national competences.
The Finnish national bachelor-level generic competences (from universities of applied
sciences) are as follows:
Learning Competence
The student:
is able to self-evaluate his/her competences and define his/her development and learning needs;
recognises his/her learning style orientation and is able to conduct studies independently and
develop his/her learning strategies;
is capable of collaborative learning and sharing knowledge in teams and working communities;
is able to operate in changing environments and to recognise and utilise available learning
opportunities and scopes for action;
is able to plan, organise and develop his/her own actions.
Ethical Competence
The student:
is able to apply the value systems and ethical principles of the subject field in his/her conduct
and tasks;
takes responsibility for his/her own actions and works according to jointly agreed principles and
measures;
is able to apply the principles of sustainable development in his/her actions;
is able to take other people into account in his/her actions.
Communicative and social competence
The student:
is capable of listening to others and communicating by use of writing and speech and is also able
to communicate visually by use of different communication methods;
is able to function in the communicative and interactive situations typical of the field;
understands the principles of group and teamwork and is able to work together with others in
multidisciplinary teams;
is able to utilise information and communications technology at his/her work.

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Development competence
The student:
is able to retrieve and analyse information from within his/her subject field, to critically evaluate
it and to perceive entities in a holistic way;
knows the basic principles and methods of research and development work and is able to
conduct small-scale research and development projects by applying the existing knowledge of
the field;
knows the principles of project work and is able to work in projects;
uses initiative and adopts a proactive approach to work and is capable of problem solving and
decision-making at work;
understands the principles of profitable and customer-focused operations and possesses
entrepreneurial skills.
Organisational and societal competence
The student:
knows the socio-economic interdependence of the organisations in his/her subject field;
knows the possibilities of societal influences for the development of his/her field;
knows the basic principles of organisational management and leadership and has the ability to
supervise tasks;
knows the methods necessary for engagement in working life and is able to operate in work
communities;
is able to plan and organise activities.
Internationalisation competence
The student:
possesses spoken and written communicative competence in at least one foreign language
necessary for his/her work and for professional development;
understands cultural differences and is able to work together with people from different cultural
backgrounds;
is able to use international sources of information from his/her own field;
understands the effects and opportunities of internationalisation in his/her own field (ARENE,
2007).
5. Conclusion
The matrix of Laureas competences reflected upon with reference to the European and Finnish
national competence definitions is presented in the Appendix. In Laurea, metacognitive skills are
mainly embedded in the learning outcomes of the generic competences and therefore I have
compared, interpreted and analysed these competence definitions accordingly. The European and
national competences are, to a great extent, comparable with Laureas competences. This will
enhance student mobility and acknowledgment of prior learning as well as make the degree
programmes more comparable. However, student assessment of learning outcomes needs to be
well designed and carried out in order to assure quality in the EHEA. Equal student assessment of
the learning outcomes produces challenges for the different higher education systems around
Europe and makes it hard to find mutual understanding of the required level of competences. This
comparative analysis might also serve as a tool or a check-list in developing generic competences
for the curriculum and facilitate quality assurance in the content of degree programmes.
Innovation competence, networking competence and globalisation competence at Laurea
create a unique and proactive setting for producing generic competences for bachelor-level
students instead of merely implementing the European definitions as such. In particular, relevant
competences for working life in the future will be the ability to use various ideation methods and
diverse teamwork methods, linking innovations to an organisations strategic targets and taking
into account the nature and demands of innovation work. Conducting intermediate and final
evaluations of a project is also a very good asset for higher education graduates. In this networked
society it is very important to participate collaboratively and actively in a network, take initiatives
in developing a network and develop the networked operations of a professional organisation.
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Outi Kallioinen
Enhancing sustainable development and promoting the values of environmental and social
responsibility in organisations and taking into account global interactions will certainly add value
for employers. Generic competences are essential in facing future challenges and building
innovation capacity in the globalised world.
In the competence production of the higher education institutions it is extremely important
to identify proactively competence needs and new competence combinations for the future, so that
we can fulfil the needs of the organisations as they transform and develop their core competences.
This a challenging task but proactive curriculum development is one of the answers, if it is made in
close cooperation with representatives from working life. Generic competences enable ethical,
reflective and innovative operation in the ever more networked activities of the globalised world.
In creating the European Higher Education Area universities have naturally adopted slightly
different ways of reaching the mutual objectives but they are all moving in the right direction. In
European higher education development the keyword is proacting not reacting. This article will
hopefully add value to the production of new knowledge about future-oriented generic
competences and promote the European dimension in higher education.
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APPENDIX
Laureas generic competences for bachelor-level students in comparison with the European
competence definitions (updated by Kallioinen, 2009).

Laurea
ethical
competence

European
Qualification
Framework (EQF):
Level 6 (Bachelor)
Competence
- competence is
described in terms of
responsibility and
autonomy.
- can take
responsibility for
managing the
professional
development of
individuals and groups

Tuning Generic
Competences

Dublin descriptors,
first cycle

Finnish national
generic competences,
first cycle

Interpersonal competences
- appreciation of
diversity and
multiculturality
- ethical commitment

- have the ability to

gather and interpret
relevant data (usually
within their field of
study) to inform
judgements that
include reflection on
relevant social,
scientific or ethical
issues

Ethical competence:
- is able to apply the
value systems and
ethical principles of
the subject field in
their conduct and
tasks
- takes responsibility
for their own actions
and works according
to jointly agreed
principles and
measures
- is able to apply the
principles of
sustainable
development in their
actions
- is able to take other
people into account in
their actions

Systemic competences
- understanding of
cultures and customs of
other countries

International
competence:
- understands cultural
differences and is able
to work together with
people from different
cultural backgrounds

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Outi Kallioinen
Laurea
reflection
competence

Knowledge
- a critical
understanding of
theories and principles

Instrumental competences
- cognitive abilities,
- problem solving
- decision-making

Skills
- ability to solve
problems

Interpersonal competences
- capacity for analyses
and synthesis
- critical and self-critical
abilities
- interpersonal skills
- teamwork
Systemic competences
- abilities and skills
concerning whole
systems (combination of
understanding,
sensibility and
knowledge; prior
acquisition of
instrumental and
interpersonal
competences required)
- research skills
- capacity to learn
- capacity to adapt to
new situations
- ability to work
autonomously
- will to succeed

- has developed those

learning skills that
are necessary for a
student to continue
to undertake further
study with a high
degree of autonomy.
- can apply their
knowledge and
understanding in a
manner that indicates
a professional
approach to their
work or vocation,
and has competences
typically
demonstrated
through the devising
and sustaining of
arguments and the
solving of problems
within their field of
study

Learning competence:
- is able to selfevaluate their
competences and
define his/her
development and
learning needs
- recognises their
learning style
orientation and is able
to conduct studies
independently and
develop their learning
strategies
- is capable of
collaborative learning
and sharing
knowledge in teams
and working
communities
- is able to operate in
changing
environments and to
recognise and utilise
available learning
opportunities and
scopes for action
- Is able to plan,
organise and develop
their own actions
Development
competence:
- adopts an initiative
and proactive
approach to work and
is capable of problem
solving and decisionmaking at work

Laurea
networking
competence

Instrumental competences
- technological abilities
and linguistic abilities
- good oral and written
communication skills in
their native language
- knowledge of a second
language
- elementary computing
skills
- information
management skills
Interpersonal competences
- social interaction and
co-operation
- teamwork
- interpersonal skills
- ability to work in an
interdisciplinary team
- ability to communicate

- has the ability to

gather and interpret
relevant data (usually
within their field of
study) to inform
judgements that
include reflection on
relevant social,
scientific or ethical
issues
- can communicate
information, ideas,
problems and
solutions to both
specialist and nonspecialist audiences

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Communication and
social competence:
- is capable of listening
to others and
communicating in
writing, speech and
visually using different
communicative styles
- is able to function in
the communicative
and interactive
situations typical of
the field
- understands the
principles of group
and teamwork and is
able to work together
with others in
multidisciplinary
teams
- is able to utilise

Defining and Comparing Generic Competences

with experts in other
fields
- appreciation of
diversity and
multiculturality
- ability to work in an
international context

information and
communications
technology at work
Organisational and
societal competence:
- knows the socioeconomic
interdependence of
the organisations in
their subject field
- knows the
possibilities of societal
influencing for the
development of their
field
- knows the methods
required for their
working life and is
able to operate in
work communities
International
competence:
- possesses spoken and
written
communicative
competence at least in
one foreign language
necessary for their
work and for
professional
development
- understands the
effects and
opportunities of
internationalisation in
their own field

Laurea
innovation
competence

Skills
- ability to apply
knowledge
- ability to use knowhow to complete tasks
- ability to solve
problems
- use of logical,
intuitive and creative
thinking
- advanced skills,
demonstrating the
mastery and
innovation required to
solve complex and
unpredictable
problems in a
specialised field of
work or study
Competence
- manage complex

Instrumental competences
- ability to retrieve and
analyse information
from different sources
- capacity for analyses
and synthesis
- capacity for
organisation and
planning
- problem solving
- decision-making
Interpersonal competences
- teamwork
- ability to work in an
interdisciplinary team
Systemic competences
- capacity for applying
knowledge in practice
- capacity to learn
- capacity for generating

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Development
competence:
- is able to retrieve and
analyse information
regarding their subject
field and can critically
evaluate it and
perceive entities in a
holistic way
- knows the principles
of project work and is
able to work in
projects
Organisational and
societal competence:
- knows the basic
principles of
organisational
management and
leadership and has the
ability to supervise

Outi Kallioinen
technical or
professional activities
or projects, can take
responsibility for
decision-making in
unpredictable work or
study contexts

Laurea
globalisation
competence

new ideas (creativity)

- Leadership
- ability to work
autonomously
- project design and
management
- Initiative and
entrepreneurial spirit
- concern for quality
- will to succeed

tasks
- is able to plan and
organise activities

Interpersonal competences
- appreciation of
diversity and
multiculturality
- ability to work in an
international context

Ethical competence:
- is able to apply the
principles of
sustainable
development to their
actions

Systemic competences
- understanding of the
cultures and customs of
other countries

International
competence:
- understands cultural
differences and is able
to work together with
people from different
cultural backgrounds
- is able to use
international sources
of information within
his/her own field
- understands the
effects and
opportunities of
internationalisation in
their own field

OUTI KALLIOINEN is the Development Director of Laurea University of Applied Sciences. She is
responsible for the Universitys pedagogical development, knowledge management, quality
assurance and part of the support services. She is an Adjunct Professor of the Finnish National
Defence University. She specializes especially in qualitative research and action research
methodology. Her research areas of interest are competence and curriculum development,
teaching and learning, leadership and military pedagogy. Correspondence: Dr Outi Kallioinen,
Development Director, Laurea University of Applied Sciences, Ratatie 22, FIN-01300 Vantaa,
Finland (outi.kallioinen@laurea.fi).

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