They are an essential element in the process of (re)writing programme-specific competencies (learning outcomes). The Flemish Quality Code establishes that every Flemish Bachelor’s and Master’s programme should have domain-specific learning outcomes. Sets of domain-specific learning outcomes are always developed together with the different education institutions with a particular study programme in their education portfolio. This set serves as guiding principle for every study programme in a particular domain or discipline.  They establish the knowledge, skills and attitudes students in a particular study programme should acquire, regardless of the higher education institution they have enrolled at (in Flanders).  In other words, the domain-specific learning outcomes are a general, common set of learning outcomes established by the Flemish Government. They can be consulted by the general public through the Qualification Database (in Dutch) established by the Agency for Higher Education, Adult Education, Qualifications and Study Grants (in Dutch: AHOVOKS).

In the event that an entirely new study programme is being established, drawing up a set of domain-specific learning outcomes is (usually) the first step. Programme-specific competencies are next. In the event that existing study programmes (c.q. their Programme Committees) wish to refresh their programme-specific competencies, we advise that they consider whether or not

1. the domain-specific learning outcomes are still topical;
2. the domain-specific learning outcomes are encompassed in the refreshed programme-specific learning outcomes.

Should the domain-specific learning outcomes no longer be up to date, a Programme Committee may opt to refresh them in collaboration with the other higher education institutions before they start to rewrite their programme-specific learning outcomes.   Alternatively, a Programme Committee may opt to refresh their programme-specific learning outcomes first, before consulting with the affiliated study programmes at other institutions to adjust the domain-specific learning outcomes.  Either process (writing new vs. refreshing existing domain-specific learning outcomes) is time-consuming, and is always run under the supervision of Ghent University and the Flemish Council of Universities and University Colleges (in Dutch: VLUHR).

In any case, the domain-specific learning outcomes must be taken into consideration when writing or refreshing programme-specific learning outcomes.  The domain-specific learning outcomes contain information on discipline-specific, academic-scientific and profession-specific knowledge, skills and attitudes as well as on generic competencies students should acquire in the same study programme anywhere in Flanders.

Programme Committees should ask themselves:

• whether or not there are domain-specific learning outcomes that are not covered (entirely) by the current set of programme-specific learning outcomes;
• what discipline-specific, academic-scientific and profession-specific knowledge, and which skills and attitudes are described in the domain-specific learning outcomes;
• which generic competencies are emphasised in the domain-specific learning outcomes; What do these generic competencies mean for the Ghent University study programme?

By way of example, we discuss the domain-specific learning outcomes of the Master of Arts in Art Studies: they describe the discipline-specific, academic-scientific knowledge, skills and attitudes (normal font) and also contain a number of generic competencies (bold font). The generic competencies encompass interdisciplinarity, communication, integrity, collaborating in a multidisciplinary team and lifelong learning: every one of these aspects are taken into account by the Programme Committee when they write/refresh their programme-specific learning outcomes.

1. A Master of Arts in Art History, Musicology and Theatre Studies possesses advanced knowledge of and insight into the concepts, theories and models in one or more artistic movements and disciplines and/or developments and periods of the arts. 
2. A Master of Arts in Art History, Musicology and Theatre Studies is able to integrate research results of other relevant disciplines when solving a discipline-specific problem.
3. A Master of Arts in Art History, Musicology and Theatre Studies analyses, describes and interprets artistic expressions/artistic phenomena and their structural cohesion in an evidence-based manner, and is able to position this in a critical manner.
4. A Master of Arts in Art History, Musicology and Theatre Studies collects, processes and evaluates information autonomously, while choosing the appropriate methods and techniques, and is able to apply this information critically when solving a complex discipline-specific question.
5. A Master of Arts in Art History, Musicology and Theatre Studies formulates a research question, which they are able to answer in an evidence-based manner. In so doing, they procure an original contribution to Art History.
6. A Master of Arts in Art History, Musicology and Theatre Studies interacts with specialists and non-specialists on their research in an academic or academically sound manner.
7. A Master of Arts in Art History, Musicology and Theatre Studies develops their own vision and is able to engage in dialogue on that vision.
8. A Master of Arts in Art History, Musicology and Theatre Studies is familiar with historical and current tendencies in the academic, artistic and professional field.
9. A Master of Arts in Art History, Musicology and Theatre Studies acts with integrity, and is able to work in a team in a constructive and efficient manner, with respect for diversity and unicity.
10. A Master of Arts in Art History, Musicology and Theatre Studies reflects on their own conduct and shows commitment to lifelong learning. 

Before taking this step, it is important to grasp what Ghent University stands for.  Screening the study programme’s vision is a useful exercise. In so doing, also take into consideration how this vision reflects Ghent University’s six strategic education objectives. Please consider the following pertinent questions:

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• What is the study programme’s vision? 
• What are typical Ghent University emphases in the study programme’s vision? 
• How does the study programme’s vision distinguish itself from similar/related study programmes at other higher education institutions?
• What are important aspects/emphases for the study programme in terms of the six strategic education objectives?

The example below shows how, based on their vision, the Art History, Musicology and Theatre Studies programme introduces specific accents in their learning outcomes:

In its vision on education, the Art History, Musicology and Theatre Studies programme at Ghent University emphasises the importance of a global perspective, not exclusively West-centric, perspective. This will find its way into the revised Master’s curriculum. One of underlying programmes-specific learning outcomes in this new curriculum is: “To be able to observe and critically approach academic-scientific research on an artistic discipline (the visual arts, musicology, performing arts and media arts) from a global perspective.” This particular emphasis  is a distinguishing feature for the Ghent University programme vis-à-vis the other Art Studies programmes in Flanders, who might choose to e.g. focus explicitly on Western European art, and include that into ‘their’ set of learning outcomes.

Having taken the step to refresh the programme-specific learning outcomes, it is advisable to eliminate overlap (if any). An extensive list of learning outcomes is susceptible to overlap in terms of content. What is more, a concise set of learning outcomes (ten to twenty) is more “low-maintenance” (e.g. in terms of the competency matrix) and easier to communicate to all the stakeholders (students, lecturers, work placement partners, etc...). 

The example below shows how the Arts, Musicology and Theatre Studies programme has reduced four existing learning outcomes on communication to one new learning outcome:

1. to be able to build clear written communication on one’s own research, and that of others, vis-à-vis specialists and other parties involved.
2. to be able to build clear oral communication on one’s own research, and that of others, vis-à-vis specialists and other parties involved.
3. to be able to present one’s own research (results) correctly in a manner that is academically sound.
4. to be able to present one’s own research to specialists and non-specialists in the form of a (multimedia) presentation.

The four learning outcomes above have been brought together into one single learning outcome: “To be able to build clear and correct written and oral communication on one’s (own) research, vis-à-vis specialists and non-specialists.”

An academic study programme offers a solid academic-scientific training in a specific discipline.  The programme-specific learning outcomes explicate the minimal discipline-specific, academic-scientific and profession-specific knowledge, skills and attitudes students must acquire. These are the core aspects of any set of programme-specific learning outcomes. Once the overlap in the existing learning outcomes has been eliminated, the remaining set of discipline-specific, academic-scientific and profession-specific knowledge, skills and attitudes should be screened again to establish whether or not they:

• reflect the current tendencies in the academic field adequately;
• express the difference in levels of mastery between a Bachelor’s and a Master’s degree clearly;
• express the difference as well as the similarities to related study programmes sufficiently;
• meet the current needs and expectations from the professional field.

At Ghent University, the majority of study programmes already invests in the acquisition of generic competencies, as these heighten their graduates’ broad employability. In our fast-changing society these competencies are increasingly gaining in importance. A study programme (c.q. Programme Committee) might to do well to check which generic competencies are lacking, which generic competencies should be made more explicit or should feature more, and what their importance is for the study programme. Based on that initial analysis, the Programme Committee can then start to adjust their programme-specific learning outcomes. 

When generic competencies and the discipline-specific, academic-scientific or profession-specific learning outcomes form a coherent whole, the Programme Committee can choose to incorporate them into the programme-specific learning outcomes (e.g. ‘to be able to take an interdisciplinary approach to discipline-specific issues ...’, ‘... to investigate critically...’, ‘to design innovative processes using current, (inter)national methods...’, ‘... to collaborate in a constructive manner and to demonstrate budding leadership skills...’). When particular generic competencies take up a more prominent position in the (vision of the) study programme, the Programme Committee can choose to define separate learning outcomes (e.g. on communication, entrepreneurial action, academic integrity, ...) and integrate them into the curriculum by means of a separate (generic) learning pathway.

Important questions to consider in Step Five are:

• what are generic competencies the study programme already focuses on? are those competencies incorporated into the programme-specific learning outcomes?
• what is the importance of the generic competencies described in the domain-specific learning outcomes? have they been translated into the programme-specific learning outcomes?
• are there generic (intrapersonal, interpersonal, innovative-creative) competencies in which the study programme should invest more with a view on society/the labour market of the future? 
• do the programme-specific learning outcomes describe the expectations vis-à-vis graduates in terms of international and intercultural competencies, social responsibility and interdisciplinarity?

In its vision text, the Arts, Musicology and Theatre Studies programme emphasises the important social role their graduates have. The new Master’s curriculum contains a valorisation course unit, in which students are challenged to gain experience in various positions or settings in society. The Programme Committee wants to make that social mission and role more explicit in their programme-specific learning outcomes and has settled on the following wording: “To be able to adopt and translate discipline-specific expertise, and develop it further in various social roles or settings." It goes without saying that there are many other alternatives to express one’s social mission, too.