Competency-Based Education in Higher Education

2017 ◽  
pp. 1-27 ◽  
Author(s):  
Christine K. Sorensen Irvine ◽  
Jonathan M. Kevan
Keyword(s):  
Higher Education ◽  
Current Status ◽  
Post Secondary ◽  
The Public ◽  
Competency Based Education ◽  
Current State ◽  
Competency Based ◽  
Reduced Costs ◽  
Barriers And Challenges ◽  
Changing Demographics

This chapter summarizes the background and current status of competency-based education (CBE) in higher education. After briefly reviewing the history and current state of CBE in higher education, the authors address the more recent uptick in CBE options in higher education as well as potential drivers of demand, including changing demographics, demands from the public and employers for reduced costs and evidence of outcomes, and rapidly evolving technologies. The chapter includes examples of CBE programs in operation or development at selected post-secondary institutions and concludes with a brief look at barriers and challenges higher education faces in implementing CBS as well as possible opportunities for the future.

Building Competence

2017 ◽  
pp. 28-40
Author(s):  
Kristin A Jones ◽  
Steven G Olswang
Keyword(s):  
Higher Education ◽  
Instructional Approaches ◽  
Pedagogical Change ◽  
Post Secondary ◽  
Instructional Innovation ◽  
Historical Significance ◽  
Competency Based Education ◽  
Competency Based ◽  
Higher Education Instruction ◽  
Pedagogical Philosophies

A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few institutional leaders have a comprehensive understanding of what CBE is, how it differs from other instructional approaches, the historical significance behind it, and how it might be used to effect pedagogical change and instructional innovation. This chapter explores the historical basis of CBE, its benefits and detriments, and its operational elements.

Graduate Certificates in Ontario colleges: uniquely engaging in specialized skills development

2015 ◽  
Vol 5 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Laura A. Thorsell
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Intrinsic Motivation ◽  
Scholarly Activity ◽  
Skills Development ◽  
Content Type ◽  
Post Secondary ◽  
Competency Based Education ◽  
Competency Based ◽  
Graduate Certificate

Purpose – The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship. Design/methodology/approach – This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education. Findings – This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today’s workplace. Practical implications – The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum. Originality/value – This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

Exploring K-12 Competency-Based Education Implementation in the Northeast States

2019 ◽  
Vol 103 (4) ◽  
pp. 300-329 ◽  
Author(s):  
Carla M. Evans ◽  
Suzanne E. Graham ◽  
Melissa L. Lefebvre
Keyword(s):  
Exploratory Study ◽  
Secondary Principals ◽  
Education Policies ◽  
Competency Based Education ◽  
Policy Context ◽  
Competency Based ◽  
Key Features ◽  
Barriers And Challenges ◽  
K 12 ◽  
Current Practices

This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.

scholarly journals Underpinnings of Competency-Based Education

2010 ◽  
Vol 5 (4) ◽  
pp. 165-169 ◽  
Author(s):  
Jim F. Schilling ◽  
J. Randall Koetting
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Behavioral Science ◽  
Learning Theories ◽  
Scientific Management ◽  
Education Programs ◽  
Professional Programs ◽  
Competency Based Education ◽  
Competency Based ◽  
Educational Paradigms

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.

scholarly journals Evaluating Operation Performance in Higher Education: The Case of Vietnam Public Universities

2021 ◽  
Vol 13 (7) ◽  
pp. 4082
Author(s):  
Tien-Chin Wang ◽  
Binh Ngoc Phan ◽  
Thuy Thi Thu Nguyen
Keyword(s):  
Higher Education ◽  
Socioeconomic Development ◽  
Public Universities ◽  
Public Higher Education ◽  
Operation Performance ◽  
Investment Policies ◽  
The Public ◽  
Leading Role ◽  
Current State ◽  
Post Hoc

The system of public universities plays an important role in the socioeconomic development of each country. In Vietnam, public universities perform a leading role in the national higher education system’s operation and development. Therefore, public universities are assigned funds, assets, and facilities to implement goals and prioritize investment policies in the country’s education and training. However, to appropriately allocate funding, the state must reconsider the performance of the public education system. This paper presents a methodology to evaluate the operating performance of public higher education in Vietnam. The research design model includes cluster analysis and ANOVA, and Duncan post hoc tests have been used to provide an overview of public universities’ current state in Vietnam and to identify each of the strengths and weaknesses in cluster-specific groups. Based on this study’s results, educational administrators can develop a reasonable financial budget allocation plan for each university cluster.

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