scholarly journals Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions

2019 ◽  
Vol 11 (8) ◽  
pp. 2303 ◽  
Author(s):  
Almudena Eizaguirre ◽  
María García-Feijoo ◽  
Jon Paul Laka
Keyword(s):  
Higher Education ◽  
Core Competencies ◽  
Environmental Aspects ◽  
Student Centered ◽  
Geographical Regions ◽  
Key Competencies ◽  
Competency Based ◽  
Sustainability Challenges ◽  
Business And Management

One of the concerns in our time is the need to integrate economic, social and environmental aspects, which is known as sustainable development. The role of higher education is essential for providing future professionals with the necessary profiles to respond to the sustainability challenges in increasingly complex and global contexts. That is why numerous authors have sought to define key competencies, skills and learning outcomes for sustainability. However, there is still no agreement on what these key competencies for sustainability in higher education really are. For that reason, the objective of this paper is to determine which are the sustainability core competencies, considering three different geographical regions (Europe, Latin America, and Central Asia), and the perspective of four different stakeholders (graduates, employers, students and academics). The framework of the research is the development of the so-called Tuning projects, which aim to design comparable and compatible higher education degrees in different regions of the world, based on student-centered and competency-based learning. Using an exploratory factor analysis (EFA), the results of this study reveal the existence of a factor intimately related to sustainability, which includes competencies such as commitment to the preservation of the environment, social responsibility or respect for diversity and multiculturality, among others.

scholarly journals Exploring Key Competencies of Mid-Level Academic Managers in Higher Education in Vietnam

2019 ◽  
Vol 11 (23) ◽  
pp. 6818 ◽  
Author(s):  
Thuan Van Pham ◽  
Thanh Thi Nghiem ◽  
Loc My Thi Nguyen ◽  
Thanh Xuan Mai ◽  
Trung Tran
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Core Competencies ◽  
Institutional Performance ◽  
Group Discussions ◽  
Team Members ◽  
Vietnamese Higher Education ◽  
Institutional Expectations ◽  
Key Competencies

Vietnamese higher education has been subjected to constant pressures and major changes in the last few decades so as to meet the country’s needs for socio-economic development and to better prepare graduates for employment and personal growth. There has been greater recognition for the role of mid-level academic managers as key contributors to effective institutional performance and success. However, an understanding of what constitutes a competent mid-level academic manager, who are heads of faculties, departments, academic offices and specialized centers, for the context of Vietnam is limited. This study employs an exploratory and mixed-method approach to identify the core competencies required for mid-level academic managers at Vietnamese higher education institutions. Findings from focus group discussions and a survey conclude five professional domains for effective mid-level academic management and sustainable development yet, in the meantime, reveal the gap between institutional expectations and the actual competencies of academic heads as perceived by academic heads themselves, their supervisors and their team members.

Developing Competencies for the 21st Century Engineer

2012 ◽  
Author(s):  
Bryant Hawthorne ◽  
Zhenghui Sha ◽  
Jitesh H. Panchal ◽  
Farrokh Mistree
Keyword(s):  
Energy Policy ◽  
21St Century ◽  
Policy Design ◽  
Core Competencies ◽  
Shared Vision ◽  
Group Setting ◽  
Washington State University ◽  
University Of Oklahoma ◽  
Competency Based

This is the second paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In the first paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. In this paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collaborative environment. We believe that two of the core competencies required for success in the dynamically changing workplace are the abilities to identify and manage dilemmas. In the third paper, we discuss our approach for helping students learn how to identify dilemmas in the context of an energy policy design problem. The fourth paper is focused on approaches to developing the competency to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems. The approach is presented in the context of a graduate-level course jointly offered at University of Oklahoma, Norman and Washington State University, Pullman during Fall 2011. The students were asked to identify the competencies needed to be successful at creating value in a culturally diverse, distributed engineering world at the beginning of the semester. The students developed these competencies by completing various assignments designed to collaboratively answer a Question for Semester (Q4S). The Q4S was focused on identifying and managing dilemmas associated with energy policy and the next generation bridging fuels. A unique aspect of this course is the collaborative structure in which students completed these assignments individually, in university groups and in collaborative university teams. The group and team structures were developed to ultimately aid individual learning. The details of the answer to the Q4S are elaborated in the other three papers which address identifying and managing dilemmas, specifically related to Feed-In-Tariff (FIT) policy and bridging fuels. The fundamental principles of our approach include a shift in the role of the instructor to orchestrators of learning, shift in the role of students to active learners, providing opportunities to learn, shift in focus from lower levels to upper levels of learning, creation of learning communities, embedding flexibility in courses, leveraging diversity, making students aware of the learning process, and scaffolding. Building on our experience in the course, we discuss specific ways to foster the development of learning organizations within classroom settings. Additionally, we present techniques for scaffolding the learning activities in a distributed classroom based on systems thinking, personal mastery, mental models, a shared vision, and team learning. The approach enables personalized learning of individuals in a group setting.

PEDAGOGICAL CONFLICT – THE CONTEMPORARY TECHNOLOGY OF THE COMPETENCY-BASED APPROACH

2019 ◽  
Vol 2 ◽  
pp. 70
Author(s):  
Zoja Chehlova ◽  
Mihail Chehlov ◽  
Ina Gode
Keyword(s):  
Moral Education ◽  
Research Problem ◽  
Personal Conflict ◽  
Key Competencies ◽  
Competency Based ◽  
Personal Qualities ◽  
Amount Of Knowledge ◽  
Creative Role ◽  
Contemporary Technology

In the 21st century, the creative role of education in the socio-economic development is increasing. Therefore, education is focused not only on the acquisition of certain amount of knowledge by learners, but also on the development of creative abilities and personal qualities, including the ability and desire to study, the ability and desire to act and the ability and desire to create. These key competencies develop in the process of learning on the basis of the technologies of the competency-based approach.The research problem is the development of positive learning motivation for students as the means of transforming inter-personal conflict into pedagogical conflict, which promotes individual’s moral education. The aim of the article is to analyse the characteristics of pedagogical conflict and elaborate the model of pedagogical conflict on this basis as a contemporary technology of the competency-based approach. The methodology of the research include: the competency-based approach and the activity-based approach;the research methods include: theoretical analysis, interpretation and mathematical statistics.The results of the study – there have been elaborated the theoretical basis of the pedagogical conflict as a technology of the competency-based approach:the nature of the has been analysed, and the content model of pedagogical conflict has been elaborated; there has been determined the organization of the process of learning based on the humanitarian inter-action of teachers and learners, which facilitates the transformation of inter-personal conflict into pedagogical conflict and promotes the moral education of an individual.  

Is the global reporting initiative suitable to account for university social responsibility? Evidence from European institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iratxe Amiano Bonatxea ◽  
Jorge Gutiérrez-Goiria ◽  
Maria Jose Vazquez-De Francisco ◽  
Antonio Sianes
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Comparative Study ◽  
Information Needs ◽  
Global Reporting Initiative ◽  
Environmental Aspects ◽  
Content Type ◽  
European Institutions ◽  
Practical Implications

Purpose Recognising the importance of universities in the achievement of social and global objectives, this paper aims to study the relevance of the global reporting initiative (GRI) methodology for reporting University Social Responsibility (USR) activities, taking into account the specificity of higher education institutions (HEI). Design/methodology/approach After a review of the literature and background, the European HEI reports prepared according to the latest version of GRI standards are selected and a comparative study is carried out. The analysis focusses on comparing to what extent the standards are responding to the information needs generated in the field of higher education. Findings General issues, common to all types of organisations, are adequately reported by HEIs, but difficulties are encountered in integrating a vision that incorporates the role of their missions in standards related to economic, social and environmental aspects. Research limitations/implications There are few GRI reports with this format and further research is encouraged as the number of reports increase. So far, major limitations have been found by HEIs to account for their societal missions when using the GRI. Practical implications The debates on USR are promoting an increase in the number of reports on sustainability. This paper provides some examples of the use of disclosures that can be adapted in this context, to move towards the systematisation of these practices. Originality/value This is, to the authors’ knowledge, the first comparative study on the application of GRI to sustainability reports at a European level, focussing on the adequacy between disclosures and missions.

Role ambiguity in entrepreneurship education: expectation gaps between educators and students in venture creation courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aki Harima ◽  
Agnieszka Kroczak ◽  
Martina Repnik
Keyword(s):  
Higher Education ◽  
Role Ambiguity ◽  
Role Theory ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Student Centered ◽  
Content Type ◽  
Practical Implications

PurposeThis study aims to explore expectation gaps concerning the roles between educators and students in the context of venture creation courses at higher education institutions by investigating their mutual perspectives. The authors seek to answer the following research questions: (1) how is the role expectation toward the entrepreneurship education of teachers different from that of students and (2) what are the consequences of these expectation gaps in entrepreneurship education?Design/methodology/approachThis study applies an explorative qualitative approach. As the research setting, the authors selected an entrepreneurship education course for advanced management students at a German public university. The authors conducted in-depth interviews with both educators and students to examine how role ambiguity emerges in venture creation courses.FindingsThis study identified discrepancies between educators and students in their fundamental assumptions regarding the role of educators and students. Such discrepancies are the autonomy-level assumption gap, capacity assumption gap and learning outcomes expectation gap. Based on the findings, this study develops a framework of expectation gaps between educators and students as sources for role ambiguity in entrepreneurship education by extending the role episode model developed in role theory.Research limitations/implicationsThe findings contribute to the extant literature on entrepreneurship education in several ways. First, this study reveals that students in venture creation programs can encounter role ambiguity due to differing expectations about their role between educators and students, which can negatively affect the students' perception of their learning outcome. Second, this study discovered that the possible discrepancies regarding the fundamental assumptions about the role of educators and students pose a challenge to educators. Third, the findings illuminate the importance of understanding the complex identity of students in the context of student-centered entrepreneurship education.Practical implicationsThis study offers several practical implications for entrepreneurship educators in higher education institutions. First, this study reveals the confusion among students concerning their role in entrepreneurship education. As such, it is recommended that educators explain to students the purpose of the student-centered pedagogical approach and the expected role of students in acting as independent entrepreneurial agents. Second, while student-centered entrepreneurship education is based on the fundamental assumption that students are motivated to develop their own startup projects, educators must consider the nature of students' motivation and their overall student-life situation. Finally, this study demonstrates the importance of creating an active feedback loop so that entrepreneurship teachers can be aware of such perceptional gaps between educators and students and understand the sources of these gaps.Originality/valueWhile the extant literature indicates the existence of perceptual gaps between educators and students in the context of entrepreneurship education, how these gaps emerge and influence the outcome of entrepreneurship education remained unclear. One critical reason for the under-investigation of this issue was that existing studies predominantly emphasize the educators' perspectives, although such expectation gaps can only emerge through the discrepant views of two different parties. This study tackled this research gap by considering the mutual perspective of educators and students by applying role theory.

Planning of Independent Work of Students on Discipline «Philosophy» on the Basis of Competency-Based Approach

2017 ◽  
Vol 6 (1) ◽  
pp. 3-6
Author(s):  
Дрянных ◽  
Куклина ◽  
L. Kuklina
Keyword(s):  
Higher Education ◽  
Essential Feature ◽  
Federal State ◽  
Special Role ◽  
Self Evaluation ◽  
Self Study ◽  
Competency Based ◽  
State Educational ◽  
Independent Work

The article deals with the planning of independent work of students in higher education, taking into account the competencebased approach. Independent work occupies a significant portion of time provided by the Federal state educational standards of higher education in the development of educational programs, but its organization and methods of assessment are not regulated. The article reflects the authors´ experience in designing tasks of independent work on the discipline of philosophy. The method of tasks development of independent work in accordance with evolving competencies, methods of their implementation within the classroom and extracurricular self-study, forms of assessment of their contribution to the formation of competencies are offered. Essential feature of the developed tasks of independent work, according to the authors, should be their production, which involves a subjective position of students in their implementation. Attention is drawn to the special role of various forms of self-evaluation in the development of ways to assess the tasks of independent work, allowing to determine not only the knowledge-but also communicative, and value components.

scholarly journals Improving Basic Design courses through Competences of Tuning MEDA

2016 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Rafee Hakky
Keyword(s):  
Higher Education ◽  
Group Discussion ◽  
Basic Design ◽  
Student Centered ◽  
Learning Retention ◽  
Architectural Engineering ◽  
Learning Techniques ◽  
Analysis And Synthesis ◽  
High Level

<p>It is well established that Tuning’s development of the concept of competences for the improvement of what is referred to as student-centered approach has proven itself beneficial in developing higher education programs.<a title="" href="#_ftn1">[1]</a>  This paper examines the application of competences suggested by Tuning-MEDA to the benefit of teaching architecture. Two courses were selected from the Architectural Engineering Program at the International University for Science and Technology, Damascus, Syria; namely, Basic Design I and II. Five competences were selected as crucial to be achieved in these two courses: ability to think, perceive and conceive spaces three dimensionally and communicate verbally, in writing, graphically, and/or volumetrically; have critical thinking, analysis and synthesis; knowledge of aesthetics and arts, and understanding their role as key factors in the quality of architectural thinking and design; possess a high level of interpersonal skills; and appreciation of the social and cultural role of architecture. The two courses are evaluated at two levels before being examined in relation to their ability to achieve these competences. They were looked at in connection with Bloom’s Taxonomy and found to be able to deliver learning at its upper levels; namely, analysis, synthesis, and evaluation. They were also examined against the typical Learning Retention Pyramid and were found to provide learning opportunities through learning techniques which provide a high level of retention: demonstration, group discussion, and practice by doing. Finally, it was found that the five competences assigned to the courses were very much achievable and indeed through applying them, the two courses were more focused and could achieve their objectives more successfully.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Robert Wagenaar, “Competences and learning Outcomes: a Panacea for Understanding the (New) Role of Higher Education?” <em>Tuning Journal for Higher Education</em> 1, no. 2 (May 2014): 279-302.</p></div></div>

scholarly journals COMPETENCY-BASED APPROACH IN HIGHER EDUCATION: COMPETENCY-BASED MODEL OF THE ENGINEER FOR THE FOOD INDUSTRY

ScienceRise ◽  
2020 ◽  
Vol 3 ◽  
pp. 58-65
Author(s):  
Anna Radchenko ◽  
Galina Dyukareva ◽  
Tatyana Afanasyeva ◽  
Anastasia Kornitskaya ◽  
Sarkis Yakubyan ◽  
...  
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Information Society ◽  
Food Industry ◽  
Professional Training ◽  
Competence Model ◽  
Key Competencies ◽  
Competency Based ◽  
Scientific Results ◽  
Technological Product

The competency-based approach in higher education is considered, and in particular, scientific views on the competencies of an engineer for the food industry are studied. A comparative analysis was carried out in order to identify the key competencies necessary for a modern specialist to successfully realize its creative potential in a market economy, information society and innovative technologies. A developed competency-based model for training an engineer in the food industry is proposed. The object of research is the competency-based approach in the preparation of a food process engineer. Investigated problem is that engineering education should not only prepare a specialist endowed with knowledge and skills. It should be aimed at creating a competitive specialist and a successful personality. At present, in Ukraine, the food industry does not have a competency system that is common for employers, specialists, and higher education institutions. This study aims to create such a framework in the form of a competence model of an engineer for the food industry. Main scientific results: the necessary components of the competent model of a modern engineer for the food industry were identified. The essence of the competency-based approach to the professional training of an engineer in the context of modernization of education is revealed. The modern scientific view of the requirements for food engineers is analyzed. The results obtained are adapted to the needs prevailing in the food industry and the field of public catering. Field of practical use of research results: a comparative analysis allows to systematize scientific views on the desired competencies of scientists, researchers and engineers in the food industry. Which, in turn, will help to better inform students about the sought-after qualities and make a decision on revising the curriculum in the future. Innovative technological product: developed competency-based model of an engineer for the food industry. Scope of the innovative technological product: application of the competency-based approach in higher education using the proposed competency-based model of an engineer for the food industry.

scholarly journals Neuroimaging: a new training issue in psychiatry?

2005 ◽  
Vol 29 (5) ◽  
pp. 189-192 ◽  
Author(s):  
S. Ni Bhriain ◽  
A. W. Clare ◽  
B. A. Lawlor
Keyword(s):  
Psychiatric Disorders ◽  
Old Age ◽  
Image Interpretation ◽  
Specialist Training ◽  
Diagnosis Of Dementia ◽  
Key Competencies ◽  
Old Age Psychiatry ◽  
Competency Based ◽  
Organic Brain

Many studies recently have highlighted the role of neuroimaging in the diagnosis and management of patients with psychiatric disorders (Lewis, 1996; Costa et al, 1999; Longworth et al, 1999). In old age psychiatry, a diagnosis of dementia is facilitated by structural and functional imaging, both of which have been shown to increase the accuracy with which a diagnosis of Alzheimer's disease can be made (Zakzanis et al, 2003). There is also a role for neuroimaging in the differential diagnosis of organic brain syndromes, which are often referred to the old age and liaison psychiatric services. The usefulness of neuroimaging has extended further into the area of the major functional psychiatric disorders by contributing to our understanding of the aetiology and pathophysiology of these illnesses. Despite this, image interpretation has not yet been incorporated into the training of psychiatrists, at junior or senior level. In this, we differ from other specialist areas of medicine where the ability to interpret images is an integral part of training. At present, the Royal College of Psychiatrists is developing a competency-based curriculum for senior trainees that will lead to the certificate of completion of training (CCT). This will replace the existing CCST (certificate of completion of specialist training; http://www.rcpsych.ac.uk/traindev/postgrad/ccst.htm). In order to obtain the CCT, a series of ‘general competencies' will be recommended for all senior trainees, which will involve the trainee developing expertise in a number of roles identified by the College. These include the roles of clinician, researcher and educator, among others. Specific key competencies will be further recommended in the development of these general competencies, with variations in some key competencies according to the sub-specialty.

Sign in / Sign up

Export Citation Format

Share Document