The purpose of this systematic review is to evaluate the state-of-the-art of competency measurement methods with an aim to inform the creation of reliable and valid measures of student mastery of ...competencies in communication, lifelong learning, innovation/creativity and teamwork in engineering education. We identified 99 studies published in three databases over the last 17 years. For each study, purpose, corresponding methods, criteria used to establish competencies, and validity and reliability properties were evaluated. This analysis identified several measurement methods of which questionnaires and rubrics were the most used. Many measurement methods were found to lack competency definitions and evidence of validity and reliability. These show a clear need for establishing professional standards when measuring mastery of competencies. Therefore, in this paper, we propose guidelines for the design of reliable and valid measurement methods to be used by educators and researchers.
The purpose of this research was to develop a taxonomy of competencies common across different jobs, occupations, and organizations. To achieve this objective, a definition of competency was ...constructed and a systematic literature review was conducted, selecting studies that: a) included models with general competencies conceptually close to such definition, b) belonged to the Work and Organizational, and Employability areas, and c) were supported by one or more sources or empirical data. Through this procedure, 23 lists of general competencies were identified, whose content analysis, with a high degree of agreement between two independent reviewers, led to a taxonomy of 36 competencies containing the elements common to all of them. This taxonomy of general competencies is a resource intended to assist in the development of new models and serve as a reference for future competency modeling processes related to the work context.
Despite the established view that investing in developing one's career competencies would lead to career success and employability, little is known about the role of career shocks (i.e., positive and ...negative unexpected career-related events) in this relationship. To examine the role of career shocks in the relationship between career competencies, career success and employability, we analyzed data from 704 Dutch young professionals (21–35 years). Results showed that young professionals who have developed high levels of career competencies reported higher levels of perceived employability. The relationship between career competencies and perceived employability was partially mediated by subjective career success (i.e., career satisfaction). Negative career shocks undermined the mediated relationship between career competencies and perceived employability, via early career success, whereas positive career shocks strengthened this relationship. This study contributes to the literature on employability by demonstrating that career shocks play an important role in young professionals' early career development in tandem with career competencies and career success.
•Career competencies are positively related to perceived employability.•Career success mediates the relationship between career competencies and perceived employability.•Negative career shocks undermine the indirect relationship between career resources and employability.•Positive career shocks strengthen the indirect relationship between career resources and employability.•Career shocks play an important role in young professionals' career development.
Competencies related to diversity could be essential to training and assessing student pharmacists in their readiness to provide equitable and inclusive care. Such competencies are lacking in ...pharmacy education; therefore, this study aimed to explore the development of diversity competencies and supporting factors needed to prepare students to meet the competencies and provide patient care in a diverse, equitable, and inclusive manner.
Pharmacy diversity thought leaders were invited to participate in a 3-round modified Delphi survey. Survey items were created using a Backward Design. Qualitative data were analyzed using the Constant Comparative Method. Draft competency statements were created based on the collective comments from Round 1 along with themes related to the supporting factors needed to achieve the competencies. Consensus on themes, competency statements, and edits were identified in Round 2. Additional comments and feedback on edits were gathered in Round 3. Consensus was preset at 85.7%.
Seven competency statements were created. Knowledge, skills, attitudes, behaviors, values, curricular content/pedagogy, and resources needed to prepare students to meet the competencies and support faculty would need were identified.
Preliminary diversity competencies and supporting factors needed were developed using the perspective of thought leaders. Further evaluation, including the development of student-appropriate competencies, testing and validation of content and assessment tools, and determining place in the pharmacy curriculum, are future steps that should be considered in the competency development process.
Many small and medium enterprises (SMEs) do not often survive beyond five years. The major challenge is the transition from the maturity stage to a sustainable stage. However, apart from a few ...studies done on SME sustainability with the majority engaged in SME performance, a gap has been identified in the body of literature, especially the exclusion of the mediating effects of key variables. This study, therefore, aims at looking into the mediating role of entrepreneurial innovations on entrepreneurs' competencies and the sustainability of SMEs in Tanzania. The study applied a cross-sectional design, in which a structured questionnaire was adopted to capture information from 384 sampled SMEs. The study used structural equation modeling (SEM) in doing a confirmatory factor analysis and a path analysis. The findings show that entrepreneurs' competencies have positive and significant effects on entrepreneurial innovations, and the effects of entrepreneurial innovation on SME sustainability are also positive and significant. The study further found partial mediation effects of entrepreneurial innovations on entrepreneurs' competencies and SME sustainability. It was found that establishing SME sustainability is the outcome of competencies and innovation. Therefore, this study's findings can help enrich the limited literature on competencies and innovations and increase the chances of SME sustainability. Further, the current study recommends providing key competence-based training that will help equip entrepreneurs with innovative skills for the sustainability of SMEs.
Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also ...change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.
Mathematical competencies revisited Niss, Mogens; Højgaard, Tomas
Educational studies in mathematics,
09/2019, Letnik:
102, Številka:
1
Journal Article
Recenzirano
This article deals with what it means to possess competence in mathematics. It takes its point of departure in the fact that the notions of mathematical competence and mathematical competencies have ...gained a foothold as well as momentum in mathematics education research, development and practice throughout the last two decades. The Danish so-called KOM Project (KOM: Competencies and the Learning of Mathematics), the report from which was published in 2002, has played an instrumental role in that development. Since then, a host of new developments has taken place, and we—as the authors of the original report—have felt the need to take stock of this development and revisit the conceptualisation of the basic notions in order to provide an updated version of the original conceptual framework and terminology. Whilst the fundamentals of this framework have been preserved in this article, the version presented here in addition to an up-to-date terminology offers greater clarity and sharpness and richer explanations than found in the original.
La evaluación de los aprendizajes por competencias debe ser vista como un proceso de valorización de la enseñanza, que le permite, al docente y estudiante, revisar continuamente los contenidos ...programáticos, a través de estrategias contextualizadas, donde exista coherencia entre lo que se enseña y se aprende. Surge de allí la motivación de este artículo, en el que se presenta una discusión teórica sobre la evaluación de los aprendizajes por competencias en instituciones educativas colombianas del nivel de básica secundaria. En ese sentido, se realizó la investigación documental de la categoría de estudio, bajo un enfoque cualitativo, revisando fuentes primarias, secundarias en español desde el año 2000 a la fecha, en buscadores como: Scopus, Redalyc, Scielo, Latindex, Google académico, entre otros. Entre los resultados se destaca la relevancia que tiene la evaluación por competencias como un enfoque que promueve el aprendizaje significativo en los estudiantes y docentes posibilitando el mejoramiento de la praxis pedagógica. Asimismo, se concluye que en este proceso es imperante la participación de todos sus actores, principalmente por la relevancia que orienta a los cambios en la enseñanza y por ende en las prácticas evaluativas que serán fundamentales para la prosecución de estudios de educación superior.
Knowledge translation (KT) is the broad range of activities aimed at supporting the use of research findings leading to evidence-based practice (EBP) and policy. Recommendations have been made that ...capacity building efforts be established to support individuals to enact KT. In this study, we summarized existing knowledge on KT competencies to provide a foundation for such capacity building efforts and to inform policy and research. Our research questions were "What are the core KT competencies needed in the health sector?" and "What are the interventions and strategies to teach and reinforce those competencies?"
We used a scoping review approach and an integrated KT process by involving an Advisory Group of diverse stakeholders. We searched seven health and interdisciplinary electronic databases and grey literature sources for materials published from 2003 to 2017 in English language only. Empirical and theoretical publications in health that examined KT competencies were retrieved, reviewed, and synthesized.
Overall, 1171 publications were retrieved; 137 were fully reviewed; and 15 empirical and six conceptual academic, and 52 grey literature publications were included and synthesized in this scoping review. From both the academic and grey literature, we categorized 19 KT core competencies into knowledge, skills, or attitudes; and identified commonly used interventions and strategies to enhance KT competencies such as education, organizational support and hands-on training.
These initial core KT competencies for individuals provide implications for education, policy, knowledge brokering, and future research, and on the need for future evaluation of the KT competencies presented. We also discuss the essential role of organizational support and culture for successful KT activities/practice.
Religion and spirituality (R/S) are important aspects of human diversity that should be explicitly addressed in the field of psychology. The field has already included R/S in its definitions of ...multiculturalism, but while multicultural training is routinely included in doctoral level psychology course work and internship programs, it rarely includes specific training in R/S diversity. Polls of the American public indicate that religion and spirituality are important in most people's lives, and hundreds of studies demonstrate empirical links between R/S and psychological health and well-being. In clinical practice, there is evidence that clients would prefer to have their R/S addressed in psychotherapy. However, R/S issues are typically neither discussed in psychotherapy nor included in assessment or treatment planning. In research, religion and spirituality are often assessed with a single item on religious affiliation. Psychologists receive little or no training in R/S issues, in part because no agreed upon set of spiritual competencies or training guidelines exist. This article summarizes the rationale for including religious and spiritual competencies in psychology training and practice, reviews research establishing a set of religious and spiritual competencies (attitudes, knowledge, and skills) that we propose all psychologists should demonstrate, and provides practical recommendations for inquiring about religion and spirituality.
Public Significance StatementThis article reviews links between mental health and religion/spirituality (R/S) and recommends specific ways that psychologists and other mental health professionals can ethically and effectively address R/S diversity in the practice of psychology.