Program Competencies versus
Learning Outcomes, a New
Course Development Paradigm
Dr. Frankl, MBA, PhD, is a professor
at University Canada Wests School of
Business. He has more than 35 years of
experience in executive management,
system development, system metrics
and evaluation techniques, system
feasibility studies, and system quality
assurance. Dr. Frankls research interest
is promoting knowledge transfer in
higher education.
Frankl_163344.indd 1
Milan Frankl, MBA, PhD.
Abstract: Traditionally, university programs and courses
are developed according to program and course learning
outcomes. In this paper, the author proposes a Competency
Structure for online undergraduate and graduate program
development. Similar to Learning Outcomes, Program
Competencies are developed through course content,
exercises, case studies, research projects, and simulations.
They may be evaluated through essays, quizzes, projects,
coursework, and examinations. However, unlike learning
outcomes, Program Competencies result in specific skills
students can apply in the workplace.
Keywords: learning outcomes, program competencies,
skill transfer, information technology
High-Level Competency Framework
According to the University of Torontos website, Good
learning outcomes are focused on what the learner will
know or be able to do by the end of a defined period of
time and indicate how that knowledge or skill will be
demonstrated. (University of Toronto, 2013)
On the other hand, A core competence is the result of a
specific set of skills or production techniques that d
eliver
value to the business and its customers. (Prahalad&
Hamel, 1990)
For easier understanding of the competency structure
(CS) when developing a university degree program, we
have chosen a topic that may illustrate better the process
proposed.
The programs competency structure (PCS) in this paper
builds on the foundational IT knowledge and practical
experience of students aspiring to fill executive IT posi-
tions in business. The PCS develops advanced IT manage-
ment and leadership skills and knowledge with focus on
areas, such as IT service management and leadership, IT
management across multiple boundaries, IT innovation
management, and IT-driven business leadership.
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 Program Competencies versus Learning Outcomes

To address program requirements, general A prerequisite list for contextual, func-

management and high-level IT management
and leadership competencies are identified
below with the associated operational-level
competencies specifics that will be achieved
as course-level competencies.
We name this program as IT-PCS.
General Degree Program Competencies
General degree program competency stages
include the following:
Learner-focused competency elements or
core competencies,
Contextual competency elements,
Functional competency elements, and
Integrative competency elements.
These broad competency stages represent
the building blocks of progressive student
skills and capabilities that consider the re-
quired contextual, functional, and integrative
competency elements of the desired business
skills achievement.
tional, and integrative competencies and
a level-based progression for each are de-
scribed below. A cross-reference table of
the relationship between the integrative
competencies, and both the functional and
contextual competencies, is presented in a
separate table. Functional and contextual
competencies need to be acquired before
any of the integrative competencies are
attempted. A student progress assessment
may take place before moving to next level
competencies (See Tables 1 and 2).
Each program-level competency hereaf-
ter is identified with capital letter(s) and a
number. For example, Core Competencies
are identified with CC-NN, Contextual
Competencies with C-NN, Functional
Competencies with F-NN, and Integrative
Competencies with I-NN. We list IT-CPS
program competencies in the following
section.

Table 1: Competency Table Summary

Integrative Competencies
I-01. Create and build IT
innovative capacity and
capability in and across
organizations
I-02. Transform business
and organizations through
IT
I-03. Create and build IT-
enabled strategic alliances
I-04. Direct IT in rapidly
changing, complex,
interconnected social and
business environments
I-05. Develop IT risk and
opportunity planning
activities
I-06. Ensure consistent
and appropriate IT
contribution through IT
governance practices
I-07. Determine the
contribution of IT to
business needs
I-08. Apply IT-based
solutions to organizational
opportunities and
challenges
Functional Competencies Contextual Competencies
F-01. Develop business requirements and C-01. Determine
conduct information systems analysis appropriate IT
F-02. Appraise system adherence to IT organizational
regulation and conduct IT systems audits structural responses to
F-03. Compare and justify the selection business needs
of software development approaches C-02. Determine
F-04. Transform the manner in which appropriate
data relate to management and business IT operations
uses management processes
F-05. Integrate evidence-based decision- in alignment with
making into IT systems, knowledge business requirements
management, and business intelligence C-03. Appraise and
F-06. Develop systematic approaches to determine financial
IT operations management and accounting issues
F-07. Align IT services with business related to IT
needs through considered design C-04. Determine
concerning reliability, scalability, and IT human resource
availability management
F-08. Appraise and assess IT procurement and development
and supply and the use of SLAs requirements
F-09. Strategically align IT road-mapping C-05. Develop IT
F-10. Determine IT portfolio, program, business strategy and
and project management criteria planning
requirement C-06. Demonstrate
F-11. Determine IT security and forensics IT leadership and
management requirements change management
capabilities

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 Program Competencies versus Learning Outcomes

Table 2: Competency Dependencies Table (Condensed Titles)

Prerequisite to

Prerequisite to

Prerequisite to
Level 1 Level 2 Level 3 Level 4
Competencies Competencies Competencies competencies
C-01. Organizational F-03. F-06. IT operations I-01. Create and build
structure Software management IT innovative capacity
C-02. Operations development F-07. Align business I-02. Transform
management F-04. Data needs with IT business through IT
C-03. Managerial management services design in I-03. Create and build
finance F-05. terms of reliability, IT strategic alliances
C-04. HR Evidenced- scalability, and I-04. Direct IT
management and based availability I-05. Engage in IT
development decision- F-08. IT procurement risk and opportunity
C-05. Business making and supply planning
strategy and F-09. Strategically I-06. Ensure IT
planning align IT governance practices
C-06. Business road-mapping I-07. Perform IT-
leadership F-10. IT portfolio, based research
F-01. Business program, I-08. Apply IT-
requirements and project based solutions
F-02. IT regulation management to organizational
and auditing F-11. IT security opportunities
and forensics
management

Program Competencies CC-01. Practical critical thinking competencies.

Conceptualize, analyze, and synthesize
Core Competencies (Learner-Focused) information acquired by observation.
Learner-focused core competencies (CCs) Evaluate the acquired informations
are to be acquired by the student in every validity logically.
course and are not necessarily IT-PCS specific. Interpret and communicate the acquired
Achieving these competencies is measured information.
in a manner consistent with the progressive Prerequisites: none
capability of student development in broad CC-02. Applied integrative thinking
stages of: competencies.
Practical critical thinking, Construct logically reasoned positions
Applied integrative thinking, based on evidence.
Responsibility and accountability, and Identify the legitimacy or significance
Academic and practice-based research of alternate points of view.
methods Integrate concepts from various disci-
Learner-focused competencies are pres- plines to develop a proposed solution.
ent throughout the program and covered Prerequisites: none
within each course. They include critical CC-03. Responsibility and accountability
thinking expressed verbally and in writ- competencies.
ing, integrative synthesis capability, re- Identify the nature and effect of personal
sponsibility assessment, understanding bias and perceptions on decision making.
accountability, and proficiency in practical Identify potential conflicts of interest
research methods. and suggest ways to mitigate them.

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