چکیده (انگلیسی):

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.