Consider the course in context

Purpose, structure, progression 
A university course is never an isolated entity. It is a building block within a larger academic programme and disciplinary field and should be designed with this broader context in mind.

This includes alignment with the programme’s competency profile and educational goals, as well as ensuring coherence with other courses. Such coherence enhances student progression and ensures that learning builds meaningfully over time. 

Educational vision — The Nordic Nine capabilities
At CBS, all programmes are expected to support the development of the Nordic Nine capabilities — a set of nine future-oriented competencies that reflect CBS’s educational vision. While no individual course is expected to cover all nine, each should be designed to meaningfully contribute to a select number of relevant Nordic Nine capabilities. Integrating these into course activities, cases, or assignments helps bring the framework to life in students’ learning experience. 

QUESTIONS TO CONSIDER: 

• How does your course contribute to the overall competency profile of the programme? 

• In what ways is your course connected to other courses in the programme, both in terms of content and progression? 

• What relevant Nordic Nine capabilities may meaningfully be integrated into your course through e.g. activities, assignments, or cases ? 

• What are the key characteristics of the students in your programme (e.g. language, motivation, level?) 

• What formal requirements or structural elements (e.g. ECTS, programme level, teaching methods, size of class) should be considered? 

• How will your course be delivered (e.g. face-to-face, blended learning, case-based teaching)?

The Nordic Nine capabilities

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