The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.
Dr. Kenneth I. Goldberg,
Homeland Security and Emergency Management Programs, National University, 11255 North Torrey Pines Road, La Jolla, CA 92037, USA.
Professor James Guffey,
Criminal Justice Administration Program, National University, 3520 Brookside Road, Stockton, CA 95219, USA.
Professor Ponzio Oliverio
Criminal Justice Program, National University, 11255 North Torrey Pines Road, La Jolla, CA 92037, USA.