The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them ...into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding needed to implement competence orientation in their teaching, in an institutional context where knowledge transmission is traditionally rated higher than competence development. Using a reflective practitioner approach, this paper addresses the need for methodological guidance by introducing a heuristic procedure and a didactic planning tool from adult education that enable lecturers to establish coherent ESD teaching-and-learning environments and curricula: the tree of science model and constructive alignment. Two case studies show how these instruments can be used to increase coherence when operationalising competences for SD. The article concludes by outlining three factors that foster integration of competence orientation in ESD: pedagogic-didactic tools, professional development for ESD, and institutional change.
PurposeShifting demand and ever-shorter production cycles pressure manufacturing flexibility. Although the literature has established the positive effect of the firm's absorptive capacity on ...manufacturing flexibility, the separate role of the innovation competencies of exploitation and exploration in such a relationship is still under-investigated. In this study, the authors examine how these competencies affect manufacturing flexibility.Design/methodology/approachThe authors use survey data from 370 manufacturing firms and analyze them using covariance-based structural equation modeling (CB–SEM).FindingsThe results indicate that absorptive capacity has a strong, positive and direct effect on exploitative and exploratory innovation competencies, proactive and responsive market orientations, and manufacturing flexibility. The authors’ findings also demonstrate that the exploitative innovation competencies mediate the relation between responsive market orientation and manufacturing flexibility. Essentially, these exploitative innovation competencies produce a direct positive effect on manufacturing flexibility while simultaneously being a vehicle for absorptive capacity's indirect effects on it. An exploration innovation strategy does not significantly affect manufacturing flexibility.Originality/valueThis study contributes by combining key strategic features of firms with manufacturing flexibility, while providing new empirical evidence of the mediation of the exploitative innovation competencies in the relation between responsive market orientation and manufacturing flexibility.
Competent coaches are the main goal of coach education (International Council for Coaching Excellence et al., 2013). In order to achieve this goal, coach education in Germany has been further ...developed in a competence-oriented way in recent years - inspired by corresponding developments in teacher education (e.g. Baumert & Kunter, 2013). For example, the German Olympic Sports Confederation, together with (educational) experts, has developed its own competency model for its coach education (Sygusch et al., 2020). The central starting point of this model - based on the discourse on competencies in educational science - is formed by requirement situations of coaches.
They “comprise regularly occurring events with which coaches are confronted and which require them to act. Coping with requirement situations needs competencies that are (supposed to be) acquired in a coach education that is oriented towards requirement situations.” (Möhrle et al., in review)
However, a systematic overview of requirement situations is not yet available for many educational settings - including coach education (Iller & Wick, 2009). This study addresses this desideratum by answering the question “What are requirement situations of competitive sport coaches?”.
Method
The answer is based on an exploratory mixed-methods design (Creswell & Plano Clark, 2007). In the qualitative phase, n = 12 experts in coach education identified 53 association-specific requirement situations, which were concentrated in deductively derived requirement areas using content analysis (Mayring, 2015). In the quantitative phase, n = 280 competitive sport coaches (judo, soccer, field hockey, skiing, table tennis) assessed the extent to which the requirement situations apply to their everyday coaching work by means of a standardized online survey.
Results
Fifty-three association-specific requirement situations of coaches (field hockey, athletics = 17; judo = 7; ski = 12) were identified and concentrated in seven requirement areas. The core requirement area is training (39%), clearly ahead of analyzing & assessing, coaching in competition, educating & accompanying, management and interacting(15% to 9% each). Eleven requirement situations apply to competitive sports coaches of all participating associations (Example: The coach trains an athlete/training group. For the next weeks, the improvement of general fitness is on the agenda).
Discussion
The identified and systemized requirement situations enable conceptual and didactic implications for coach education (e.g., further development of curricula, thematization in teaching-learning situations) as well as empirical implications for coach education research (e. g., test development to assess coach competencies). Furthermore, this study not only initiates the discourse on requirement situations in coach education, but also offers orientation to other sport-related educational settings.
References
Baumert, J., & Kunter, M. (2013). The COACTIVE Model. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Kraus & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (pp. 25-48). Springer.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. Sage.
Iller, C., & Wick, A. (2009). Prüfungen als Evaluation der Kompetenzentwicklung im Studium Examinations as an evaluation of competence development in higher education. Das Hochschulwesen, 57(6), 195-201.
International Council for Coaching Excellence, Association of Summer Olympic International Federations & Leeds Beckett University. (2013). International sport coaching framework. Version 1.2. Human Kinetics.
Mayring, P. (2015). Qualitative content analysis. Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education. Examples of methodology and methods (pp. 365-380). Springer.
Möhrle, A., Liebl, S., & Sygusch, R. (in review). Anforderungssituationen als Ausgangspunkt einer kompetenzorientierten Trainer:innenbildung im Leistungssport – Eine explorative Mixed-Methods-StudieRequirement Situations as a Starting Point for Competence-Oriented Coach Education in Competitive Sports – An Explorative Mixed-Methods Study.
Sygusch, R., Muche, M., Liebl, S., Fabinski, W., & Schwind-Gick, G. (2020). Das Kompetenzmodell für die Trainerbildung: Teil 1 The competency model for coach education: Part 1. Leistungssport, 50(1), 41-47.
This paper proposes a novel approach to the development of competence-oriented higher education, a national transformation aimed at harmonising and digitising undergraduate medical and dental ...education in Finland.
We apply phenomenography as a viable qualitative method for medical education research. To better understand medical teachers' expectations towards the change in the educational paradigm, we need to study teachers' experiences of the current practices in undergraduate medical and dental education. The phenomenographic approach facilitates solid links between research, educational development, and change.
The phenomenographic study maps the qualitatively different ways in which medical teachers experience undergraduate medical and dental education practices. The answers reflect the changing educational paradigm in medical schools, suggesting practical implications for further development of medical and dental education and training. Core content analysis is preferred instructional scaffold for both teachers and students to prioritise the extensive medical education objectives. The change towards competence-based orientation is in progress and national co-operation accelerates its impact.
There is an obvious need to enrich the content of the current curriculum with national guidelines that aim for congruence in assessment and objectives. Our results suggest an assessment application for the theoretical concepts presented and promote the competence orientation of education throughout the curricula of medical and dental undergraduate education. Moreover, our results contribute to current European discourses on competence-based approaches in higher education. Up-to-date pedagogical faculty development programmes are a key prerequisite for teacher empowerment and future orientation in teaching and learning for healthcare professions.
Zusammenfassung
Hintergrund
Durch eine zunehmende Kompetenzorientierung des Medizinstudiums und der Weiterbildung werden chirurgische Currikula vielerorts angepasst. Diese sollten, neben ...chirurgischem Wissen und praktischen Fertigkeiten, auch Kompetenzen zu Differenzialdiagnostik und -therapie vermitteln. Die Vermittlung chirurgischen Wissens durch Vorlesungen und Seminare und der Nachweis praktischer Fertigkeiten, z. B. mithilfe des Einsatzes von Logbüchern im Blockpraktikum (BP) Chirurgie, führt nur eingeschränkt zu einer aktiven Auseinandersetzung mit den chirurgischen Kompetenzen zu Differenzialdiagnostik und -therapie. Ein reflexionsbasiertes Portfolio kann, durch die eigenständige schriftliche Bearbeitung chirurgischer Themen eine aktive Auseinandersetzung mit den Kompetenzen ermöglichen und verspricht einen höheren Lerneffekt. Bei der Implementierung eines solchen Portfolios im Rahmen des Tätigkeitsnachweises im BP wurden die Effekte auf den Kompetenzerwerb und auf die Art und Weise des Lernens untersucht.
Material und Methoden
Mit einer Kombination aus einer quantitativen und einer qualitativen Methode („mixed methods“) haben wir den Einsatz eines Logbuchs im BP Chirurgie mit dem Einsatz eines reflexionsbasierten Portfolios verglichen. Mittels Fragebogenerhebungen vor und nach dem BP erfolgte durch die Studierenden eine Selbsteinschätzung von Kompetenzen. Im Rahmen von Fokusgruppeninterviews anhand eines Leitfadens, mit Diskussionen unter Studierenden, haben wir die unterschiedlichen Wege des Kompetenzerwerbs untersucht. Zusätzlich wurden die Prüfungs- und Evaluationsergebnisse beider Kohorten verglichen.
Ergebnisse und Diskussion
Der in der Selbsteinschätzung erhobene Kompetenzerwerb der Studierenden und die Prüfungs- und Evaluationsergebnisse zeigten im Vergleich beider Kohorten keinen Unterschied. Im Rahmen der Fokusgruppeninterviews konnten wir zeigen, dass in der Wahrnehmung der Studierenden chirurgische Kompetenzen mithilfe eines reflexionsbasierten Portfolio sichtbarer und damit eindeutiger gemacht werden können. Zusätzlich wurde selbstreguliertes Lernen der Studierenden gefördert, ohne dass praktische Fertigkeiten vernachlässigt wurden. Eine stärkere Supervision und Anleitung durch Mentor:innen wurde in beiden Gruppen gefordert.
About one and a half decades after the beginning of the debate it is time to ask about the implementation of competence orientation in the curricula for religious education in Germany. The focus is ...on the characteristics of competence orientation as well as its being embedded in the basic religious orientation of the curricula. The official guidelines and basic statements of the two major denominations in Germany were examined as well as all the curricula on the Protestant side in an exemplary selection. Competence orientation has been implemented in very different forms and proportions but at the same time, the focus has been on internal religious issues. This should be consciously reflected and the curricula should be opened in relationship to the whole of reality and society and connected with a consequent competence orientation – in the framework of its limited possibilities.
The article addresses an issue of structuring the natural science school education content and substantiates the trends of its modernization under orientation at the all-round development of a ...personality. The features of implementation of the crosscutting lines into the content of the basic courses reflecting socially and personally important ideas and relating the relevant key competencies are determined. The necessity of strengthening the competence orientation of the natural science component of the content of basic secondary education is substantiated. In particular, it is stressed the topicality of orientation towards a system of values and competencies that determine the ability to successfully operate in practical educational and life situations, to be responsible for his/her actions in nature and society. It is proved that updating of content is a condition for successful deployment of crosscutting content lines. Their mastery by students involves the use of methods and forms of instruction that maximize the activity, competence and personally oriented approaches aimed at solving practical learning and life situations, stimulate formative learning. The authors underlined that the increase of attention to the effective component of the content of education, strengthening its role in the formation of subject and key competences, specifying the state requirements to the training level of general education students in the educational field “Natural Sciences” are the main directions of modernization of school natural science education content.
Der Beitrag schildert die Bedingungen und Probleme einer zeitgemäßen evangelisch-theologischen Hochschuldidaktik mit Schwerpunkt auf den exegetischen Fächern. Das Hauptproblem ist, wie sich der ...allgemeine Wandel zur Kompetenzorientierung und zum „Shift from teaching to learning“ auch hochschuldidaktisch verwirklichen lässt. Dabei zeigt sich, dass Hochschuldidaktik in den exegetischen Fächern darauf hinarbeiten muss, die Studierenden zum „Denken wie ein Exeget“ zu ermutigen, um auch praktische Anwendungen der Bibelstudien erfolgreich durchzuführen. Die Darstellung stützt sich auf die Arbeit und Ergebnisse der Gruppe „Forum Exegese und Hochschuldidaktik. Verstehen von Anfang an“.
How has the competence orientation influenced the practice of teaching and in the beliefs of teachers in the subject History/Social Studies and Citizenship Education? The author conducted and ...evaluated 50 qualitative interviews with teachers in order to investigate this question.
Wie ist die Kompetenzorientierung im Fach Geschichte und Sozialkunde/Politische Bildung in der Praxis des Unterrichts und in den Überzeugungen von Lehrpersonen angekommen? Der Autor hat 50 qualitative Interviews mit in der Praxis stehenden Lehrpersonen durchgeführt und ausgewertet, um dieser Frage nachzugehen.
The Collaborator, Health Advocate and Leader/Manager roles are highly relevant for safe patient management and optimization of healthcare system in rehabilitation and prevention. They are defined in ...competency-based frameworks and incorporate competencies empowering physicians to master typical daily tasks in interdisciplinary, interprofessional and institutional collaboration. However, appropriate implementation of roles remains difficult in undergraduate medical education (UME) and needs to be closely monitored. The aim of this cross-institutional mapping study was to examine for the roles of Collaborator, Health Advocate and Leader/Manager: (1) To what extent do German UME programs explicitly meet the given standards after 5 years of study? (2) Which information may be obtained from multi-site mapping data for evidence-based reflection on curricula and framework?
In a joint project of eight German UME programs, 80 to 100% of courses were mapped from teachers' perspective against given national standards: (sub-)competency coverage, competency level attainment and assessment. All faculties used a common tool and consented procedures for data collection and processing. The roles' representation was characterized by the curricular weighting of each role content expressed by the percentage of courses referring to it (citations). Data were visualized in a benchmarking approach related to a general mean of the intrinsic roles as reference line.
(Sub-)competencies of the Health Advocate are consistently well-integrated in curricula with a wide range of generally high curricular weightings. The Collaborator reveals average curricular representation, but also signs of ongoing curricular development in relevant parts and clear weaknesses regarding assessment and achieved outcomes. The Leader/Manager displays consistently lowest curricular weightings with several substantial deficiencies in curricular representation, constructive alignment and/or outcome level. Our data allow identifying challenges to be considered by local curriculum developers or framework reviewers (e.g. non-achievement of competency levels, potential underrepresentation, lacking constructive alignment).
Our non-normative, process-related benchmarking approach provides a differentiated crosscut snapshot to compare programs in the field of others, thus revealing shortcomings in role implementation, especially for Leader/Manager and Collaborator. The synopsis of multi-site data may serve as an external reference for program self-assessment and goal-oriented curriculum development. It may also provide practical data for framework review.
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