In this article, we have analysed whether graduates from activating learning environments assess themselves as having more generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated whether graduates from different learning environments look back differently on their training for the workplace. Contrary to earlier research we have used data from a largescale survey among higher education graduates, the 'Higher education and Graduate Employment in Europe' project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and 36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum design are significantly related to the presence of generic and reflective competences according to the perception of graduates. Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working in a team positively contribute to the development of competences in the later careers of graduates.

Constant changes in society and the public health domain force public health professionals into new roles and the development of new competencies. Public health professionals will need to be trained to respond to this challenge. The aim of this comparative study among Poland, the UK and the Netherlands is to identify competence needs for Master of Public Health graduates entering the labour market from a European perspective. A self-administered questionnaire was sent to employers in the three countries, rating the importance of competency in public health on a masterÕs level. In all three countries, interpersonal competencies, like team working and communication skills, are rated as highly important. However, employers in the UK and Poland generally rate public health specific competencies as much more important than their Dutch colleagues. It is concluded that while public health specific knowledge is providing a useful starting point for entry-level public health professionals, employers increasingly recognise the value of generic competencies such as communication and team working skills. The results suggest a stronger emphasis on teaching methods that encourage active learning and the integration of skills, which is crucial for enhancing graduatesÕ employability, and foster an open attitude to multidisciplinary working, which is essential in modern health care.

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