Towards a multiperspective approach to following students’ professional development in higher education

Abstract

Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes, (2) multilingual communication competence, and (3) dimensions on wisdom. A self-assessment tool, based on this model, is introduced for evaluating university students’ development across these domains. The tool is also empirically tested. Third-year university students (n = 535) from six different faculties responded to the questionnaire, and the data were analysed using statistical methods. The results confirmed the assumed overlap between the three domains. In particular, the generic skills and attributes related to different dimensions of wisdom proved to be strongly interrelated. The tool is applicable for cross-sectional and longitudinal studies in all higher education fields.