Abstract:

Modern universities have recognized learning outcomes as a starting point in the enhancement of the curriculum quality and their orientation towards social relevance and employability. As opposite to professional competences which are easy to define, primarily due to their connection to the scientific field and related profession, the generic and transferable competences are hard to define due to its un-specificity (in the domain sense), multifunctionality and low measurability. Although, the findings of our previous research show that learning outcomes of undergraduate study should be more related to general competences, while learning outcomes of graduate study should be more related to subject-specific competences these fail when compared with the requests and expectations from the employers.

The employers are interested in generic competences in the employment process and therefore more research should be oriented towards strengthening the generic competences. Relevant research, experience and strategies of the internationally universities show that the information competences present a backbone of the development for the generic competences. Information literacy prepares learners to connect, interact and utilize the accessible wealth of information. Correlation between information and generic competences is based on the fact that information is the building element of learning, problem solving and decision making. The Individual researches, learns, solves problems, collaborate and makes decisions based on the information gathered from various sources. Therefore, knowledge of different resources as well as the various ways to access them, setting up and applying efficient research strategies, interpreting found results, synthesizing new knowledge and present knowledge in an ethically correct way taking in the all aspects of the ease of use of digital information. Contemporary development of information environments is marked with the growing complexity in both quantitative and qualitative sense which demands additional research of information competences necessary for the successful transformation of individuals from tertiary educational sector to the employment market.

The principal aim of the research team was to research whether teaching program of the University of Zagreb include information about information competences students are expected to acquire upon completing a particular study program and upon completing particular courses. Both qualitative and quantitative methods were used in analysis and mapping of the data gathered in analysis of the: a) European framework, generic competences, employability competences and information competences and b) research of the generic information competences in the study programs.

Results of the research have shown that there is no general approach to the issue but a partial incorporation of information competences in the study programs. Content oriented towards development of information competences is offered partially, usually based upon enthusiasm and individual effort of the teaching staff or information specialists. Even more, these efforts are not based upon clearly defined measurable and comparable learning outcomes.

Based on the gathered results authors propose a systematic approach via building the taxonomy of the relevant and measureable learning outcomes, primarily from the employability viewpoint, which will be able to integrate in the study program.

Keywords:

Learning outcomes, information competences, employability, quality issues.