Operationalizing competency-based education in postgraduate professional programs. A case study of the MAS vocational, study and career counselling

Abstract

Competency-based education (CBE) has gained increasing relevance in higher education as institutions seek to enhance the professional relevance and transparency of learning outcomes. This contribution examines how the core principles of competency-based education are operationalized at the program level in a postgraduate professional program. Using a qualitative case study design, the study analyzes the Master of Advanced Studies (MAS) in Vocational, Study and Career Counselling at the University of Applied Sciences and Arts Northwestern Switzerland. Data were collected through document analysis of program descriptions and participant evaluations and analyzed using qualitative content analysis. The findings identify key elements of competency-based education, including alignment with an externally defined competency profile, experiential learning formats, integrated assessment practices, and program coherence across academic and professional learning settings. Implications for the design and leadership of competency-based postgraduate programs are discussed.