Subcompetency Guide

This subcompetency guide may be useful to:

-Comprehend how you can prove your competency level for each SC (subcompetency).
-Provide peer feedback in your team.
-Prepare for tutoring or expert hour sessions to check on your competencies and skills.

Content:
-Subcompetency list as links
-One sheet per IDE Competency ( Do research, Design and Engineer, Organize and Manage, Communicate, Learn). Each SC she
description, Sub-competency descriptions of how each level of competency can be reached.

-IDE Subcompetency List overview

Navigation Instructions:

1.-In the SC-list links sheet you will find the links to all SC's. Clicking the SC's number will lead you to that specific SC's descripti
2.-Select sheet per competency.
municate, Learn). Each SC sheet consists of overall competency

to that specific SC's description.

IDE Sub-Competency List
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available

Do Research Design and Engineer

1.1 N 1.1 AB 1.1 C 2.1 N 2.1 AB

1.2 N 1.2 AB 1.2 C 2.2 N 2.2 AB

1.3 N 1.3 AB 1.3 C 2.3 N 2.3 AB

1.4 N 1.4 AB 2.4 N 2.4 AB

1.5 N 1.5 AB 1.5 C 2.5 N 2.5 AB

2.6 N 2.6 AB

PASSED
RESERVED GRADUATION
MAYBE
FAILED
UNIT 3
evious SC-Guide is available here

nd Engineer Organize and Manage Communicate

3.1 N 3.1 AB 3.1 C 4.1 N

2.2 C 3.2 N 3.2 AB 4.2 N

2.3 C 3.3 N 3.3 AB 3.3 C 4.3 N

2.4 C 3.4 N 3.4 AB 3.4 C 4.4 N

3.5 N 3.5 AB

2.6 C 3.6 N 3.6 AB

Communicate Learn

4.1 AB 4.1 C 5.1 N 5.1 AB 5.1 C

4.2 AB 4.2 C 5.2 N 5.2 AB 5.2 C

4.3 AB 4.3 C 5.3 N 5.3 AB 5.3 C

4.4 AB
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available
IDE Graduate Student creates insights and builds knowledge relevant to the design process by comb
Do Research literature review with collaborative research with users and other stakeholders. Students master both
and human-centered research methods.

1.1. (Re)define
Cues for evidence
problems and
reason Problem (re)definition of the Project; Research
steps towards the problem; Stakeholder mapping,
analytically Value Proposition Canvas.

Competency level description

Novice

Student states client and user needs and

problems, based on general arguments
Advance Beginner

Student determines and interprets

stakeholder needs and problems, based
on relevant arguments
Competent

Student constructs the problem

definition, based on triangulated
arguments
 Competent
Student constructs the problem
definition, based on triangulated
arguments

1.2. Discover
knowledge by
investigating
and Cues for evidence

experimenting

Proper documentation of the experimentation

process; Substantiation and evidence of methods,
techniques, and models used for testing;
Visualization of the process to construct new
knowledge; Quick modelling and prototyping

Competency level description

Novice

Student investigates the user, context,

needs and problems by given methods
Advance Beginner

Student discovers insights by

experimentation, combining appropriate
methods of the design/innovation
process
 Competent
Student constructs knowledge by
selecting and combining the valuable
outcomes of their experiments and
investigation

1.3. Take
external
contexts into
account Cues for evidence
(societal,
environmental,
entrepreneurial)
DESTEP trend analysis; Competition mapping;
List of Requirements; Testing methods;
Evaluation methods; Context mapping; Visual
documentation that follows a logical structure.

Competency level description

Novice

Student investigates and breaks down

the context in the analysis phase
Advance Beginner

Student discovers insights by taking

external context into account resulting in
new relevant design requirements
 new relevant design requirements

Adva
Competent

Student discusses and evaluates

relevant context analysis and human
centered and technical research
methods

1.4. Approach
research in a
(technical and) Cues for evidence

human-
centered way
Reporting of human centered research methods;
Selection process of methods; Documentation of
testing and evaluation processes; Demonstrate
sources of investigation.

Competency level description

Novice

Student follows the steps of a human-

centered research method
 Student follows the steps of a human-

Novi
centered research method

Advance Beginner
Student selects different research
approaches to analyse technical and
human centered aspects of the
product/service and its context

1.5. Report on
research using
a practical Cues for evidence

scientific
standard
Problem (re)definition of the Project; Research
steps towards the problem; Stakeholder mapping.

Competency level description

Student reports on research using the

Novice

required research format and reference

standard
Advance Beginner

Student documents the research by

combining and including the right
elements
 elements

Adva
(Reserved for graduation)

Competent

Student documents and evaluates a

research article based on the content
and goal of the research
For older cohorts, an previous SC-Guide is available here
s and builds knowledge relevant to the design process by combining
earch with users and other stakeholders. Students master both technical
ds.

Professional products

Design Brief
and
Research Report
or
Design Report

‘How to’
Student states client and user needs and
problems, based on general arguments:
· shows problem definition and explains steps
taken to redefine the problem and
· shows customer profile, stakeholder mapping,
and personas and
· shows first version of list of requirements for
the project

Student determines and interprets stakeholder

needs and problems, based on relevant
arguments:
· identifies relevant needs of client, user and
other stakeholders and
· substantiates relevant needs with arguments
from research and
· explains steps taken to redefine the problem
and
· shows stakeholder mapping and stakeholder
roles and
· explains data sources and outlines their
interpretation into first list of design requirements

Student constructs the problem definition, based

on triangulated arguments:
· constructs a concise and nuanced problem
statement based on different sources of research
and
· explains how the different research sources
strengthen or refine the elements of the problem
definition and
· substantiates stakeholder mapping and
stakeholder roles, their interrelations and gathered
insights

Professional products

Design Report

Research Report
Models or prototypes

‘How to’
Student investigates the user, context, needs and
problems by given methods:
· explains used ‘user and context research
methods’ and their purpose and
· outlines user needs and problems resulting
from the research and
· explains how conclusions were drawn from the
research results

Student discovers insights by experimentation,

combining appropriate methods of the
design/innovation process:
· outlines insights collected throughout the
experimentation process and
· explains how they are relevant to one’s
design/innovation process of the project and
· substantiates the selection of experimentation
methods explaining their relevance to the project
Student constructs knowledge by selecting and
combining the valuable outcomes of their
experiments and investigation:
· outlines the outcomes of investigation and
experimentation and
· explains concrete examples of the constructed
knowledge resulting from combining valuable
outcomes

Professional products

Design Report
or
Research Report

‘How to’
Student investigates and breaks down the context
in the analysis phase:
· explains methods and conclusions from trend
analysis and
· maps out the context of the project

Student discovers insights by taking external

context into account resulting in new relevant
design requirements:
· outlines discovered insights about the external
context and
· explains method and structure to analyze
insights about the external context and
· explains methods used to translate insights
into new relevant design requirements and
· shows new updated list of requirements and
compares with previous requirements lists
Student discusses and evaluates relevant context
analysis and human centered and technical
research methods.

· reflects on the use of the chosen trend

analysis and research methods and technical
research methods and
· substantiates and evaluates which context
factors (from the trend analysis) are most relevant
to the project and
· evaluates how these factors determine the
design/innovation of the project and
· shows evidence of and explains which
human centered or technical research methods
were selected for this project or
· explains what further research is needed
and why

Professional products

Design Report

or
Research Report

‘How to’
Student follows the steps of a human-centered
research method:
· explains the steps that were followed for
human-centered research method and
· explains the purpose behind the different user
research methods that were learned
Student selects different research approaches to
analyse technical and human centered aspects of
the product/service and its context:
· selects research methods that are relevant for
the context and project and
· explains how these methods serve a human
centered and technical design approach and
· outlines both human-centered and technical
research results

Professional products

Research Report

‘How to’
Student reports on research using the required
research format and reference standard:
· structures research findings in a research
document and
· follows a prescribed reference standard

Student documents the research by combining

and including the right elements:
· organizes and structures research findings in a
research document using the standard elements
and
· presents results based on original data and
· presents results in appropriate ways, including
visuals and graphs and
· bases conclusions on results and substantiates
with arguments
Student documents and evaluates a research
article based on the content and goal of the
research
· chooses the appropriate document format/
standard to organize and structure one’s research
findings and

· combines all standard components of the

research article in a coherent manner, resulting in
clear conclusions for the formulated research
question and

· evaluates the quality of research by

discussing applied methods, tools, sample sizes
and the extent to which the research question is
answered
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available here
IDE Graduate Student is able to develop research insights into detailed products proposals using
Design & design methodologies in combination with engineering skills and knowledge.

Engineer

2.1. Formulate
design briefs
Cues for evidence
containing
vision and
requirements, Design brief; Research report(s) and
based on literature (substantiation); Evidence of
primary research activities; Iterations of
primary and design brief

secondary
research

Competency level description

Novice

Student identifies and lists basic

components of a design brief.
Advance Beginner
 Student formulates a design brief

Advance B
following self-selected (research)
methods.

2.2. Use an
iterative
process with Cues for evidence
diverging and
converging
methods and
techniques Problem solving process (sketches or
prototypes) and decision making in a design
report of the project.

Competency level description

Student iterates when requested to

Novice

do so, and uses basic (given)

diverging and converging
techniques.
Advance Beginner

Student selects and employs proper

methods for the diverging and
converging phases in the design
process.
Competent

Student selects, adapts and employs

multiple methods for an iterative,
diverging and converging design
process.
 Competent
Student selects, adapts and employs
multiple methods for an iterative,
diverging and converging design
process.

2.3. Integrate
human, market,
technological,
and context Cues for evidence

values during
the design
process
Visualized outcome of research (market,
technology, human or any other context);
Link of list of requirements to your final
design/concept

Competency level description

Student identifies and integrates

Novice

values of a requested or given

context during the design process.
Advance Beginner

Student identifies and integrates the

values of the design within different
contexts by research and
investigation throughout the design
process.
 contexts by research and

Advance
investigation throughout the design
process.

(Reserved for Graduation)

Competent

Student assesses the integrated

values of the design within different
contexts. These assessed values are
defined by research and applied
throughout the design process.

2.4. Consider
desirability,
viability, and Cues for evidence

feasibility (DVF)
while designing Visualized outcome of research; Evaluation
and engineering methods (e.g. Human Factors, Technical
aspects, market research); List of
requirements; product business case;
technical drawings

Competency level description

Student classifies desirability,

Novice

viability and feasibility aspects of the

design.
Advance Beginner

Student analyses and incorporates

desirability, viability and feasibility
into the design.
 Advance Begin
Student analyses and incorporates
desirability, viability and feasibility
into the design.

Competent

Student improves the design based

on evaluation of desirability, viability
and feasibility factors, weighing their
relative importance.

2.5. Create and

optimize ideas,
concepts, Cues for evidence

prototypes, and
product
proposals Design brief; Research report(s) and
literature (substantiation); Evidence of
primary research activities; Iterations of
design brief

Competency level description

The student documents the ideas,

Novice

concepts, and prototypes and

indicates the techniques which were
used to generate them.
 Advance Beginner
The student documents how the
design has developed over at least
three iterations and indicates how
the details of the design are
optimized integrally based on user
interaction, functionality, materials
and manufacturing.

2.6. Evaluate
ideas, concepts,
Cues for evidence
and (end)
products based
on requirements Visualization of decision making process;
Documented evaluation and testing methods;
Iteration process of list of requirements

Competency level description

Student generates ideas based on

insights gathered by
Novice

investigation/research and selects

the best idea/concept based on
(partly given) requirements.
Advance Beginner

Student generates a list of

requirements by investigation and
research and weighs and selects
generated ideas and concepts based
on that list.
Advance Beginner
Student generates a list of
requirements by investigation and
research and weighs and selects
generated ideas and concepts based
on that list.

Competent

Student verifies and tests the design

throughout the design process,
based on a relevant, improved and
updated program of requirements.
or older cohorts, an previous SC-Guide is available here
develop research insights into detailed products proposals using
ation with engineering skills and knowledge.

Professional products

Design Brief

‘How to’

Student identifies and lists basic

components of a design brief:

· lists a problem statement, 5WH, vision,

list of requirements in a design brief and

· distinguishes hard and soft requirements

in the list of requirements

Student formulates a design brief following

self-selected (research) methods:

· brings together the elements of the

design brief including the problem
statement, vision, target group and
stakeholder’s problems and needs and list
of requirements and
· substantiates insights with the research
output and

· explains the choice of research methods

Professional products

Design Report

‘How to’
Student iterates when requested to do so:
· explains iterations in the design process
and uses basic (given) diverging and
converging techniques:
· shows the outcomes in the design
process and
· describes and completes the use of
basic (given) diverging and converging
techniques in the process
Student selects and employs proper
methods for the diverging and converging
phases in the design process:
· substantiates a selection of methods
during the diverging and converging phases
and
· while iterating, the methods support the
diverging/converging phases throughout the
design process

Student selects, adapts and employs

multiple methods for an iterative, diverging
and converging design process:
· analyses the challenges of the design
process and
· uses the diverging and/or converging
methods and adapts them in a way which is
beneficial to the iterative design challenges

Professional products

Research report

Design report

‘How to’
Student identifies and integrates values of a
requested or given context during the design
process:
· lists values* of the given target -or user
group and
· translates values* into technological
standards & norms and design requirements
*Examples of values are (1) safety,
efficiency, etc., which are long accepted and
(2) sustainability, inclusiveness, etc., which
are more recently accepted and (3) privacy,
autonomy, etc., which are increasingly
becoming popular.

Student identifies and integrates the values

of the design within different contexts by
research and investigation throughout the
design process:

· lists values of at least two different

contexts using research insights and
· translates values into technological
standards & norms and design requirements
and
· shows how and where the main values
are recognizable in the design
Student assesses the integrated values of
the design within different contexts. These
assessed values are defined by research
and applied throughout the design process:

· defines the values by research and

· implements these values in all steps of
the product/ service development and
· evaluates the implementation of values
in the product/service for the different
contexts

Professional products

Design Report
Documentation of Final Design
Research Report
Design Brief

‘How to’
Student classifies desirability, viability and
feasibility aspects of the design:
· classifies the requirements in terms of
the DVF aspects and
· gives examples of the DVF of the design
and
· prioritizes the DVF aspects in the case of
labeling with all three aspects
Student analyses and incorporates
desirability, viability and feasibility into the
design:
· implements the DVF aspects in the
process of ideating, conceiving the concept,
detailing the interaction, testing and material
selection based on manufacturing and
· demonstrates the DVF of multiple
product characteristics and
· shows the translation of the DVF
requirements into the concept/ design
Student improves the design based on
evaluation of desirability, viability and
feasibility factors, weighing their relative
importance:
· explains how the design has been
improved in at least two iteration steps,
based on evaluation of DVF aspects and
· justifies the relative importance of each
of the three DVF aspects for each of the
improvement decisions and
· shows improvement steps in the
design brief and list or requirements based
on DVF evaluation

Professional products

Design Brief

‘How to’
The student documents the ideas, concepts,
and prototypes and indicates the techniques
which were used to generate them.

· shows and explains the ideas, concepts,

and prototypes and
· describes the techniques which were
used to generate ideas, concepts, and
prototypes
The student documents how the design has
developed over at least three iterations and
indicates how the details of the design are
optimized integrally based on user
interaction, functionality, materials and
manufacturing.
· explains the design development over at
least three iterations and
· explains the optimization happening in
these iterations by showing improved details
in the design, such as user interaction,
functionality, materials and manufacturing
manufacturing

· explains how the optimized aspects

interrelate.

Professional products

Design Report
Design Brief
Documentation of final design

‘How to’
Student generates ideas based on insights
gathered by investigation/research and
selects the best idea/concept based on
(partly given) requirements:

· documents the selection of ideas or

concepts and
· indicates the used selection technique
and
· provides basic arguments why an idea or
concept is chosen

Student generates a list of requirements by

investigation and research and weighs and
selects generated ideas and concepts
based on that list:

· substantiates the link between the

investigation/ research and the requirements
and
· includes the requirements in the
procedure of the method(s) selection and
· describes the weighing and selection
method of ideas or concepts

Student verifies and tests the design

throughout the design process, based on a
relevant, improved and updated program of
requirements:

· shows improvement and updates to the

program of requirements as the project
develops and
· evaluates the design options and tests
them several times based on the evaluated
program of requirements and
· shows that the program of requirements
is relevant for the design
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available here
IDE Graduate Student organizes and manages design projects through collaborative w
Organize and multidisciplinary and international setting. Is competent in applying and adapting meth
knowledge to analyse and model design business processes to (co)create and succe
Manage introduce products or services that have a positive impact in society.

Cues for evidence

3.1. Work All documentation belonging to method(s);
methodo-logically Selection process, execution of method and
outcomes visualized (e.g. in charts,
infographics, mind maps etc.); Design Journal
showing content relevant to the sub-
competency.

Competency level description

Student recognizes the

Novice

methodological steps offered in the

course and explains their relevance
and differences
Advance Beginner

Student selects and employs

methods correctly and explains why
they have chosen these methods
 Student adapts chosen methods
based on what the context of the
project demands

Competent

3.2. Collaborate
within a design team Cues for evidence

in a multidisciplinary Documented feedback given and received

(international) setting from team members; Outcomes of tests on
role and dynamics, (e.g. ITP metrics report,
Belbin roles); Action plan based on feedback;
Reflection on steps and strategies taken

Competency level description

Student actively participates in group

Novice

work and shares constructive

feedback with team members
ginner

Student collaborates with team

 Advance Beginner
Student collaborates with team
members from the perspective of a
co-established specific role adapting
to the feedback loops within the team

3.3. Show Cues for evidence

resourcefulness,
Identification of risks/limitations in project;
flexibility and Clear overview of different decisions and
considerations in the design process;
willingness to make Scoping your project (e.g. through a
theoretical framework in the research or
decisions in fuzzy project planning); Argumented (design)
decisions on how to deal with risks/limitations
(complex) contexts

Competency level description

Student lists possible uncertainties,

Novice

suggests decisions and gives proof

of one’s approach
nner
 Advance Beginner
Student acts upon previous decisions
made during the design process and
integrates new decisions into the
next steps

(Reserved for graduation)

Competent

Student iteratively evaluates

decisions made throughout the
design process and modifies into
alternative action plans

3.4. Show Cues for evidence

entrepreneurship or
intrapreneurship Market research, Business model canvas,
SWOT matrix, stakeholder analysis, cost-
revenue calculation and analysis, product
strategy based outcomes of market research

Competency level description

Novice

Student outlines entrepreneurial

components in the design project
Novice
Student outlines entrepreneurial
components in the design project

Advance Beginner

Student applies intra- or

entrepreneurial skills in the design
process
Competent

Student formulates and integrates

criteria for intra- or entrepreneurial
aspects in a design process
3.5. Practice project,
stakeholder, time and
Cues for evidence
resource
management
reports of project management activities;
Stakeholder mapping and management
process; Resource management
planning/cost price calculations

Competency level description

Student plans a first-year project,

lists the activities and modifies the
Novice

planning to available resources,

stakeholder availability, and
unforeseen events during the
process
Advance Beginner

Student designs and adapts a

project planning by iteratively
prioritizing and integrating
activities, stakeholder
opportunities and financial
resources.
3.6. Break down and
model systems and Cues for evidence

select relevant
Appropriate visual of modeling the system;
approaches Complete documentation of approach taken
(e.g. force mapping, user interaction, causal
loop diagrams)

Competency level description

Student labels relevant components

Novice

of a system and explains the

interrelations and applications
Advance Beginner

Student models a system and its

relevant components and applies the
proper application of the components
and system
orts, an previous SC-Guide is available here
es and manages design projects through collaborative work in a
nal setting. Is competent in applying and adapting methods and
del design business processes to (co)create and successfully
or services that have a positive impact in society.

Professional products
Design Report

or
Research Report

‘How to’
Student recognizes the methodological
steps offered in the course:

· shows an overview of followed

methodological steps throughout an
assigned design or research process
and explains their relevance and
differences:
· outlines (at least two) methods
used and

· explains their relevance to the

project and how they are different
Student selects and employs methods
correctly:
· plans a design or research process
with relevant self-selected methods and
techniques and

· applies methods correctly

explains why they have chosen these
methods:
· explains the method selection
process and

compares the chosen

and non- chosen methods
Student adapts chosen methods based on
what the context of the project demands:
· plans and navigates a design or
research process with relevant self-
selected and adapted methods and
techniques in a structured and goal-
oriented way and

· adapts methods to make them

suitable for the design or
research process, the purpose of the
context and the aim of the project and

· professionally visualizes the

execution and outcomes of methods

Professional products

Reflection Report

‘How to’
Student actively participates in group
work:
· shows their active
part/share/contribution in group work in a
small team setting (eg evidence of check
in/ check out; of input in group homework;
input in team’s principles)

and shares constructive feedback with

team members:
· defines constructive feedback and
· shows valid documentation of given
and received constructive feedback from
and to team members
Student collaborates with team members
from the perspective of a co-established
specific role adapting to the feedback
loops within the team:
· discusses and decides with team
members about each one's desired role
(expertise, perspective) to be performed
in the team and

· demonstrates active collaboration with

team members given one’s co-established
role(s) and
· adapts their role and approach based
on new perspectives/insights supported
and structured by feedback loops with
team members

Professional products

Design Report
or
Research Report
or
Reflection Report
or
Project Proposal

or a combination of professional products

‘How to’
Student lists possible uncertainties and
suggests argumented decisions on how to
deal with these:

· lists uncertainties and challenges

encountered throughout the process of
the project and
· explains taken decisions and shows
evidence of concrete approach to tackle
or improve the encountered uncertainties
and challenges

Student follows decisions made earlier in

the design process:
· provides examples of (design) actions
resulting from design decisions taken E.g.
different course of action, imrovements or
change in focus of the project, etc.

and integrates new decision making in

the next steps:
· provides examples of the discernment
behind how decisions were integrated into
the next steps of the project or how
uncertain situations were encountered

Student iteratively evaluates decisions

made throughout the design process:
· assesses decisions made and

· substantiates and evaluates

decisions and underlying methods
throughout the design process

· professionally illustrates examples

and recommends alternative action plans:
· outlines and recommends alternative
action plans to be adapted into the next
project stage, situation or product and
· provides concrete examples from
evaluation to adaptation

Professional products

Business plan

‘How to’
Student outlines entrepreneurial
components in the design project:
· interprets the basic entrepreneurial
components within a design project and

· uses context and value proposition

mapping and
· illustrates market research through
competition mapping
Student applies intra- or entrepreneurial
skills in the design process:
· applies context mapping, value
proposition knowledge within the project
and
· explains market research and
competition analysis in relation to design
project and
· explains value chain and financial
aspects to be considered such as revenue
streams and cost structure and
· presents a business case including
cost estimations and sales projections or
· uses alternative business models to
explain value proposition needs from
employer and employee perspectives

Student formulates and integrates criteria

for intra- or entrepreneurial aspects in a
design process:
· substantiates value proposition of the
project and design concept and
· formulates criteria to evaluate the
viability and
· executes extensive market research
and competition analysis to integrate the
outcomes into the project considering
desirability and viability and

· formulates values and financial

aspects to be considered throughout the
project and cost structure and revenue
· evaluates
streams
Professional products

Project proposal

Reflection Report
Design Report

‘How to’
Student plans a first-year project, lists the
activities and modifies the planning to
available resources, stakeholder
availability, and unforeseen events during
the process:
· shows a group project planning,
including goals, hours, people, resources,
tasks, and deadlines and
· handles group dynamics with an
outlook of fulfilling the settled goals and
targets. All in the perspectives of the main
stakeholders, group members and
essential resources and

· modifies the planning related to

available resources and the availability of
resources
Student designs and adapts a project
planning by iteratively prioritizing and
integrating activities, stakeholder
opportunities and financial resources.

· designs and adapts an existing planning

when the needs and challenges of the project
require it and

· discusses and clarifies how the

implemented/suggested adjustments
improved the project progress and
· shows overview of challenges and
needs as well as initial planning and its
relations to the challenges and needs of
the project and

· shows overview of adjustments made

and how those are connected to changed
needs and challenges of the project and
· prioritizes and integrates activities,
stakeholders' opportunities and financial
resources.

Professional products

Presentation

Documentation of final design

‘How to’
Student labels relevant components of a
system and explains the interrelations and
applications:
· decomposes the system in the
elementary components in visuals and
written explanation and
· defines the basic components and
their functions and
· explains the interrelation of the
individual components and how they
contribute to the system as a whole
Student models a system and its relevant
components and applies the proper
application of the components and
system:
· substantiates the selected system
components and
· illustrates how the components are
contributing to the functionality of the
system as a whole and
· explains how the design elements are
translated from the abstract system to the
product
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available here
IDE Graduate Student makes effective use of written, oral, visual, audio, and / or tangible
Communicate materials to express the solution and vision to stakeholders. To reach the solution and vision
the student applies design driven communication as well as interpersonal communication,
facilitating teamwork in an international setting. Interpersonal communication includes
evaluating team dynamics and making optimal use of diversity in a team.

4.1.
Manifest/present
yourself in a
(semi) Cues for evidence

professional
setting
Final presentation and documentation
materials of final design and model; (audio-)
visual materials are refined and
communicative; Evidence of presenting to
stakeholders (e.g in the expo)

Competency level description

Student presents their work to

Novice

stakeholders in a clear and

understandable way
dvance Beginner

Student presents work and vision to

stakeholders in a credible and
convincing manner
 Advance Beginner
Student presents work and vision to
stakeholders in a credible and
convincing manner

(Reserved for Graduation)

Student manifests themself as a

designer presenting their impact and
Competent

role towards stakeholders

4.2.
Communicate Cues for evidence

within a team on
team dynamics Class or team selected exercises and
techniques on team dynamics
and (your) role (eg. itp metrics, sandwich technique); Plan of
approach for team dynamics, bottlenecks,
actions and achievements; Evaluation and or
reflection methods

Competency level description

Student examines team dynamics,

Novice

connecting actions to
achievements.
 Student examines team dynamics,

Novice
connecting actions to
achievements.

Advance Beginner

Students reflects on dynamics

during teamwork and concludes
bottlenecks and possible solutions
Competent

Student evaluates the team

collaboration and adapts their own
role to increase the success of the
project
 Competent
Student evaluates the team
collaboration and adapts their own
role to increase the success of the
project

4.3. Make
deliverables Cues for evidence
tangible in a
refined, Refined (audio-) visual material prepared for
communicative client, exhibition or assessment; Use theory
of form and colour and perception to explain
way style; Consistency and fit with purpose and
target group

Competency level description

Novice

Student illustrates comprehensive

audio/visual deliverables
ance Beginner

Student creates communicative

deliverables designed in a
consistent style
 Advance Beginner
Student creates communicative
deliverables designed in a
consistent style

Competent

Student experiments to find a

consistent style fit for the purpose
and target group and develops a
personal style in a portfolio

Pagina-einde

4.4. Collaborate
in a culturally
diverse setting. Cues for evidence
diverse setting.

Outcomes of research, analysis and/or

reflection process on cultural diversity in
relation to team work or project

Competency level description

Student communicates in English

Novice and identifies the impact of cultural
differences in team work

Student integrates cultural

differences in managing
Advance Beginner
communication and content of the
project
older cohorts, an previous SC-Guide is available here
fective use of written, oral, visual, audio, and / or tangible
and vision to stakeholders. To reach the solution and vision
n communication as well as interpersonal communication,
ational setting. Interpersonal communication includes
making optimal use of diversity in a team.

Professional products

Presentation

Documentation of final design

personal portfolio

‘How to’
Student presents one’s work to
stakeholders in a clear and
understandable way:
· adapts the explanation of the work
to the stakeholders and

· explains the work with a clear red

thread or

· explains the work in a

understandable way using logical steps
and reasoning

Student presents work and vision to

stakeholders in a credible and
convincing manner
· explains motivation behind the
vision with which the work is developed
and
· explains the considerations and
decisions made during creating outputs
and

· shows confidence and credibility by

believing in the outcome with the help
of body language

Student manifests themself as a

designer presenting ones’ impact and
role towards stakeholders:

· makes decisions in the design

process with clear vision and
considerations and

· reflects on the impact of the design

project in relation to the desired impact
and

· reflects on the role they had and

want to have as a designer

Professional products

Reflection report

‘How to’
Student examines team dynamics,
connecting actions to achievements:
· describes team interactions and
· gives example(s) of team
dynamics manifestation (recurrent
patterns of interactions) and

· gives example(s) of action taken

to improve team interaction and

· identifies the impact of the actions

taken (individually or as a team)
Students reflects on dynamics during
teamwork:

· analyses team dynamics using a

selection of methodological
approaches and

· provides examples with cause and

effect

and concludes bottlenecks and possible

solutions:
· deduces bottlenecks from the
analysis of team dynamics and

· describes bottlenecks, the pattern

of behavior and its impact on the
team and
· formulates actions to be taken
individually or as a team to mitigate
bottlenecks
Student evaluates the team
collaboration:
· judges the quality of the team
collaboration and

· identifies the individual role in the

team

Adapts their own role to increase the

success of the project:
· shows evidence of role
change, visible in communications,
planning or agreements or
· provides clear argumentation for
role change; assumptions about the
impact towards the outcome and

· explains the impact of the role

change or
initiates and applies new collaborating
strategies

Professional products

Presentation
Documentation of final design
Design report
Personal portfolio

‘How to’
Student generates comprehensive
audio/visual deliverables:

· shows evidence of communication

of ideas through sketching and
prototyping within the design team and

· communicates the design (product

or service) in an audio-visual and / or
tangible manner and

· shows self-
explanatory deliverables
Student creates communicative
deliverables:
· shows evidence of deliberate
communication of the design (such as
vision, function and materials) through
audio-visual and/or tangible
deliverables or
· shows evidence of communication
on the design both in the design team
as well as externally to stakeholders

Designed in a consistent style:

· explains style making use of
theory of form, colour and
perception and
· points out the consistency in the
style throughout different deliverables

Student experiments to find a

consistent style fit for the purpose and
target group:
· shows evidence of
experimentation to find a style fit for
purpose and target group and

· shows argumented style choices

for fit with purpose and/ or target
group and
· shows final design documentation
with a consistent style visible in design,
vision, function, materials, dimensions,
production methods, models, scenarios
etc.

and develops a personal style in a

portfolio:
· shows different iterations or
varieties of the portfolio to develop a
personal style and

· shows a personal style in the final

portfolio

Professional products
Reflection Report

Design report

‘How to’
Student communicates in English:

· shows functional use of the

English language

and identifies the impact of cultural

differences in team work:
· points out cultural characteristics
of each team member based on a
relevant methodology or

· describes cultural differences

within the team and

· gives a few examples of the

impact of the cultural differences on
the team work

Student integrates cultural differences

in managing communication and
content of the project
· identifies cultural characteristics of
stakeholders and within the team, and
uses this understanding pro-actively to
optimize the project communication and

· uses cultural differences within the

user group as input to the content of the
project in such a way that the end result
(product or service proposal) benefits
from it
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available here
IDE graduate student is aware of their knowledge and skills and the role as designer. Stud
Learn can identify the need for additional knowledge or skills and define an approach on how to
develop those skills. Furthermore, they strategically position themselves as designers in th
work field and in society.

5.1. Reflect on your

role in projects and Cues for evidence
your impact on
society as an
innovator Reflection report; the report includes
reflection on the design process, the results
and their impact, as well as the student’s
role in and impact on design (process) and
society as an innovator; outcomes of
exercises (e.g. Sweet spot model, personal
brand definition)

Competency level description

Student illustrates reflection on role

Novice

and impact by answering provided

detailed questions (reflection-after-
action)
Advance Beginner

Student interprets roles and impact,

drawing conclusions from their
reflection (reflection-after-action)

(Reserved for graduation)

petent
 Student independently evaluates
role and impact and modifies the

Competent
design process accordingly
(reflection-in-action)

5.2 Develop and Cues for evidence

adapt learning Overview of learning strategies;
strategies Visualization of learning curve and evidence
of progress; Overview of extracurricular
applied learning strategies and illustrate
how they positively impact your design
process and decisions.

Competency level description

Novice

Student describes their learning

strategies
Advance Beginner

Student uses learning strategies

and demonstrates a developing
learning curve
Competent

Student justifies learning strategies

in different subjects and adapts
these to new contexts
 Competent
Student justifies learning strategies
in different subjects and adapts
these to new contexts

5.3. Transfer and

integrate acquired Cues for evidence
knowledge and
experience in
projects Overview of acquired knowledge, methods
and techniques; Evidence of how they have
been applied; Overview of analysis and
evaluation methods; Visualization of
conclusions.

Competency level description

Student discusses acquired

Novice

knowledge and experience in the

project.
Advance Beginner

Student applies acquired

knowledge and experience in the
project.
Competent

Student analyzes acquired

knowledge and experiences and
applies them in new contexts and
projects
ohorts, an previous SC-Guide is available here
of their knowledge and skills and the role as designer. Student
nal knowledge or skills and define an approach on how to
re, they strategically position themselves as designers in the

Professional products

Reflection report

Personal portfolio

‘How to’
Student illustrates reflection on role and
impact by answering provided detailed
questions):

· describes their role within the project

team and

· explains potential impact of the

project on stakeholders

Student interprets roles and impact,

drawing conclusions from their reflection:

· discusses their contribution to the

design process and results and

· explains the impact the project can

have on stakeholders or society at large
Student independently evaluates role
and impact:
· evaluates their influence on the
market or society

and modifies the design process

accordingly:
· justifies why and how the approach is
adapted to maximize impact

Professional products

Reflection report

‘How to’
Student describes their learning
strategies:
· describes the performed learning
activities and
· introduces the learning goal and
shows how the learning activities build
up towards it and
· discusses the process of the
performed learning activities

Student uses learning strategies:

· explains the chosen learning strategy
and
· connects the learning activities to the
chosen learning strategy
and demonstrates a developing learning
curve:
· discusses the learning results in
relation to their learning curve and

. puts forward how the learning results

are bringing the student closer towards
the identified learning goal

Student justifies learning strategies in

different subjects:
· evaluates previous learning
strategies for different subjects
and adapts these to new contexts:
· uses the evaluation on learning
strategies to choose and adapt the most
effective strategies for further learning

Professional products

Reflection report

‘How to’
Student discusses acquired knowledge
and experience in the project:
· describes acquired knowledge and
· explains experiences of the project
Student applies acquired knowledge and
experience in the project:
· points out the integration of acquired
knowledge in the project and
· applies earlier learning and design
experiences in the project

Student analyzes acquired knowledge

and experiences:
· evaluates current knowledge and
experiences and
· identifies the need for additional or
adapted knowledge and experiences
and applies them in new contexts and
projects:
· illustrates the value of the acquired
knowledge and experiences within a new
context
This SC- Guide is for students from the cohorts 21-22 onwords. For older cohorts, an previous SC-Guide is available here

NOVICE ADVANCED
Checking the boxes, BEGINNER
following steps, Connecting design
explaining steps, reflecting
1. Do Research
1.1. (Re)define problems and Student states client's and user Student determines and
reason analytically needs and problems, based on interprets stakeholder needs and
general arguments problems, based on relevant
arguments

1.2. Discover knowledge by Student investigates the user, Student discovers insights by
investigating
1.3. and experimenting
Take external contexts into context, needs and problems
Student investigates by
and breakes experimentation,
Student discovers combining
insights by
account (societal, given methods
down the context in the analysis appropriate methods
taking external of into
context the
phase design/innovation process
account resulting in new relevant
environmental,
entrepreneurial ) design requirements.

1.4. Approach research in a Student follows the steps of a Student selects different research
(technical
1.5. Reportand) human-centered
on research using a human-centered research
Student reports on research approaches to analyse
Student documents thetechnical
research
way method
using the required research and human centered aspectsthe
by combining and including of
practical scientific standard the product/service and its
format and reference standard right elements

2. Design & Engineer

2.1. Formulate design briefs Student identifies and lists basic Student formulates a design brief
containing vision and components of a design brief. following self-selected (research)
requirements, based on primary methods.
and secondary research

2.2. Use an iterative process Student iterates when requested Student selects and employs
with diverging human,
2.3. Integrate and converging
market, to do so,identifies
Student and uses and
basic (given) proper
Studentmethods
identifiesfor the diverging
and
methods and techniques
technological, and context diverging and converging
integrates values of a requested and
integrates the values ofinthe
converging phases the
techniques.
or given context during the design within
design process.
different contexts
values during the design process
design process. by research and investigation
throughout the design process.

2.4. Consider desirability, Student classifies desirability, Student analyses and

viability,
2.5. Createand feasibility
and optimizewhile
ideas, viability and documents
The student feasibity aspects
the of incorporates desirability,how
The student documents viability
the
designing
concepts, and engineering
prototypes, and the design.
ideas, concepts andideas
prototypes and feasibily
design has into the
developed design.
over at
2.6. Evaluate ideas, concepts, Student
and
generates
indicates the
based
techniques
Student generates a list of
least three iterations and
product
and (end)proposals
products based on on insights gathered by requirements by investigation
which were used to generate
investigation/research and indicates
and research, and weighsof
how the details the
and
requirements
selects the best idea/concept selects generated ideas and
based on (partly given) concepts based on that list.
3. Organize & Manage
3.1. Work methodologically Student recognizes the Student selects and employs
methodological steps offered in methods correctly
the course and explains their and explains why he/she has
relevance and differences chosen this method

3.2. Collaborate within a design Student actively participates in Student collaborates with team
team in a multidisciplinary group work and shares members from the perspective of
(international) setting constructive feedback with team a co-established specific role
members adapting to the feedback loops
3.3. Show resourcefulness, Student lists possible Student acts upon previous
flexibility and willingness to uncertainties, suggests decisions decisions made during the design
make decisions in fuzzy and gives proof of one’s process and integrates new
(complex) contexts approach decisions into the next steps

3.4. Show entrepreneurship or Student outlines entrepreneurial Student applies intra- or

intrapreneurship
3.5. Practice project, components
Student planstoathe firstdesign
year project entrepreneurial
Student designs skills in the a
and adapts
stakeholder, time and resource project, lists the activities design process
project planning by iteratively
management and modifies the planning to prioritizing and integrating
available resources, stakeholder activities, stakeholder
availability, and unforeseen opportunities and financial
events during the process resources.
3.6. Break down and model Student labels relevant Student models a system and its
4. Communicate
systems and select relevant components of a system relevant components
4.1. Manifest/present yourself
approaches and explains
Student the interrelations
presents his/her work to and applies
Student the proper
presents work and vision
in a (semi) professional setting and applications
stakeholders in a clear and application
on the work ofto the components
stakeholders in a
understandable way credible and convincing manner
4.2. Communicate within a Student examines team Students reflects on dynamics
team on team dynamics and dynamics, connecting actions to during team work
(your) role achievements. and concludes bottlenecks and
possible solutions

4.3. Make deliverables tangible Student illustrates comprehensive Student creates communicative
in a refined,
4.4. communicative
Collaborate way audio/visual
in a culturally deliverablesin English deliverables
Student communicates designed
Student integrates in a
cultural
diverse and identifies the impact of consistent style
differences in managing
5. Learn setting
cultural differences in team work communication and content of
5.1. Reflect on your role in Student illustrates reflection on Student interprets roles and
the project
projects
5.2 and your
Develop impact
and adapt on
learning role and describes
Student impact bytheir
answering
learning impact, drawing conclusions
Student uses learning strategies
society as an innovator
strategies provided
strategies detailled questions from his/her reflection
and demonstrates a developing
(reflection-after-action) (reflection-after-action)
learning curve

5.3. Transfer and integrate Student discusses acquired Student applies acquired
acquired knowledge and knowledge and experience in the knowledge and experience in the
experience in projects project project
Propaeudetic
Main Phase
Graduation
s SC-Guide is available here

COMPETENT
Judging, self-
evaluating, reflecting,
adapting, solving

Student constructs the problem

definition, based on triangulated
arguments

Student constructs knowledge by

selecting and combining the
valuable outcomesand
Student discusses of his/her
evaluates
experiments and investigation
relevant context analysis and
human centered and technical
research methods

Student documents and

evaluates a research article
based on the content and goal of
the research
frozen for graduation

Student selects, adapts and empl

oys multiple
Student methods
assesses for an
the integrated
iterative, diverging and
values of the design within
converging
different design process.
contexts. These
assessed values are defined by
research and applied throughout
the design process.
frozen
Studentfor graduation
improves the design
based on evaluation of
desirability, viability and
Student verifies
feasibility and
factors, tests thetheir
weighing
design throughout the design
process, based on a relevant,
improved and updated program
of requirements.

Student adapts chosen methods

based on what the context of the
project demands
Student iteratively evaluates
decisions made throughout the
design process and modifies into
alternative action plans( frozen
for graduation)

Student formulates and

integrates criteria for intra- or
entrepreneurial aspects in a
design process

Student manifests themself as a

designer presenting their impact
and role towards stakeholders
Student evaluates the team
collaboration and adapts his/her
own role to increase the success
of the project

Student experiments to find a

consistent style fit for the purpose
and target group and develops a
personal style in a portfolio
Student independently evaluates
role and justifies
Student impact and modifies the
learning
design process accordingly
strategies in different subjects
(reflection-in-action)
and adapts these to new
contexts

Student analyzes acquired

knowledge and experiences and
applies them in new contexts
and projects