Competency framework development for faculty members in adult business education : case study: Solvay Brussels School of Economics & Management

Abstract

This thesis explores faculty competencies crucial for facilitating teaching and learning in lifelong learning programmes at the Solvay Brussels School of Economics and Management. Aligned with the "We are Ernest'' strategic plan (2021-2026), the school adopted a programme approach educational philosophy, emphasising principles like learner-centred education, constructive alignment, learning outcomes, active learning, authentic assessment, and assurance of learning.

Facing a challenge of perceived variability in faculty competency levels with the new philosophy and associated principles, the research aims to identify essential competencies for faculty members in lifelong programmes. Utilising qualitative approaches, the research combines an extensive literature review with survey research, gathering data from faculty engaged in lifelong learning. The findings propose a tailored competency framework for human performance management at the school, offering a roadmap for competency mapping and subsequent continuous professional development initiatives. This research highlights the importance of aligning faculty competencies with adult learning theories.