Completed project · 2017–2020
Development, Assessment and Validation of Social Competences in Higher Education
Problem statement: Alongside research and teaching, higher education institutions have a so-called ‘third mission’: shaping the interface between higher education and society. In the course of efforts to make higher education comparable, social competences became a target dimension of the European Qualifications Framework (EQF) and of the respective national qualifications frameworks. How this field of learning, and the processes for achieving this goal, should be designed is still open, unresolved and in need of development. Objectives: DASCHE aims to identify good practice in the sense of the project and, on this basis, to derive a common framework model for embedding social competence in higher education.
Research questions: To what extent and in what ways is the development of social competences taken into account in higher education institutions (policies, teaching)? What opportunities and obstacles exist, and which trends are already discernible?
Research approach: Country case studies based on document analyses as well as interviews with higher education stakeholders and focus groups (reports reviewed in two stages, by peers and externally) form the basis for deriving the common framework model.
Results: A cross-country research report, academic publications and policy recommendations were produced. The results were/are being presented to the public at two conferences (2019 in Bremen and 2020 in Warsaw).
The following video was produced as part of the DASCHE project by a student on the master’s programme in Educational Sciences (non-school settings) at the University of Bremen in cooperation with the responsible project staff member. It was shown as the opener at the final conference in Warsaw (February 2020).
Conference video