ETH Competence Framework
An overview for lecturers
The ETH Competence Framework describes the competencies that ETH Zurich aims to foster. With subject-specific competencies at its core, it integrates the teaching of method-specific, social, and personal competencies (transferable competencies).
"Curiosity for topics outside one's field, empathising with others, and teamwork, for example, can turn purely technical knowledge into solutions. Fostering these competencies is an important task for ETH Zurich."
The ETH Competence Framework helps ETH lecturers teach the competencies that students will need in the future. It also supports the lecturers in making the courses' learning goals, and related teaching material, clearer for the students.
In this way, the students can formulate the right expectations about their learning, become aware of how they develop their competencies throughout their degree programme, and get ready to apply them in their future jobs and societal roles.
Quick Access
- Download Manual, Competencies in eDoz (v.5_04.09.2023) (PDF, 276 KB)
- Moodle Tutorial, Transferable Competencies in eDoz
- Download Formulating competence-oriented learning objectives (PDF, 101 KB)
- eDoz Help page
- Teaching examples on Competence View
- Download ETH Competence Framework (PDF, 136 KB)
- Download ETH Competence Framework (screen-reading version) (PDF, 220 KB)
- Extra-curricular offer on myPath
- About ETH Talent
- Download Area
Explore the Competence Framework!
Subject-specific Competencies
These competencies concern knowledge of theories, concepts, and techniques as well as its application to specific fields. Take me to these competencies!
These competencies, that lie at the core of ETH Zurich's education, are specified in detail by the degree programmes.
Method-specific Competencies
Competencies concerning knowledge and application of methods to make sense of, and operate in, any context. Take me to these competencies!
Examples from courses:
Problem-solving in the Analytical Strategy course (D-CHAB)
The course consists of solving real-world problems through case studies and the help of a pool of external experts. Based on instructions to define problems, teams of 2-3 students develop their problem-solving competencies by working together to propose a solution.
Project Management in the Innovation Leadership course (D-MTEC)
This course provides participants with the opportunity of working on consulting projects in the building industry. The students learn to self-manage their projects while being supported by project management techniques, coaching exercises, and individual feedback on their learning diaries.
Social Competencies
Social competencies concern competencies applied in the interaction with others. Take me to these competencies!
Examples from courses:
Customer Orientation in the RealLives course (D-BIOL)
In this course, students process concepts in biology to develop a business idea. Through role-play, students gain a deeper understanding of global problems by living the life of people in other socio-economic contexts and countries, developing sensitivity to diversity and customer orientation.
Teamwork in the Tackling Environmental Problems I & II course (D-USYS)
In this course, groups of 6-7 students aim to solve an environmental problem. Students develop their cooperation and teamwork competencies with the support of tutors, lecturers' input, and weekly group reflections guided by learning journals and a short video on the group's dynamics.
Personal Competencies
Competencies concerning self-management in the context of own work. Take me to these competencies!
Examples from courses:
Critical Thinking in the Project-based Teamwork course (D-BAUG)
In this course, students work on relevant problems in geospatial subjects. Besides other competencies, the course enables students to develop their critical thinking with the help of checklists, templates, and brief descriptions to support teamwork and the presentation of solutions.
Creative Thinking in the Skills for Creativity and Innovation course (D-MAVT)
The course's topic is innovation in the field of engineering. Through the design of a creative skills training session for their peers, students develop their creative thinking. They reflect upon creative processes and elements, like openness and psychological safety.
Note for the lecturers
About the ETH Competence Framework
The ETH Competence Framework is a product of ETH Talent, an initiative of the ETH Rectorate. More information about the initiative can be found on the ETH Talent website.
Differentiation from the Social and Leadership Competencies
The Social and Leadership Competencies is another competence framework of ETH. The Social and Leadership Competencies are aimed at employees and come into play in everyday work. They offer guidance in the roles one assumes in research, teaching, knowledge transfer and technical/administrative work.
Use the ETH Competence Framework
Design overview and download areaFurther Readings
- La Cara, B., Gemünden, M. & Koch-Kiennast, B. (2023). Fostering social and personal competencies in higher education: The ETH Competence Framework case, ETH Learning and Teaching Journal, 4 (1), 105-118.
- external page Harvey, L. (2000). New realities: The relationship between higher education and employment. Tertiary Education & Management, 6(1), 3-17.
- external page Baartman, L. K., & De Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125-134.
- external page Hogg, M., & Vaughan, G. (2005). Social Psychology (4th edition). London: Prentice-Hall.