scholarly journals The Evaluation of Competency-Based Diagnosis System and Curriculum Improvement of Information Management

2021 ◽  
Vol 17 (2) ◽  
pp. 87-102
Author(s):  
Dinesh Chandra Agrawal ◽  
Hsing-Yu Hou ◽  
Tao-Ming Cheng
Keyword(s):  
Higher Education ◽  
Information Management ◽  
Teaching Evaluation ◽  
Curriculum Planning ◽  
Sufficient Evidence ◽  
Interpersonal Interaction ◽  
Competency Assessment ◽  
Competency Based ◽  
Management Students ◽  
The University

Teaching evaluation is an important issue in the learning process in higher education. In addition to the teaching evaluation on campus, feedback from alumni is also very important to instruction improvement. Undergraduates and graduates in universities are the main labor force in Taiwan; therefore, many higher education institutions pay attention to the feedback of competency. However, the written questionnaire has limitations and lacks sufficient evidence to improve curriculum planning and instruction activities. In the present study, a systematic survey in the ‘University Career and Competency Assessment Network' was applied to analyze the results. Data were collected from 1,080 participants. The results can be summarized as follows: (1) ‘Learn-Practice Fit' was positive to the ‘Satisfaction' at workplaces. (2) ‘Responsibility and discipline' were significantly positive concerning ‘Communication and Expression,' ‘Interpersonal Interaction', and ‘Teamwork.' (3) ‘Service' and ‘Information technology writing' need to be improved in the training of Information Management students.

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.

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

scholarly journals Playing in Operations Management

2017 ◽  
Vol 8 ◽  
pp. 81
Author(s):  
Laura Guitart-Tarrés ◽  
Ana Núñez-Carballosa ◽  
Natalia Jaría Chacón ◽  
Fariza Achcaoucaou ◽  
Claudio Cruz-Cázares ◽  
...  
Keyword(s):  
Higher Education ◽  
Operations Management ◽  
Current Model ◽  
Traditional Learning ◽  
Professional Skills ◽  
Learning Methods ◽  
Competency Based ◽  
Model Of Competency ◽  
Management Students

<p class="Abstract">The current model of competency-based learning requires new tools that allow students to develop these competencies and become active subjects of their learning (rather than passive receivers of a contents). Gamification or ludification is becoming an innovative trend in many areas, also in higher education. Games can provide a useful environment for students to acquire professional skills, a fact that is much more difficult to acquire through traditional learning methods. In that sense, this paper presents the experience of designing a game for Operations Management students.</p>

scholarly journals Competency-Based Approach in Higher Education System: Socio-Psychological Analysis

2021 ◽  
pp. 7-34
Author(s):  
Viktoriia Ravilevna Sagitova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
University Teaching ◽  
Teaching Staff ◽  
Tabular Form ◽  
Higher Education System ◽  
Psychological Analysis ◽  
Competency Based ◽  
Definition Of ◽  
The University

The paper presents an analysis of the concept of competence and competency in the works of domestic and foreign authors, and a comparative analysis of the characteristics of the concepts of competence in foreign and domestic science is carried out in tabular form. The author's definition of competence is given, which made it possible to conduct an empirical pilot study of the formed competencies of the university teaching staff.

scholarly journals Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators

2018 ◽  
Vol 11 (2) ◽  
pp. 118 ◽  
Author(s):  
Leticia-Concepción Velasco-Martínez ◽  
Juan-Carlos Tójar-Hurtado
Keyword(s):  
Higher Education ◽  
Evaluation Tool ◽  
University Professors ◽  
Body Of Knowledge ◽  
Competence Evaluation ◽  
University Systems ◽  
Education Design ◽  
Competency Based ◽  
Spanish Universities ◽  
The University

Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown progressively. However, there is yet to be a solid body of knowledge regarding the use of rubrics as an evaluation tool. This study analyzes the use of rubrics by 150 teachers at 5 Spanish universities. The comparative analysis allows us to determine how these rubrics are being used to assess (or not) competencies. This study examines the educators’ intentions and the pedagogical aspects that are considered in the design and application of rubrics. The results and conclusions may lead to suggestions for improvements and strategies that may be implemented by university professors when creating appropriate competency-based scoring rubrics.

scholarly journals Medical education in Sudan: A recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs)

2019 ◽  
Author(s):  
Mohamed Hassan Taha
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Health Professions ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Medical Assistants ◽  
School Of Medicine ◽  
History Of ◽  
Competency Based ◽  
The University

Sudan is a leading country in health professions education (HPE), a sector which started 100 years ago. The history of HPE in Sudan dates back to 1918 with the training of medical assistants, with a school for modern midwifery opening in 1921 (1). The first college of medicine in Sudan—Kitchener School of Medicine (KSM) —was established in 1924, and is currently part of the University of Khartoum (2). About half a century later, two more medical schools—Juba University School in 1977 and Gezira University School in 1978—were established. In the 1990s, there was an enormous expansion in higher education, particularly in colleges of medicine, with more than thirty being inaugurated (3). Currently, Sudan has more than sixty colleges of medicine.

Experimentation With Competency-Based Education at the University of Phoenix

2021 ◽  
pp. 277-298
Author(s):  
Ward Wesolowski
Keyword(s):  
Higher Education ◽  
Student Experience ◽  
Iterative Approach ◽  
Curriculum Policy ◽  
Faculty Roles ◽  
University Of Phoenix ◽  
Competency Based Education ◽  
Large Institution ◽  
Competency Based ◽  
The University

The author of this chapter, Ward Wesolowski, served as the Dean of Operations in the Center of Competency-Based Education (CBE) at the University of Phoenix. In this role, a substantial amount of experimentation was conducted to uncover insights relating to technology, faculty roles, curriculum, policy, and most importantly, the student experience in CBE. In an endeavor as complicated as creating CBE offerings at a large institution of higher education, there was only one thing that was certain: failure. At University of Phoenix, it was important to fail fast, learn, improve, and try again. This iterative approach allowed Ward and his team to quickly see what worked and what did not, so improvement efforts could be focused on the elements requiring the most attention. Valuable insights and recommendations are contained in this chapter for anyone aspiring to produce CBE offerings for students in higher education.

Western Governors University and Competency-Based Education

2011 ◽  
pp. 2346-2352
Author(s):  
Douglas B. Johnstone
Keyword(s):  
Higher Education ◽  
The United States ◽  
Regional Accreditation ◽  
American Higher Education ◽  
History Of ◽  
Western Governors University ◽  
Competency Based ◽  
Educational Paradigm ◽  
The University ◽  
Short Time

Western Governors University (WGU) was formally established in 1996 by the governors of 19 western states. From its inception it was committed to delivering all of its programs through distance technologies and to graduating its students only on the basis of their demonstrated competency. It is today the only regionally accredited university in the United States to award its degrees exclusively on this basis. Developing the university and proving its viability, however, have not been easy. The enthusiasm surrounding its launching in 1996 rapidly gave way to the hard realities of establishing a new educational paradigm. Within five years, after accreditation seemed slow in coming and enrollments in the new university even slower, many in the higher education establishment wrote WGU off as a failed experiment. Some even breathed a sigh of relief that the claims of competencybased education could be written off. But eight years after its formal incorporation, WGU is very much alive. It has received national accreditation from the Distance Education and Training Council (2001) and unprecedented regional accreditation by four of the nation’s regional accrediting associations.1 No other institution in the history of American higher education has received multi-regional accreditation, and given the complexities of such reviews, WGU achieved that milestone in a remarkably short time. By January 2005 the university had an enrollment just over 3,200 students and was growing by more than 200 students a month.

An Overview of Student ePortfolio Functions

2011 ◽  
pp. 194-205 ◽  
Author(s):  
Phil Walz
Keyword(s):  
Higher Education ◽  
Information Management ◽  
Undergraduate Students ◽  
New Technology ◽  
University Of California ◽  
Full Potential ◽  
Practical Applications ◽  
Basic Functions ◽  
The Many ◽  
The University

The possible uses of student ePortfolios are varied, complex, and novel, making it difficult for scholars and professionals alike to capture an overall picture of this new technology. This chapter will address this concern by presenting a very straightforward overview of student ePortfolio functions, according to what have been identified as their five most basic functions: (1) storage, (2) information management, (3) connections, (4) communication, and (5) development. Each of these functions will be clarified with examples of practical applications, grounded in the real needs of undergraduate students at the University of California at Berkeley. Taken together, the functionality of student ePortfolios, if used to its full potential, could transform higher education by placing students at the center of their learning, better prepared to draw connections across subject matters and across the many realms of student life.

scholarly journals Information seeking habits of information and knowledge management students: A University of Johannesburg case study

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Cornelius J.P. Niemand
Keyword(s):  
South Africa ◽  
Knowledge Management ◽  
Information Management ◽  
Information Seeking ◽  
Information Sources ◽  
Information Seeking Behaviour ◽  
Management Students ◽  
The University ◽  
Information And Knowledge Management

According to Uçak (2007:697), ‘it is important to explore the information behaviours of the students who are being educated in the field of information management since the role they are going to play in establishing connections between information sources and users is crucial’. This study focuses on the identification of the information seeking behaviour of students in the department of Information and Knowledge Management at the University of Johannesburg, South Africa. The research is based on research conducted at the Hacettep University in Ankara, Turkey.

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