1. Competence Dimensions in a Bologna-oriented GIS Education AGIT 2011, GI_Forum J5. EDU Postsecondary Education July, 6th 2011 Uwe Schulze Christoph Reudenbach Detlef Kanwischer Philipps-University Marburg University Koblenz Landau

2. 2 GIS-education in Germany: Where does it go to? 378 study paths related to GIS* 16 different disciplines Degrees: Bachelor, Master, Teaching profession geography, university certification, (Diploma) Since 08/2010 new occupation: Geomatiker * Geoinformatik-Service Uni Rostock, 2010 No standardised and comparable curricula for education and training in the field of GIS&T

3. 3 Research Questions What are the major competence dimensions working with GIS in higher education? How can these skills be operationalized and integrated into national GIS- curricula? How can we measure a successful development of compentences among students?

4. 4 Outline 1.Introduction 2.Competences in HE in Germany 3.GIS-related Competences 4.Comparative Content Analysis of GIS-curricula 5.Outlook and Conclusion

5. 5 5 qualification Competences in HE functional approach knowledge skills Multi-dimensional & holistic approach disciplines behavioral approach competences occupation life long learning measuring subject-related competence key competences learning outcomes generic competence performance study path cognitive competence functional competence instrumental skills methodological competence ability problem-solving action competence

6. 6 ‘Competence‘ is a “Fuzzy Concept“ DELEMARE LE DEIST & WINTERTON (2005) Competences in HE

7. 7 Competences in HE in Germany Connection of subject-related knowledge and generic competences The European Qualifications Framework LL (2008) The German Qualifications Framework LL (2011) Qualifikationsrahmen für deutsche Hoch- schulabschlüsse (2005)

8. 8 Competences in HE in Germany Distinction in knowledge, skills and competences How can we manage terminological, conceptual and cultural differences of competence in HE? QGF 2011

9. 9 GIS-related competences: Benchmarks Statements Benchmark Statements for GIS in Geography Education (HERODOT Network 2008) HERODOT Network 2009. The Benchmark Statements for GIS in Geography Education. Characterising GIS-related competences at certain levels Level Descriptors for: GIS in Secondary School Education GIS and Geography in HE (undergraduate/ postgraduate) Particularise learning outcomes ( e.g. undergraduate level) “to acquire, organise and represent spatial data at a basic level“ “to understand the nature of geographic relationships […] processes“ “ to apply geographic knowledge and understandigs to deal with real world problems […]“ +

10. 10 Comparative Content Analysis Key Questions What are the objectives of the relevant documents? What structural and substantive similarities and differences do exist? Competency Model (2010)Model Curriculum (2006) Core Curriculum (2009)

11. 11 Comparative Content Analysis

12. 12 Major Competences working with GI(S) Related Competences Spatial Thinking Problem-solving Technical KSC in GIS&T Abstract Model of Space cognitive modeling Real-World Data basis technical modeling Work flow within GIS CommunicationCritical Thinking

13. 13 Research Questions What are the major competences dimensions working with GIS in higher education? How can these skills be operationalized and integrated into national GIS-curricula? (How) Can we measure a successful development of GIS- compentences among students?  

14. 14 Qualification of the competence dimensions using GIS Benchmark Statements and GQF Outlook Spatial Thinking Problem-solving Comp. Technical KSC PISA/ OECD (2004) understanding the problem characterizing the problem representing the problem solving the problem reflecting on the solution communicating the problem solution Approaches of operationalization GIS&T BoK (2006) Downsizing & simplification through the IMAP-Model I nput M anagement A nalysing P resentation NRC (2006) Concept of Space Tools of Representation Process of Reasoning + Relational concepts of space Structure

15. 15 Conclusion GI(S) Competences Workforce Development Domain- specific GIScience GIS&T Modeling & Measurement of Competence s International Discussion GI(S) in Higher Education Subject- related Geography Geoinformatics.... Bologna- process GI(S) in schools

16. 16 Thank you for your attention contact kanwischer@uni-landau.de uwe.schulze@staff.uni-marburg.de reudenbach@staff.uni-marburg.de

17. 17 Competences in HE in Germany EQF: Definition of competences “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 personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.” (EQF 2008) GQF: Definition of competences “Competence within the DQR describes the ability and readiness of the individual to use knowledge, skills and personal, social and methodological competences and to behave in a considered, individual and socially responsible manner. Competence is understood in this sense as comprehensive action skills.” ( GQF 2011) How can we manage terminological, conceptual and cultural differences of competence in HE?

18. 18 Excursus: Geospatial Technology Competency Model (GTCM) http://www.careeronestop.org/competencymodel/pyramid.aspx?geo=Y Definition of Competence: “… a specific, identifiable, definable, and measurable skill or characteristic that is essential for the performance of an activity within a specific business or industry context” “… to develop a well-trained geospatial workforce” (Gaudet, Annulis & Carr 2003) First draft in 2001 Behavioral approach

19. 19 Excursus: Geospatial Technology Competency Model (GTCM) http://www.careeronestop.org/competencymodel/pyramid.aspx?geo=Y Definition of Competence: “… a specific, identifiable, definable, and measurable skill or characteristic that is essential for the performance of an activity within a specific business or industry context” “… to develop a well-trained geospatial workforce” (Gaudet, Annulis & Carr 2003) Behavioral approach

20. 20 Competences in Geography – considered at different levels TUNING-Report Geography Donert (2007) Skills in Professional Geography Solem et al. (2008) Key Qualifications in Geography Heierle (2006) Employability of German Geography Graduates Henneman & Liefner (2010) EuropeUSAAustria, Germany, Switzerland Germany Appreciation of generic competences

21. 21 Exkurs: (Über-)Fachliche Kompetenzen/Geographie Quelle: Solem, Cheung, Schlemper 2008

22. 22 Quelle: TUNING Geography, Donert 2007 Exkurs: (Über-)Fachliche Kompetenzen/Geographie

23. 23 GIS&T Body of Knowledge USA: GIS-Curricularentwicklung seit 1980er Jahre Definition der GIS&T-Domäne GI-Systeme/ -Technologie/-Science Model curriculum Referenzwerk für Entwicklung/ Bewertung von outputorientierten GIS-Curricula Inhaltliche Struktur Knowledge Areas (10) Units (73) Topics (330) Learning Objectives (1660) Quelle: DiBiase 2006

24. 24 Modeling and Measurement of competences „Although the topic of assessment of competencies is very central in the school area, it has been neglected in the area of higher education […]“ Third funding initiative of the German Federal Ministry of Education and Research: Modeling and Measurement of Competences in Tertiary Education. Massive gap in research in germany

25. 25 Ein PBL-Arrangement für die GIS-Ausbildung Quelle: Kanwischer, Schulze, Reudenbach 2009

26. 26 Exkurs: (Über-)Fachliche Kompetenzen/Geographie Quelle: Solem, Cheung, Schlemper 2008

27. 27 Definition überfachlicher Kompetenzen -TUNING