EIT Learning Outcomes | European Institute of Innovation & Technology (EIT)

EIT Learning Outcomes

The hallmark of EIT educational programmes is to not only educate students to know, but also to know what to do and how to solve real life problems, all framed within an entrepreneurial mindset. To ensure that EIT-labelled educational programmes at Master and Ph.D. levels foster students to become more creative, innovative and enterprising, some EIT-specific knowledge forms and overarching learning outcomes are applied.

EIT-labelled programmes should ensure that students can demonstrate:

Creativity skills and competences

  • Master: The ability to think beyond boundaries and systematically explore and generate new ideas.
  • Doctoral: The ability to think beyond boundaries and systematically explore and generate new ideas and to inspire and support others in this process and contribute to the further development of those ideas.

Innovation skills and competences

  • Master: The ability to use knowledge, ideas or technologies to create new or significantly improved products, services, processes or policies or new business models.
  • Doctoral: The ability to use their research combined with the knowledge, ideas or technologies of others to create, test and implement, new or significantly improved products, services, processes or policies.

Entrepreneurship skills and competences

  • Master and Doctoral: The ability to transform innovations into feasible business solutions.

Research skills and competences

  • Master: Knowledge and understanding of cutting-edge research methods, processes and techniques; their application, within their study field; the investigation of new venture creation and growth, and the capability to work in cross-disciplinary teams in the thematic field of their KIC.

  • Doctoral: Original research contributions and the ability to apply, extend and develop research methods, processes and techniques using cross-disciplinary approaches towards new venture creation and growth in the thematic field of their KIC.

Intellectual transforming skills and competences

  • Master:The ability to transform practical experiences into research problems and challenges.
  • Doctoral: The ability to autonomously and systematically transform practical experiences into research problems and challenges and to lead and support others in this process.

Leadership skills and competences

  • Master: Leadership and decision-making, based on a holistic understanding of the contributions of higher education, research and business to value creation, in limited sized teams and contexts.
  • Doctoral: Leadership and decision-making based on a holistic understanding of the contributions of higher education, research and business to value creation.

Making value judgments

  • Master: An appreciation of ethical, scientific and sustainability challenges as they pertain to their field of work.
  • Doctoral: The application of critical analysis, and evaluation of ethical, scientific and sustainability challenges in relation to their work.

These learning outcomes may be further refined by the EIT and KICs when deemed necessary, in compliance with current and emerging European standards for cooperation in higher education and research. The EIT overarching learning outcomes complement the learning outcomes of Qualifications Framework of the European Higher Education Area (QF-EHEA) and should, just like these, be transformed into more specific outcomes on programme and module levels respectively, as well as be connected to relevant forms of assessment, teaching and learning activities.

The EIT overarching learning outcomes are not separate components that can be “ticked off” one by one when planning and (performing) teaching but will be integrated in a well-balanced manner to create programmes that foster innovative and entrepreneurial mindsets based on the knowledge triangle.

Handbook for planning, labelling and follow up reviewing of EIT Master and Doctoral programmes

This handbook offers guidelines and hands-on working tools to educate coordinators, teachers and reviewers in order to support them in planning, developing, awarding the EIT Label, and performing follow-up reviewing of EIT-labelled programmes. The handbook is divided into four main parts.

  • The first part of the handbook describes the basis for the EIT Label and the EIT QAL E model, its components, logic and the two processes; awarding the EIT Label to new programmes and the process for follow-up reviewing of already EIT-labelled programmes.
  • The second part defines quality in higher education in the EIT context and presents and defines some important terms and concepts connected to this and related to teaching for quality in the knowledge triangle. 
  • The third part of the handbook consists of templates that should be used for conducting the reviews for awarding the EIT Label and doing the follow-up reviewing of already EIT-labelled programmes, resulting in short, quality reports.

Click on the image to download a copy of the Handbook.

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