Educational and Professional Objectives

Educational and professional objectives

Integral feedback

At the end of the first and third block, students give a short presentation on the work done in the previous period to all teachers and fellow students. This is an informal feedback session, informative and intended as an exercise in presenting. This presentation may lead to a set of customized goals/objectives for the next block.

Individual assessments

At the end of each semester, students present work done in the previous period per subject to the relevant teacher and fellow students. This can lead to a set of customized goals/objectives for the next semester.

Collective assessments

Each semester is concluded with a short presentation by the student on his work from the previous period and includes the (re)presentation of the design assignment and other exercises. It is a formal assessment that is informative and intended as a presentation exercise. During the collective assessment, the student presents his work directly to the (examination) committee, the team of lecturers and the audience (fellow students). The student receives immediate feedback on his work during the presentation, and there is room for dialogue. The final assessment and internal committee deliberations take place without the student. The aim of the interaction with the team is to get an idea of the student’s work, his capacity for reflection and together formulate fitting short-term goals/objectives for the next quarter or study year. The formula contributes to the protection of the overall quality of the programme, the student’s individual input, his progress and his continuity in the study process.

Propaedeutic year assessment

Students receive a binding study advice after the first year: the propaedeutic year. The student is assessed halfway through and at the end of the first year to determine whether he has acquired sufficient design skills and demonstrates visible talent to further develop into a potentially good designer. He is also assessed on the basis of his ability to connect with his environment from the position of designer. An overview of the propaedeutic year competences can be found at the end of this chapter.


At the end of the programme, the student must master the Interior Architecture and Furniture Design competences of a spatial designer. This means that the student can function independently as a designer in the professional field. His development as a generic all-round designer is the programme’s primary aim. He has developed in such a way that he can apply the gained knowledge and experience to professional situations. This demands certain things of the person and the personality of the designer.

A designer educated at the KABK has a personal vision on the profession of designer and his place in society. He knows, in a surprising and layered manner, how to transfer meanings and to reflect on developments in the discipline and society. From an investigative attitude and an independent working process, the student is able to set new developments in motion, pick up old existing ones and continue working with them, and develop his vision, mission and oeuvre. By doing so he considers problems and subsequently solves, materialises and translates them.

Of equal importance is the student’s awareness of the cultural, social, technological and economical developments surrounding him. Engagement is the breeding ground for his method. If the designer wants to play a relevant part, he must show empathic ability; he has to be aware of his audience.

The student learns to develop and profile his own position as a designer. This requires him to discover, investigate, research, question and shape his own preferences. To do so, he needs to have an independent mind-set and a reflective design attitude, and sufficiently broad theoretical and artistic knowledge and insight. The student should have ample critical reflection skills, to observe, analyse, interpret and evaluate his own work and that of others.