Conference Agenda

"Competencies" are a key concept in higher education because they link knowing and acting. Moreover, this concept addresses the changing conditions under which knowledge is produced, learned, and applied. Rather than focusing only on disciplinary content, competencies emphasize the ability to use and reflect on the generation and justification of knowledge in complex contexts. Working with competencies in higher education brings central fields of tension into focus: strategy and pedagogy, research and teaching, as well as formal and informal learning. While strategies often emphasize institutional innovation and students’ employability, educators and scholars may struggle to realize these ambitions in practice. According to Boyer (1990), four forms of scholarship are crucial for university life: discovery (i.e., research as it is commonly understood), integration (i.e., synthesis, often interdisciplinary in nature), application (i.e., applied research), and teaching (i.e., involving pedagogical learning and research). The idea of the research-teaching-nexus assumes a strong relationship between the two major functions of higher education, teaching and research (Tight, 2016), yet research-related teaching practices vary between and within institutions (Healey, 2005).

These fields of tension constitute productive spaces for educational research and development, highlighting how knowledge becomes action. Accordingly, they frame this symposium. We adopt perspectives at the meso level (strategy, institutional positioning) and the micro level (pedagogy, pedagogical practices) of the higher education system, and elaborate cases from Finland, India, and Switzerland.

At the strategic level, higher education institutions increasingly position themselves through competency-oriented profiles, such as the notion of the Skill University (Paper 1: India). These strategies emphasize continuing education, competency development, and the recognition of prior learning as responses to changing education systems and market demands (Besharov & Smith, 2014; Zürn, 2020). Comparative perspectives highlight an ongoing pedagogical paradigm shift that places new expectations on university teachers’ competences and institutional adaptability.

Moving from strategy to pedagogy, competency development is enacted through diverse teaching practices, including design-based education and research-based learning. These approaches demonstrate how higher education, research, and practice can be meaningfully integrated through authentic learning environments. Paper 2 (Finland) highlights design-based education, design thinking, and business labs, illustrating how competency orientation can be embedded in course design. Paper 3 (Switzerland) focuses on research-based learning, reflection, and self-assessed research competencies, examining the cultivation and reflection of research competency as part of university course design.

A central tension between institutional strategies that promote competency development and the realities of pedagogical implementation emerges, for example, in the process of establishing a new kind of higher education institutions or missions (Paper 4: Switzerland). Aligning strategic goals with the competences of teaching staff in such institutions is a multi-layered and complex process. The central question, therefore, is how competencies are approached and enacted in higher education.

The symposium argues that bridging market demands, and curriculum design requires coherent alignment between strategy and pedagogy, ensuring that competency development strengthens, rather than fragments, the research–teaching nexus.

'Skill University' is a rather new concept in higher education in India. It is envisioned in the National Policy for Skill Development and Entrepreneurship (2015). The goal of Skill Universities is to provide industry-focused education and training with flexible entry and exit points at NSQF level 4 and above. Among other objectives, they conduct applied research and enhance the quality and relevance of industry training programs. This new concept responds to identified challenges such as limited access to higher education in India, particularly in socio-economically disadvantaged areas. A rigid separation of disciplines in higher education, as well as limited teacher and institutional autonomy, are expected to be improved within this new type of higher education institution. In addition, the use of local languages in teaching, currently uncommon in Indian higher education, may be expanded. The establishment of new higher education institutions requires university teachers to strengthen a range of competences and skills, including interdisciplinary collaboration, cooperation with industry, engagement with communities, recognition of the impact of teaching methods on learning, and support for lifelong learning (Ministry of Human Resource Development, 2020; Naveen, 2024; UGC, n.d.). The development of a pedagogical paradigm for emerging types of higher education institutions is a complex, multi-layered process. Existing research on student-centered pedagogical approaches in India suggests that the use of diverse teaching strategies leads to improved learning outcomes (Kulkarni et al., 2019; Ramulu et al., 2025; Sharma, 2022). While parallel reforms in higher education systems abroad—such as the establishment and pedagogical development of universities of applied sciences in Europe—can provide valuable insights, it is essential to consider significant differences arising from distinct historical and cultural contexts. Implementing more participatory pedagogical approaches within a traditionally teacher-centered culture presents challenges that must be carefully addressed. This presentation highlights progress in the development of skill-based university pedagogy, drawing on research, national higher education policies, and the presenters’ experiences in India. The paper will explore models such as Design-Based Education (DBE) in the context of Indian higher education and highlight key competences required for the professional development of Skill University teachers as these institutions evolve. The discussion will also consider the role of research and how it is represented in Skill University policy documents in relation to the ongoing pedagogical paradigm shift.

Kulkarni, A. & Vartak, R. (2019). A module integrating conventional teaching and student‐centered approach for critical reading of scientific literature. Biochemistry and molecular biology education, 47(5), 581–588. Ministry of Human Resource Development, Government of India (2020). National education policy. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf (25.01.26). Naveen, H.M. (2024). UGC guidelines for institutional development plans for higher education institutions: An overview. International Journal of Scientific Research in Science Engineering and Technology, 11(3), 323–330. Ramulu, M.V., Pal, A.K., Datta, D. & Pundhir, A. (2025) Exploring Learning Approaches of Generation Z Medical Students. National journal of clinical anatomy (Online), 14(2), 81–89. Sharma, S. (2022). Faculty development programs and student centered approach in teaching can improve the learning experiences in the students. Journal of Ayurveda (online), 16(2), 85–86. University Grants Commission (n.d.). UGC guidelines for institutional development plans for higher education institutions (HEIs). Government of India. https://www.ugc.ac.in/ (25.01.26).

As higher educational practices continue to evolve and adapt according to the 21st century competencies, technological advancements, and diverse learner profiles, it is important to reflect on approaches that positively impact student learning and stay relevant in the constantly changing educational contexts. This paper discusses business labs (for bachelor's students in International Business, at HAMK), that are implemented using Design Based Education (DBE) as the overarching approach while drawing from various pedagogical strategies like flipped classrooms, feedback, teachers as facilitators, collaborative learning, and so on. HAMK being an applied sciences institution, the concept of application of learning to solve real industry problems is at the core of shared goals and values. In line with this aim, business labs establish industry partnerships and receive challenges from companies willing to work with student groups in labs that that run across four months and are worth 25 credits in the bachelor’s program. Students, teachers and company representatives work towards a prototype, a Minimum Viable Product (MVP) for each challenge using design thinking stages as guiding steps, going back and forth as any real problem-solving entails. Students need to think critically, conduct research, collect data, iterate creative solutions, work collaboratively, test and improve their solutions, problem solve, communicate in professional contexts, and deal with unpredictable situations during the process. Such a course that mimics the work life is a perfect culmination of an educational program at an applied sciences institution where all skills learnt get exercised preparing the learners for real work life. This interdisciplinary implementation where teachers from different fields act as facilitators is an efficient use of teacher and student time and increases student motivation due to the impact they could achieve through their solutions as the challenges are not imaginary but relevant in real time. In addition, teachers here did not need to worry about the misuse of AI tools and the approach could be considered AI-proof as students needed to be spontaneous and critical at each step and AI tools for instance, could not solve the challenge and conduct the research for the students. While such implementations need good collaboration between teachers, industry partnerships, critical thinking, problem solving, and research skills among other key learner and teacher competencies, it is worthwhile for institutes with similar goals to work towards such approaches to keep learning immediately relevant while significantly building the future of learners.

Hero, L.-M., Galiot, R., Jussila, J., & Sokka, S. (2024). Becoming a DBE teacher: Teachers’ understanding and needs at the beginning of the transition to design-based education. HAMK Unlimited Scientific. https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/becoming-a-dbe-teacher-teachers-understanding-and-needs-at-the-beginning-of-the-transition-to-design-based-education/ (25.01.26). Rönkkönen, S., Kosenkranius, M., Virtanen, V., Postareff, L., & Jussila, J. (2024). Towards design-based education: Exploring the relationship between higher education students’ approaches to learning, collaborative learning and interdisciplinary collaboration. HAMK Unlimited. https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/towards-design-based-education-exploring-the-relationship-between-higher-education-students-approaches-to-learning-collaborative-learning-and-interdisciplinary-collaboration/ (25.01.26). Poudel, D., & Kabiraj, S. (2025). A Finnish interventionist approach to design thinking: Lessons for internationalization. HAMK Unlimited. https://unlimited.hamk.fi/yrittajyys-ja-liiketoiminta/a-finnish-interventionist-approach-to-design-thinking-lessons-for-internationalization/ (25.01.26).

Research-related teaching has become a central pillar in higher education over the last four decades, converging into the ‘scholarship of teaching and learning’ (SoTL) movement. According to the framework developed by Healey (2005), research-based learning in higher education is located in the quadrant ‘participation x research processes/problems’. The phases of research-based learning mirror the phases of a typical research process (Pedaste et al., 2015): students conduct a research project by pursuing their own research question, acquiring and applying research methods, presenting and discussing their research findings. Reflection is an essential phase in research-based learning: It enables students to document, interpret and evaluate their learning process, and to receive feedback from peers and faculty staff. This, in turn, requires students to consciously perceive and reveal insights on their research competence (e.g. Hunter et al., 2007; Thiem et al., 2023). Whereas theoretical and empirical work on research-based learning and reflecting is widespread for teacher education programmes, it is still rare for educational science programmes (e.g. Afdal & Spernes, 2018; Brew & Saunders, 2020). To fill this research gap, our study examines reflection in and on research-based learning among educational science students. (RQ1) Which activities do students perceive challenging in the research project? (RQ2) What topic areas do students address in the reflected research situations? (RQ3) How do students self-assess their research competence through the research project? For this purpose, we designed a university course along the method of research-based learning. The students had to plan and conduct a research project and write a narrative report during the project, in which they reflected on challenging research situations. These reflections were qualitatively analysed regarding research phases/activities and topics (Mayring, 2022). In addition, a fully structured questionnaire was administered at the end of the project and used to quantitatively analyse the students’ self-assessed research competence. The results show that especially research methods (conducting and analysing interviews, presenting and discussing findings), project organisation (organising interviews), as well as emotions and self-regulation pose notable challenges in research-based learning. Furthermore, the results show that the self-assessed research competence is moderate to high in all facets, but highest in research methods. The findings of our study provide in-depth insights into research-based learning and reflecting that can be used by faculty staff to design and evaluate their university course.

Afdal, H.W. & Spernes, K. (2018). Designing and redesigning research-based teacher education. Teaching and Teacher Education, 74, 215–228. Brew, A. & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education, 87, 102935. Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the University: New Relationships between Research, Scholarship and Teaching (pp. 67–78). McGraw Hill. Hunter, A.-B., Laursen, S. L. & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36–74. Mayring, P. (2022). Qualitative Inhaltsanalyse: Grundlagen und Techniken (13., rev. ed.). Beltz. Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S.A.N., Kamp, E.T., Manoli, C.C., Zacharia, Z.C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. Thiem, J., Preetz, R. & Haberstroh, S. (2023). How research-based learning affects students’ self-rated research competences: evidence from a longitudinal study across disciplines. Studies in Higher Education, 48(7), 1039–1051.

The increasing emphasis on lifelong learning and competency-based education has led to renewed consideration of the relationship between higher education (HE) and university continuing education (UCE) (EUA, 2024). In Switzerland, this relationship is shaped by a complex meso-level tension between the systemic positioning of continuing education both outside and within the higher education system, as well as by the implementation of competency-based approaches in institutional strategies and practices. This paper addresses these tensions by examining how universities navigate the boundaries between HE and UCE and how competency orientation is enacted at systemic and organisational levels (SCCRE, 2023; Gonon & Weil, 2021). A key policy development framing this analysis is the recent reintegration of UCE into the Swiss National Qualifications Framework for Higher Education (nqf-HS) (swissuniversities 2025a). This reintegration can be understood as an attempt to strengthen permeability, flexibilization, and recognition across educational pathways. In this context, instruments such as Validation d’Acquis de l’Expérience (VAE) and Admission sur Dossier (ASD) are particularly relevant, as they operationalize competency-oriented access and recognition mechanisms and connect higher education more closely to professional and working-life experiences (swissuniversities 2023; 2025b). Empirically, the paper draws on data from the WebiFlex-hs research project, which examines how UCE is institutionally embedded within Swiss higher education institutions (Weil, 2023). The study combines document analysis with organizational and qualitative data. Organizational charts from all Swiss universities (N=41) allow for a systematic analysis of institutional positioning, revealing distinct patterns across institutional types and language regions (Besanko et al., 2005). These findings are complemented by a qualitative questionnaire with those responsible for UCE across all Swiss university types and language regions (n=32), which explores perceived degrees of flexibility and connectivity between continuing education and degree programs. The research interest addresses options for flexibility between systemic, institutional, and individual competency-oriented approaches.

Besanko, D., Régibeau, P. & Rockett, K.E. (2005). A Multi-Task Principal-Agent Approach to Organizational Form. Journal of Industrial Economics, 53(4), 437–467. EUA (European University Association) (2024). LEARNING & TEACHING PAPER #21 Flexible learning and teaching Thematic Peer Group. Report. file:///C:/Users/markus.weil/Downloads/eua%20tpg%20report_flexible%20learning%20and%20teaching.pdf (20.01.2026). Gonon, Ph. & Weil, M. (2021). Continuing Higher Education Between Academic and Professional Skills. In Ph. Eigenmann, Ph. Gonon & M. Weil (Eds.), Opening and Extending Vocational Education. (pp. 341–360). Peter Lang. SCCRE (Swiss Coordination Centre for Research in Education) (2023). Education Report Switzerland 2023. SCCRE. Swissuniversities (2023). Validierung. zur Durchführung der Validation des acquis de l’expérience (VAE). https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Kammern/Kammer_PH/Vereinb-Erkl/230324_Vereinbarung_VAE.pdf (20.01.2026). Swissuniversities (2025a). Qualifikationsrahmen für den schweizerischen Hochschulbereich nqf.ch-HS. https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Lehre/NQR/nqf-ch-HS-d.pdf (20.01.2026). Swissuniversities (2025b). Vereinbarung der Mitglieder der Kammer PH swissuniversities zur Harmonisierung der Aufnahme sur dossier (ASD). https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Kammern/Kammer_PH/Vereinb-Erkl/Vereinbarung_ASD_d_f_i_200311_Version_231122.pdf (20.01.2026). Weil, M. (2023). Systematic potentials for co-operation: UCE as a gateway for HE? European Journal of University Lifelong Learning – EJULL, 7(2), 81–88.