Building careers, not just degrees – Daniëlle Zijlstra’s research on competency-based learning

A journey inspired by students

Daniëlle Zijlstra’s path to education research began during her PhD when she discovered her passion for teaching and course design. “I got more energy from the education part than the research part,” she says. 

She draws inspiration from engaging with students, understanding their experiences, and exploring ways to improve university education. “I love talking to students and seeing what’s on their minds, how they experience university, and what they want to achieve,” she explains.  

Many students expressed uncertainty about their career paths. “It’s hard to know the way forward when you’re unsure where you want to end up,” she reflects, drawing parallels with her own student experiences. These insights as an educator and her personal journey as a student triggered her passion for education research and competency-building. 

Teaching the skills beyond the degree

“Professional behaviour is a personal interest of mine,” Zijlstra explains. “It’s a very broad subject with multiple elements. It’s about sending an email with the right tone, not starting with ‘hey!’. It’s about true collaboration – not just dividing tasks in a Google Doc, but sitting together, discussing ideas, solving problems as a team, and creating something meaningful through shared effort.”  

These skills, essential in any career, are often assumed to develop naturally during earlier education. Professional behaviour involves abstract qualities and context-specific expectations, making it difficult to teach.  

Zijlstra challenges these assumptions, advocating for explicit teaching and support for these skills. “We assume students will pick them up along the way, but they don’t always. That’s where we, as educators, need to step in,' she says.” “It’s where we can see the most growth, but it’s also the hardest to improve.” 

Bridging research and practice in education

Zijlstra’s work involves conducting a detailed literature review and interviewing students and faculty to identify gaps in existing curricula. “Designing education often relies on expertise in our specific fields, but we overlook the foundational theories and building blocks of education itself,” she says.  

By diving into scientific literature and listening to those directly involved, Zijlstra aims to design an approach that is both research-based and actionable. Her focus is on integrating professional skills into the curriculum. 

She is also enthusiastic about promoting self-directed learning, which she sees as essential for helping students navigate an uncertain future. “If students don’t know where they’re going, they won’t know how to get there,” she explains, emphasising the need for education that stimulates independence, adaptability, and problem-solving abilities.  

Text by EDLAB student-assistant Paula Aldaz Laquidain, master student (FHML)