scholarly journals DEVELOPING GENERIC COMPETENCES OUTSIDE THE UNIVERSITY CLASSROOM

2018 ◽  
Vol 2 ◽  
pp. 149-151
Author(s):  
Azucena Barahona Mora
Keyword(s):  
Generic Competences ◽  
The University

scholarly journals Mapas de competencias genéricas del bachillerato

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Rafael Morales Gamboa ◽  
María Inez González Navarro ◽  
Yessenia Reyes Sánchez
Keyword(s):  
High School ◽  
General Framework ◽  
Virtual University ◽  
University System ◽  
Generic Competencies ◽  
El Sistema ◽  
Generic Competences ◽  
The University ◽  
Computational Representation ◽  
Competence Maps

En el marco general del diseño e implementación de un entorno virtual inteligente para dar seguimiento al desarrollo de competencias por los estudiantes, se presentan los resultados del análisis de las competencias genéricas establecidas para el Sistema Nacional de Bachillerato de México y la codificación de los resultados en la forma de mapas de competencias usando un lenguaje susceptible de ser procesado automáticamente por computadoras. Específicamente, se presentan una revisión de literatura sobre la representación computacional de competencias, un mapa de competencias genéricas con relaciones de subsume/es-un e incluye/parte-de y la aplicación del mapa para identificar la presencia de competencias genéricas en el diseño de cursos de bachillerato en el Sistema de Universidad Virtual de la Universidad de Guadalajara. In the general framework of designing and implementing an intelligent virtual environment to monitor the development of competences by students, we present the results of an analysis of the generic competences established for the National High School System of Mexico, and the coding of the results in the form of competence maps using a language that can be automatically processed by computers. Specifically, we present a literature review on the computational representation of competencies, a map of generic competencies with subsume/is-a and includes/part-of relationships, and the application of the competences map to identify the presence of generic competences in the design of high school courses in the Virtual University System of the University of Guadalajara.

scholarly journals Graduate generic competences from the perspective of VNU employers

2020 ◽  
Vol 11 (1) ◽  
pp. 131-145
Author(s):  
Mai thi quynh Lan
Keyword(s):  
Industrial Revolution ◽  
University Graduates ◽  
World Economic Forum ◽  
Technological Changes ◽  
New Ways Of Working ◽  
Fourth Industrial Revolution ◽  
New Knowledge ◽  
World Economic ◽  
Generic Competences ◽  
The University

The COVID-19 pandemic has accelerated a shift to new ways of working, prompting companies to reimagine how, where and by whom work gets done (World Economic Forum & Watson, 2020). This shift was already under way with the technological changes of the Fourth Industrial Revolution. Employers are looking for workers who are able to learn new knowledge and skills, adapt to the workplace, be sufficiently flexible to move jobs, and expand on the knowledge learnt at university. Applying the theory of generic competences and the model of thirteen generic competences for university graduates of the Tuning Asia - South East project (TASE), this research investigates the perspectives of VNU stakeholders about the generic competences of VNU graduates. In particular, this paper discusses the employers’ perspective of VNU graduates’ generic competences. Although employers rate all generic competences as important, they evaluated graduates’ achievement of seven generic competences as being at a less than satisfactory level. The findings of the research point to the need for the university to focus more on developing generic competences throughout the delivery of programs.

scholarly journals Generic Competencies in the Education of Engineers: The Case of Engineering Program in a Public University in Mexico

2018 ◽  
Vol 8 (1) ◽  
pp. 58
Author(s):  
Alejandra García-Serna ◽  
José Luis Arcos-Vega ◽  
Juan José Sevilla-García ◽  
María Amparo Oliveros-Ruíz
Keyword(s):  
Engineering Students ◽  
Public University ◽  
State University ◽  
Educational Model ◽  
Cross Sectional ◽  
Generic Skills ◽  
Engineering Program ◽  
Generic Competencies ◽  
Generic Competences ◽  
The University

We present an analysis regarding generic skills on engineering program offered in a public state university in Mexico (UABC). The university implemented a new educational model changing rigid programs to flexible programs based on competencies. The goal is to determine generic skills related to the four pillars of learning: learning to do, learning to know, learning to be, and learning to live together. This work is non experimental, cross-sectional, and descriptive. The study reflect upon the generic competences that students consider are being promoted during their first years in the university and provides a reference for the methodology to identify development of generic skills in engineering students.

scholarly journals Higher education in times of health crisis 2020

2021 ◽  
Vol 7 (3C) ◽  
pp. 60-72
Author(s):  
Wendy Viviana Canales Inga ◽  
Nicanor Segismundo Asmat Vega ◽  
Jorge Aurelio Engracio Salinas ◽  
Luis Alberto Núñez Lira
Keyword(s):  
Internet Access ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Virtual Education ◽  
Health Crisis ◽  
Technological Tools ◽  
Teachers And Students ◽  
Generic Competences ◽  
The University ◽  
And Training

The purpose was to analyze the learning processes in virtual education in students of a university in Huacho, 2020, where two categories have been considered: virtual education and skills in the context of this health emergency. From the qualitative approach, the population made up of university students was studied and the effectiveness of virtual education was obtained as a result, considered as a means of interaction between students and teachers despite the limitations: internet access, saturation of the university platform and greater teacher training in the use of technological tools. The category of competencies shows the ignorance of students about generic competences and specific competences, for which it is necessary to reinforce virtual education in the accompaniment and training of teachers and students.

scholarly journals Assessing Generic Competence Development among Higher Education Students

2017 ◽  
Vol 34 (1) ◽  
Author(s):  
Ashfaque Ahmad Shah ◽  
Muhammad Sarwar ◽  
Shafqat Ali Shah
Keyword(s):  
Higher Education ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Education Students ◽  
Generic Competences ◽  
In The Beginning ◽  
The University ◽  
Academic Year ◽  
Modest Level

Present study intended to assess the generic competences of higher education students. Self-perceived level of generic competences of the students in the beginning and the end of an academic session was recorded to explore the role of higher education in imparting them the generic competences. All the students entering the University of Sargodha (Pakistan) during 2012, constituted the population of the study. Cluster sampling technique was used to carry out the panel survey. The same cohort of the students was surveyed twice over a period of one academic year. This study adopted a version of the Reflex Project instrument, consisting of 19 competences, to collect data from students of both genders in public-sector universities in Pakistan. Data were collected from 932 students (cluster sampling) studying at 10 (randomly) selected departments. There were 408 male and 525 female students in the study. The students rated themselves on a seven-point scale whose reliability was 0.82. The results indicated that higher education played its role in imparting and promoting the existing set of generic competences from the beginning to the end of the academic session; but the increase in the competence level was noted only to a modest level. Gender differences were found among the students in a few of the generic competences. 

scholarly journals Impact of Erasmus mobility for study on the development of Tuning Europe generic competences, as assessed by outgoing and incoming students in a large university: a revealing analysis

2015 ◽  
Vol 3 (1) ◽  
pp. 57 ◽  
Author(s):  
Luigi F. Donà dalle Rose
Keyword(s):  
Point Of View ◽  
General Point ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Survey Tool ◽  
Mobile Students ◽  
Generic Competences ◽  
Data Yield ◽  
The University ◽  
Incoming Students

<p class="Default">We explore on the basis of a simple survey tool the <em>perceived </em>impact of the Erasmus mobility experience on the improvement of the thirty generic competences of the Tuning Europe list. We rely on a self-assessment procedure, i.e. on data collected by the Erasmus Office of the University of Padova, Italy, through end-of-stay questionnaires, as returned by both outgoing and incoming Erasmus students. Processed data yield the percentage number of ticks, by which a given competence was chosen by the answering samples. We introduce a quantity “importance of improvement”, which measures the perceived degree of development of a given generic competence during the mobility experience and allows a consistent comparison among different samples. On this basis, we can order the thirty competences according to decreasing perceived importance of improvement in the two above samples. From a general point of view, Erasmus students perceive the most important improvement in instrumental competences. We can then carry out meaningful comparisons between the profiles of competences’ improvement of outgoing and incoming students, both in qualitative and in quantitative terms. Such a comparison reveals interesting features linked to the academic and human environments of mobile students. A further step in the analysis describes how country effects give more insight into the previous results. In such a context, we analyze the country impact on each given competence for both outgoing (visiting the country) and incoming (from the country) students, on the country subgroup  competences’ profile and on the exchange of competences, which occurs between paired country subgroups.</p>

scholarly journals Developing Generic Competences in Life Sciences: the untold story of the Makerere University College of Health Sciences in Uganda

2017 ◽  
Vol 4 (2) ◽  
pp. 389
Author(s):  
Lazarus Nabaho
Keyword(s):  
Nursing Education ◽  
Academic Discipline ◽  
Treatment Options ◽  
Life Sciences ◽  
Dental Surgery ◽  
Makerere University ◽  
Role Modelling ◽  
Social Nature ◽  
Generic Competences ◽  
The University

<p>Ordinarily, higher education should transform the student. Transformation refers to the development of high order subject and generic competences as a consequence of the university experience. The current discourse on generic competences, especially in the African context, focuses largely on the end (generic competences to be developed) rather than the means or process (how to develop the generic competences). Relatedly, the discussion on the subject treats generic competences as general and does not give insights into whether the priority attached to generic competences varies across disciplines. It is against this backdrop that the paper set out to identity the generic competences which are aligned with dental surgery and nursing education at Makerere University in Uganda. The paper further delved into the strategies for developing generic competences among medical students. Data for the paper was collected from dental surgery and nursing academics using interviews. The resultant data was analysed using thematic analysis. The findings revealed that problem solving, lifelong learning and interpersonal competences are aligned with life sciences. The utilitarian nature of life sciences, the rapidly changing mode of diseases and the attendant treatment options, and the highly social nature of the life sciences explicate this apparent alignment. The findings further revealed that the university employs three approaches to develop generic competences: problem-based learning, conducting generic course units, and role modelling. Therefore, it can be inferred that the generic competences to be developed on a particular academic discipline and the approaches used to develop them are a curriculum issue.</p>

scholarly journals Can the integration of a PLE in an e-portfolio platform improve generic competences?

2017 ◽  
Vol 6 (2) ◽  
pp. 112-118 ◽  
Author(s):  
Cristina Galván-Fernández ◽  
Maria José Rubio-Hurtado ◽  
Francesc Martínez-Olmo ◽  
José Luis Rodríguez-Illera
Keyword(s):  
Learning Process ◽  
Academic Tasks ◽  
Generic Competences ◽  
The University ◽  
Didactic Planning ◽  
Selection Of

The study analyzes the improvement in generic competences through e-portfolio/PLE platform and didactic planning. The new version of the platform, Digital Folder, contains utilities for students and teachers and some PLE components that help the learning process through e-portfolios. Didactic planning is compared for students from the University of Vic and the University of Barcelona, with a total of 61 participants. A questionnaire has been applied for measuring the use of functions and how much these functions aid in the improvement of the generic competences (reflection, planning and selection of information). The results confirm that the most helpful functions for students are: the Schedule, the Academic tasks, the Teacher’s portfolio and Dialogue with the teacher. However, the implication of these functions in the improvement of the competences depends on didactic planning overall for reflection on learning.

scholarly journals Mentoring program for students newly enrolled in an Engineering Degree

2016 ◽  
Vol 3 (2) ◽  
pp. 30
Author(s):  
Juan Pedro Peña-Martín ◽  
Eva González-Parada ◽  
Carmen García-Berdonés ◽  
Eduardo Javier Pérez-Rodríguez
Keyword(s):  
Program Evaluation ◽  
Peer Mentoring ◽  
Engineering Students ◽  
Virtual Learning Environment ◽  
First Year ◽  
Mentoring Program ◽  
Engineering Degree ◽  
Generic Competences ◽  
The University ◽  
Senior Students

<p class="Textoindependiente21">This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT) at the University of Malaga (UMA). Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring). The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees) focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.</p>

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