Development of the Core Competences Diagnostic Instrument for Undergraduate Students in Korea

2021 ◽  
Vol 59 (2) ◽  
pp. 309-333
Author(s):  
Hyun-Wook Kim ◽  
Hyunmin Lee
Keyword(s):  
Undergraduate Students ◽  
Diagnostic Instrument ◽  
The Core ◽  
Core Competences

Leadership and the Development of the American Library Association’s Core Competences of Librarianship

2013 ◽  
Author(s):  
Deborah Hicks
Keyword(s):  
Discourse Analysis ◽  
American Library ◽  
The Core ◽  
Core Competences ◽  
Analyse Du Discours

Leadership is a topic of growing interest to librarians. Its importance is highlighted in its addition to the American Library Association’s Core Competences of Librarianship. Using discourse analysis and insider interviews, this paper explores the discourse of leadership surrounding the development of the Core Competences and its impact on LIS education.Le leadership est un sujet d’intérêt croissant pour les bibliothécaires comme l’en témoigne son ajout aux compétences de bases en bibliothéconomie de l’American Library Association. Cette communication explore à l’aide d’une analyse du discours et d’entrevues internes comment s’articule la notion de leadership dans le développement des compétences de base et son impact sur dans les programmes d’enseignement dans le domaine. 

scholarly journals Redesigning Systems Thinking

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Birger Sevaldson
Keyword(s):  
Strategic Management ◽  
Systems Thinking ◽  
Design Thinking ◽  
Design Strategies ◽  
Working Paper ◽  
The Core ◽  
Core Competences ◽  
Core Concepts ◽  
Many Core ◽  
Systemic Design

The resent movement of Systemic Design seeks for new synergies between Design and Systems. While the usefulness of systems approaches in design has been fairly obvious, this paper argues that many core concepts in design are beneficial in systems thinking. This seems reasonable when it comes to the concept of Design Thinking. However, as this paper argues, the more practical core concepts of design are equally important. Designerly skills have been regarded as belonging mainly in the realm of traditional commercial design, whereas design thinking has been regarded as useful in strategic management settings. This paper argues against the idea of separating design thinking from design action. The skills and competences of design, such as the composition of the shape and form that are obvious in product design, are central to Systems Oriented Design (SOD). SOD is a version in the emerging pluralistic field of Systemic Design. The Systemic Design movement should recognise the core values of design and integrate them in systems thinking. This integration would contribute to innovation in both Systemic Design and systems thinking. Among the core competences of design discussed in the paper are composition, choreography, orchestration, the notion of the Gesamtkunstwerk and open-ended multi-scalar design strategies that allow for both structural and organic development. The paper provides examples to support its proposal for the use of concrete aesthetic principles to guide Systemic Design processes. This paper expands the working paper entitled “Holistic and dynamic concepts in design: What design brings to systems thinking”, which was presented at the RSD3 symposium (2014). 

Incorporating Career Exploration Into an Introductory Organizational Behavior Course

2019 ◽  
Vol 5 (2) ◽  
pp. 172-195 ◽  
Author(s):  
Rommel Salvador ◽  
Atul Teckchandani
Keyword(s):  
Organizational Behavior ◽  
Undergraduate Students ◽  
Business Schools ◽  
Career Exploration ◽  
Personal Meaning ◽  
Career Adaptability ◽  
Review Of The Literature ◽  
Career Changes ◽  
The Core

Although undergraduate students value preparing themselves for careers that have personal meaning, relatively little curricular attention has been paid to facilitating this goal. In this article, we present a targeted review of the literature on career exploration as a basis for an approach to integrate it into the core undergraduate organizational behavior course offered at most business schools. The approach consists of four components, each consisting of activities that provide opportunities for career exploration. The goal of this approach is to develop a higher level of career adaptability in students, improving their ability to manage career changes and challenges.

Focused Current Reality Tree (DRAFT)

2018 ◽  
Author(s):  
Boaz Ronen ◽  
Joseph S Pliskin ◽  
Shimeon Pass
Keyword(s):  
Visual Communication ◽  
Core Competence ◽  
Interdisciplinary Teams ◽  
Communication Tool ◽  
The Core ◽  
Core Competences ◽  
Simple Tool ◽  
Current Reality

The focused current reality tree (fCRT) is a simple tool for identifying the core or root problems of an organization or a system. This tool provides the organization with a small number of core problems that, when solved, will increase its value significantly. It also serves as a visual communication tool within the organization. Since the fCRT is a subjective tool, we recommend creating it by interdisciplinary teams. This chapter provides an easy recipe for constructing fCRTs. In a similar manner, the core competences tree (CCT) is a simple yet potent tool for identifying and focusing on the organization’s strengths. A detailed recipe for constructing core competence trees is provided.

scholarly journals The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

2007 ◽  
Vol 37 (1) ◽  
pp. 83-103 ◽  
Author(s):  
Alexandru Spatariu ◽  
Kendall Hartley ◽  
Gregory Schraw ◽  
Lisa D. Bendixen ◽  
Linda F. Quinn
Keyword(s):  
Undergraduate Students ◽  
Online Discussions ◽  
The Core ◽  
Discussion Leader

Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation and interactivity. Subjects were 44 undergraduate students who participated in online discussions on a technology issue over two weeks. Participants who received pre-determined instructions from the leader prior to the issue discussion were more likely to produce enriched argumentation and increased interaction than the control participants who did not receive specific instructions prior to the issue discussion. Results indicated that students participating in groups receiving specific argumentation instructions from the leader produced better online argumentation for the second week and exhibited increased interactivity patterns for both weeks.

scholarly journals Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor)

Biosfer ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 170-181 ◽  
Author(s):  
Intan Yunanda ◽  
Herawati Susilo ◽  
Abdul Ghofur
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Diagnostic Instrument ◽  
The Core ◽  
The Mean ◽  
Quantitative Descriptive ◽  
Core Questions ◽  
The Right

This research aims to identify misconceptions of Biodiversity and Protist material. This type of research is a quantitative descriptive study. The sampling technique is purposive sampling with the provisions that misconceptions have not been identified, and students have received Biodiversity and protists. The object of the research is the students of class XI SMA Islam Malang, SMAN 1 Trenggalek, MAN 2 Lamongan, and SMAN 1 Pare, each in one class with a total of 127 students. Retrieval of data using a diagnostic instrument in the form of multiple-choice open reason (MCOR) with a total of 15 questions about Biodiversity and 15 questions about Protist. The results showed the average of misconceptions of 22,08% experienced by students on Biodiversity and the mean of misconceptions of 13,25% experienced by students on Protist. The highest misconception occurred in the threat indicator of biodiversity damage that is equal to 35,91%. Whereas for Protist, the highest misconception occurred in the sub-indicator identification of the general characteristics of Protist like an animal that is 26,28%. The conclusion is the misconception on the material of Biodiversity and Protist, including misconception type 2 or Mi-2, that is, students answer incorrectly to the core questions and are accompanied by the right reasons. A suggestion from the research that has been done is that it is necessary to develop a level three diagnostic instrument used by experts to find out students' misconceptions so that the results are more detailed. Besides, it is necessary to identify the causes of misconceptions and identify misconceptions in student handbooks on Biodiversity and Protist.

scholarly journals Open Data and the Core Competences of Government: Lessons from Flanders, Belgium

2019 ◽  
Author(s):  
Nils Walravens ◽  
Mathias Van Compernolle ◽  
Lieven De Marez ◽  
Pieter Ballon ◽  
Pieter Colpaert
Keyword(s):  
Open Data ◽  
The Core ◽  
Core Competences

scholarly journals The End of Core Competence: What the “Stars” Foretell

1995 ◽  
Vol 20 (4) ◽  
pp. 69-73
Author(s):  
P S Thomas
Keyword(s):  
Case Studies ◽  
Core Competence ◽  
Logical Structure ◽  
Global Competition ◽  
Industrial History ◽  
The Core ◽  
Core Competences ◽  
The Core Competence

The core competence concept has proved to be an elusive one for management scholars and executives alike because of its ambivalence towards Japanese industrial history, selectivity towards corporate histories,and the amorphousness and porosity of its logical structure. This note by P S Thomas tries to show how identification of core competences can be facilitated by complete reviews of the histories of two “star” corporations, viz., Matsushita Electric and Fujitsu Ltd. More such case studies may have to be undertaken and⁄ or discussed to facilitate the use of the core competence perspective for global competition.

Why the Zebra's Stripes are Important

2017 ◽  
pp. 187-199
Author(s):  
Mambo Mupepi ◽  
Aslam Modak ◽  
Robert Frey
Keyword(s):  
Core Competence ◽  
Management Theory ◽  
Multiple Resources ◽  
The Core ◽  
Core Competences ◽  
And Behaviors ◽  
The Core Competence ◽  
Market Leadership

This article progresses the argument that the core competences of the company must be created, diffused, and distributed and protected, to effectively exploit the market. Companies compete on what they know best and in management theory organizations draw a repertoire of multiple resources and skills to effectively differentiate the business in vying for market leadership. The core competence or capability of the firm can be described as talent and a special ability that allows the enterprise to produce the goods demanded by customers exceptionally well. The core competences can also be referred to as explicit practices constituting measurable or observable knowledge, skills, abilities, and behaviors critical in meeting the needs of clients. The capability should be crafted in a manner that makes imitation by similar entities impossible.

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