{"id":15029,"date":"2026-05-11T11:46:11","date_gmt":"2026-05-11T11:46:11","guid":{"rendered":"https:\/\/www.proefschriftmaken.nl\/portfolio\/melanie-van-berkum\/"},"modified":"2026-05-11T11:46:39","modified_gmt":"2026-05-11T11:46:39","slug":"melanie-van-berkum","status":"publish","type":"us_portfolio","link":"https:\/\/www.proefschriftmaken.nl\/en\/portfolio\/melanie-van-berkum\/","title":{"rendered":"Melanie van Berkum"},"content":{"rendered":"","protected":true},"excerpt":{"rendered":"","protected":true},"author":7,"featured_media":15030,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"us_portfolio_category":[45],"class_list":["post-15029","us_portfolio","type-us_portfolio","status-publish","post-password-required","hentry","us_portfolio_category-new-template"],"acf":{"naam_van_het_proefschift":"Competencies in food technology education","samenvatting":"Om om te gaan met technologische innovatie en ontwikkelingen moeten studenten competenties ontwikkelen tijdens hun studieprogramma om voorbereid te zijn op hun toekomstige carri\u00e8re. In de bacheloropleiding Food Technology aan Wageningen University & Research (WUR) bleek dat competenties onvoldoende werden onderwezen en getoetst. De leerresultaten met betrekking tot competenties sloten niet aan bij de vormen van onderwijs en toetsing. Daarom werd besloten de bacheloropleiding te verbeteren door competenties in het curriculum te implementeren. Het eerste doel van dit proefschrift was het identificeren van welke competenties belangrijk zijn voor levensmiddelentechnologen om beter te ontwikkelen in de bacheloropleiding. Het tweede doel was om te onderzoeken hoe deze competenties al werden geadresseerd. Het derde doel was om deze competenties te implementeren.\n\nIn dit proefschrift is de overkoepelende onderzoeksvraag:\nWat is een effectieve en haalbare educatieve aanpak om competenties te implementeren in een academische bacheloropleiding levensmiddelentechnologie?\n\nDeze vraag is bestudeerd in vier deelstudies, gepresenteerd in de hoofdstukken twee tot en met vijf. In dit onderzoek is de Educational Design Research (EDR) aanpak gebruikt. De analyse- en exploratiefase is uitgevoerd in de hoofdstukken 2 en 3. In deze hoofdstukken is onderzocht welke competenties het belangrijkst waren en hoe deze reeds aanwezig waren in het curriculum. De ontwerp- en constructiefase, samen met de evaluatie- en reflectiefase, werden uitgevoerd in de hoofdstukken 4 en 5. In deze hoofdstukken werden de competenties die meer aandacht behoefden, ge\u00efmplementeerd in het studieprogramma en ge\u00ebvalueerd.\n\nHoofdstuk 2 identificeerde de belangrijkste competenties op basis van belanghebbenden (afgestudeerden en werkgevers). Acht competenties werden geselecteerd, waarvan er vier (analytisch denken, kritisch denken, probleemoplossing en besluitvorming) als prioritair naar voren kwamen. Hoofdstuk 3 introduceerde een curriculum mapping methode om de aanwezigheid van deze competenties in het bestaande programma te visualiseren. Hieruit bleek dat tien sub-competenties onvoldoende instructie kregen.\n\nHoofdstuk 4 richtte zich op het ontwerpen van leeractiviteiten voor samenwerkend leren om hogere-orde denkvaardigheden te stimuleren. Er werden acht ontwerpprincipes gedefinieerd en toegepast in drie cursussen. Hoofdstuk 5 onderzocht de implementatie via leerlijnen voor schrijven, samenwerking en persoonlijk leiderschap. De resultaten toonden aan dat de integratie-aanpak effectiever was dan de stand-alone aanpak.\n\nDe algemene conclusie is dat voor het effectief onderwijzen van competenties een stapsgewijze aanpak nodig is: identificatie van belangrijke competenties, mapping van het huidige curriculum en vervolgens gerichte implementatie via ge\u00efntegreerde leerlijnen. Cruciaal zijn de samenwerking met docenten, helderheid over definities en het cre\u00ebren van effectieve toetsingsmethoden. Het onderzoek benadrukt dat competenties het best ontwikkeld worden binnen de context van de discipline, ondersteund door zelfregulatie en peer-learning.","summary":"To deal with technological innovation and developments, students should develop competencies during their study programme to be prepared for their future career. In the bachelor progamme Food Technology at Wageningen University & Research (WUR), it appeared that competencies were not taught and assessed sufficiently. The learning outcomes related to competencies did not align with the types of teaching and assessment. It was therefore decided to improve the bachelor programme by implementing competencies. The first aim of this dissertation was therefore to identify which competencies are important for food technologists to develop better in the bachelor programme. The second aim was to explore how these competencies were already addressed. The third aim was to implement these competencies.\n\nIn this dissertation, the overarching research question is:\nWhat is an effective and feasible educational approach to implement competencies in an academic bachelor programme food technology bachelor programme?\n\nThis question was studied in four studies, presented in chapters two to five. In this research, the Educational Design Research (EDR) approach was used. The analysis and exploration phase was executed in chapters 2 and 3. In these chapters, it was explored which competencies were most important for food technologists to develop and how these competencies were already addressed in the bachelor programme Food Technology. The design and construction phase, together with the evaluation and reflection phase, were executed in chapters 4 and 5. In these chapters, the competencies that had to be given more attention, were implemented in the study programme and evaluated.\n\nIn chapter 2, it was investigated which competencies were most important for food technology students to develop. This study answered the following research question: what are the most important competencies that food technology students need to develop during the bachelor programme Food Technology according to different stakeholders? To answer this research question, a list with 22 competencies was defined, based on ten existing lists from literature. This list included thinking competencies, cognitive competencies, academic competencies, interpersonal competencies, and intrapersonal competencies. Parallel, a survey was developed for three types of stakeholders, receiving an own set of statements about the competencies. BSc graduates were asked to indicate to what extent there were opportunities during their bachelor programme to develop each competency. MSc graduates were asked to indicate to what extent there were opportunities during their studies to develop each competency, and if this competency was important in their current role. Employers were asked to indicate to what extent employees who graduated were able to apply each competency, and to what extent each competency was important for students to develop during their studies. The survey was completed by 75 BSc graduates, 61 MSc graduates, and 57 employers. By comparing the results of the different statements, a comparison could be made between the perceived importance of competencies versus the perceived opportunities for learning. Based on criteria, eight competencies were selected that are important for food technologists and important to give more attention in the study programme, namely analytical thinking, critical thinking, decision making, problem solving, data science, oral communication, written communication, and self-regulation. These eight competencies were further discussed in individual semi-structured interviews, to gain more insights into the results of the survey. Six MSc graduates and six employers were interviewed. In these interviews, interviewees were asked, among other questions, to specify which competencies they found most important for food technologists and most important to develop better by students during their studies. In total, four competencies were selected to give more attention in the study programme: analytical thinking, critical thinking, problem solving, and decision making, all considered as higher-order thinking competencies. In this chapter, a clearly defined list with competencies, and a method to select important competencies enabled us to identify and select competencies based on stakeholders\u2019 opinion. The list with competencies and method to select important competencies for a study programme may potentially be useful for other study programmes.\n\nIn chapter 3, it was aimed to explore how the selected competencies from chapter 2 were already addressed in the bachelor programme Food Technology. Since no curriculum mapping method existed to retrieve sufficient detailed information to visualise and select competencies, it was aimed to develop a curriculum mapping method to be tested in the bachelor programme Food Technology. This study answered the following research question: how to visualise learning trajectories and select competencies in the bachelor programme Food Technology? First, the selected competencies from chapter 2 were further translated into 24 associated sub-competencies. After this, a matrix was developed, in which individual course coordinators were asked to indicate how sub-competencies were currently addressed in their courses for four indicators: the amount of practicing, teaching, providing feedback, and assessment. They also indicated the level for each sub-competency \u2013 the extent to which students had to be able to apply it. The matrix was completed for 24 courses. After completion of the matrix by course coordinators, the outcomes were discussed for verification with each course coordinator individually. After these discussions, categories of teaching and learning activities (TLAs) were defined, in which the types of TLAs and the level of explicitness were formulated. These categories were defined for being able to systematically process and analyse the results for each course. The results of all courses were processed, by placing the result of each sub competency for each indicator in one of these categories. With these results, learning trajectories were visualised in two ways. First, heat maps per sub-competency for each indicator were made, visualising the level, group size, and TLAs. Second, a visualisation of the learning trajectory was made for each sub-competency, including all types of TLAs for all indicators. Furthermore, minimum requirements for learning trajectories were defined, which were used to define criteria for being able to select sub-competencies for further attention. It was concluded that for ten sub-competencies a learning trajectory was not yet established, since the criteria were not met. The selected sub-competencies were:\n\u2022 Formulate a research question\n\u2022 Formulate a hypothesis\n\u2022 Make calculations to prepare experiments by predicting outcomes\n\u2022 Design experiments\n\u2022 Critically evaluate literature and other sources of information (reliability and validity)\n\u2022 Be open to discuss the opinion of different actors\n\u2022 Think out-of-the box\n\u2022 Conduct research to solve a problem\n\u2022 Describe solutions for innovation, to prevent new problems\n\u2022 Communicate a problem and its solutions to stakeholders\n\nThe curriculum mapping method as was described in this chapter, showed benefits compared to existing methods. The matrix enabled to gather information on detailed level. Verifying the outcomes with the course coordinators showed to be an essential step in this method, to ensure that all course coordinators reflected on the same form of the curriculum. Therefore, this study provided a method that can potentially be used by other study programmes to visualise and select competencies.\n\nIn chapter 4, it was aimed to design and implement collaborative learning TLAs to stimulate the development of higher-order thinking competencies (HOTCs). This study answered the following research question: how should TLAs be designed to effectively stimulate collaborative learning and a collaborative mindset in higher education to stimulate the development of HOTCs? In this study, eight design principles were defined for the design of collaborative learning TLAs, based on literature:\n\u2022 Design open and complex assignments\n\u2022 Design student-centred assignments\n\u2022 Choose a group size that fits the assignment, between 3 and 5 members\n\u2022 Create heterogeneous composition of the group\n\u2022 Stimulate team learning behaviour\n\u2022 Stimulate positive interdependence\n\u2022 Create a social system\n\u2022 Stimulate regulated learning\n\nThree consecutive compulsory food technology courses in the second year were identified, in which these design principles were translated into collaborative learning TLAs. For this, existing assignments were adjusted and learning material and activities were designed, such as worksheets that stimulated collaborative learning and peer feedback moments for students to discuss their way of working. After each course, a survey was conducted to evaluate the extent to which students applied aspects of collaborative learning and to what extent they perceived this was stimulated by the learning materials and activities. The survey results showed that team learning behaviour and positive interdependence took place, whereas regulated learning and a social system occurred less. Furthermore, students saw the benefit of working together and were better able to work together throughout the learning trajectory. The combination of the design principles and the examples of its application resulted in a blueprint that other study programmes can use to implement collaborative learning to stimulate the development of HOTCs.\n\nIn chapter 5, it was aimed to design learning trajectories to implement competencies. This study answered the following research question: how to design learning trajectories to implement competencies in higher education? In this study, six design principles were defined based on literature for designing learning trajectories for competencies:\n\u2022 Collectively design learning trajectories for competencies with teachers & learning trajectory team\n\u2022 Align courses and TLAs through scaffolding and increasing the complexity\n\u2022 Make competencies and learning trajectories explicitly visible\n\u2022 Include sufficient appropriate explicit moments for practicing, instruction, feedback, and assessment\n\u2022 Include opportunities for individual self-regulated learning moments\n\u2022 Include opportunities for peer learning\n\nIn this chapter, the design principles were applied to design three learning trajectories in year 1 and 2 of the bachelor programme Food Technology. The learning trajectories of collaboration and writing were designed by integrating competencies in courses. For the learning trajectory on personal leadership, the stand-alone approach was used. In all learning trajectories, reflection assignments, peer learning, and a portfolio were included. A survey was conducted with the first- and second-year students to evaluate the learning trajectories and the TLAs. The results of the survey showed that students felt that they had improved and that sufficient opportunities were provided to practice competencies. However, the learning trajectories could be improved by enhancing the visibility and including more moments for feedback and instruction. The approach to integrate competencies appeared to be more effective than the stand-alone approach. In addition to this, reflection assignments and the use of a portfolio can be improved to ensure that they are effective for all students. The combination of design principles and its application to design learning trajectories, resulted in a blueprint that other study programme can use to design learning trajectories to implement competencies.\n\nGeneral conclusion and discussion\nThe overall conclusion is that to teach students food technology competencies in an effective and feasible approach, several steps are required. It is first important to explore which competencies are most important. For this, the list with competencies and the method to select competencies from chapter 2 can be used. Then, it is important to explore how these competencies are already addressed in a study programme. For this, the curriculum mapping method from chapter 3 can be used. When it is clear which competencies are most important and how these competencies are already addressed, these competencies can be implemented in the study programme. Several approaches can be used to implement competencies. In this dissertation, we concluded that mainly the integration approach was effective, as was shown in chapters 4 and 5.\n\nWhen aiming to implement competencies, a few aspects should be considered. It is important to clarify and reach consensus on the meaning of the term \u2018competency\u2019, which is a cluster of knowledge, skills, and attitude. This clarification is important when discussing the purpose of competencies with different teachers, to ensure that they understand the usefulness of competencies and they support its implementation. When aiming to implement competencies, it is important to explore which competencies are most important for a specific field. However, in the case of a university programme, for all career perspectives it is important to develop academic competencies. The list that was described in chapter 2 was only applied in the bachelor programme Food Technology. Further study is required to explore if this list is useful for other study programmes and what the difference is in teaching between the bachelor and master programme.\n\nWhen implementing competencies, sufficient time is required to teach them. For this, it is important to critically evaluate the existing content and TLAs in courses to explore if non essential content and ineffective TLAs can be removed to free up time in courses. Then, additional TLAs for competency development can be implemented, in courses or in a longitudinal course. Since different types of competencies exist, it was suggested to use different types of assessment. For academic and cognitive competencies, summative assessment can be used by using clear objective assessment criteria. This is challenging for the assessment of personal competencies, since assessment might not be reliable or the type of assessment might not align with the actual learning outcomes. For these types of competencies, formative assessment by providing feedback might be most effective, via programmatic assessment. This is an approach that is considered as assessment of learning. Further study is required to explore if this is useful to assess competencies.\n\nTo innovate a curriculum via implementing competencies, it is important to create sufficient support from teachers and involve relevant stakeholders. Because of the high amount of course coordinators in a study programme, courses might not be aligned. To ensure alignment and innovation of the curriculum, it is important to have one or more educational professionals to improve practice and innovate the curriculum, for example as programme coordinator(s). To ensure that also innovation occurs on course level, it is important to appoint one or more teachers per science group, who are dedicated and responsible for innovations on course level and can help the programme coordinator(s). In addition to appointing dedicated people for innovating, it is important to create support for innovation. For this, essential steps for making changes are required, such as creating a sense of urgency. These steps are useful when innovation takes place in case of a bottom-up approach and a top-down approach. Furthermore, it is useful that a teacher in the study programme does educational design research to stimulate innovation at the curriculum level. With this, existing TLAs can be scientifically evaluated and researched, and solutions for complex educational problems would be explored.\n\nImplications of this research\nThis research had both practical and theoretical aims. The overarching practical outcome in this dissertation was the implementation of competencies in learning trajectories. In addition to, and to reach the practical outcomes, several theoretical outcomes were reached. First, a list of competencies and a method to identify and select competencies was developed in chapter 2. Then, a method was developed to explore how competencies are currently addressed in an existing programme. Last, blueprints were developed to implement collaborative learning to stimulate the development of HOTCs, and to design learning trajectories to implement competencies. These theoretical outcomes could benefit other study programmes that aim to implement competencies in their curriculum.","auteur":"Melanie van Berkum","auteur_slug":"melanie-van-berkum","publicatiedatum":"11 juni 2026","taal":"EN","url_flipbook":"https:\/\/ebook.proefschriftmaken.nl\/ebook\/melanievanberkum?iframe=true","url_download_pdf":"https:\/\/ebook.proefschriftmaken.nl\/download\/adaba8ea-d2f0-44c2-87b3-c3d11328aa37\/optimized","url_epub":"","ordernummer":"18709","isbn":"","doi_nummer":"","naam_universiteit":"Wageningen University","afbeeldingen":15031,"naam_student:":"","binnenwerk":"","universiteit":"Wageningen University","cover":"","afwerking":"","cover_afwerking":"","design":""},"_links":{"self":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/15029","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio"}],"about":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/types\/us_portfolio"}],"author":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/comments?post=15029"}],"version-history":[{"count":1,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/15029\/revisions"}],"predecessor-version":[{"id":15032,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/15029\/revisions\/15032"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media\/15030"}],"wp:attachment":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media?parent=15029"}],"wp:term":[{"taxonomy":"us_portfolio_category","embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio_category?post=15029"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}