The purpose describes the overall educational intention of the course, including what the student should learn and the relevance of the course in relation to the degree programme as a whole, and perhaps in relation to subsequent employment opportunities. The purpose is important because it provides a holistic presentation of the course.
The purpose should be described in prose, in relatively broad terms. On the one hand, the description should be specific enough to give the students a clear picture of the content and intention of the course and what to expect. But on the other hand, it should also be general enough to ensure that the course will not be affected significantly if any minor practical and didactic adjustments need to be made or if teachers need to be replaced. This will make it possible for various teachers to teach the course, and for the course to develop from one year to the next.
When you define the purpose, it is a good idea to make sure that you fully describe its three parts: the students’ learning outcomes, the course content and educational intention, and the relevance of the course in relation to the degree programme as a whole:
What should the students learn? | ||
The first part of the purpose describes the students’ learning outcomes in the form of the knowledge, skills and competences which they will acquire during the course. The competences which the students develop can be either specific to the course concerned (e.g. understanding of historical developments), or general (e.g. the ability to collaborate or adopt a critical approach). Example: Bachelor’s degree programme in international business communication in French (2017), course title: International Market Communication
Example:Master’s degree programme in theology (2018), course title: Old Testament
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What is the course about? | ||
The second part of the purpose describes the content and educational intention of the course by describing its theoretical, methodical and thematic content as well as general choices relating to its educational organisation, including how the content is dealt with. Example: Bachelor’s degree programme in information studies (2018), course title: IT, People and Society
Example: Bachelor’s degree programme in comparative literature (2018), course title: Literary History 1: Antiquity to Middle Ages
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What is the relevance of the course in relation to the degree programme as a whole, and perhaps in relation to employment opportunities? | ||
The third part of the purpose describes the relevance of the course in relation to the degree programme as a whole by explaining the connection between the course and the other elements of the degree programme in terms of progression. For instance, some courses aim to develop the competences or content of a different course – or may form the academic or analytical basis of a subsequent course on the degree programme or a parallel course. This part of the purpose can also contain a description of the relevance of the course in relation to subsequent employment opportunities. Example: Bachelor’s degree in art history (2018), course title: Visual Analysis 1
Example: Bachelor’s degree programme in history (2018), course title: World History and Danish History 2
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