Mapping Impact: Student Perceptions of Learning in the honours Year 3 Track

Abstract

This paper examines how third-year Honours Programme students at Rotterdam University of Applied Sciences perceive their development across five learning goals derived from HP Profile used at the Rotterdam University of Applied Sciences (RUAS). A six-session track was designed to foster growth in self-awareness, systems thinking, self-directed learning, relational skills, and knowledge application. The study found that students reported the strongest development in systemic awareness and knowledge sharing and creation. “Making Intentional Choices” was rated lowest, indicating a need for clearer scaffolding to support self-directed learning. Despite technical challenges in one session, students experienced the goals as interconnected, with critical thinking emerging as a central theme. Findings highlight the value of holistic, student-centered design in honours education and offer practical insights for refining future iterations of the programme.