Bases of competence: an instrument for self and institutional assessment

Berdrow, Iris; Evers, Frederick T.

doi:10.1080/02602930902862842

Cited by 29 publications

(33 citation statements)

References 8 publications

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“…It is known that the scores of transferable skills representation tend to decrease in the college years. The literature has described this as the "humbling effect" (Evers et al 1998;Berdrow and Evers 2010). However in the first year, this could lead to a certain degree of positive results, and taking into account that this is because a fair percentage of this sample did not followed the typical twelve-year learning path, and probably worked before entering the university.…”

Section: Discussionmentioning

confidence: 89%

“…As adaptability refers to attitudes and anticipation in a developmental path, it is expected that it will be the strongest predictor for the criterion, as when entering college, students are expected to have already resolved the first developmental task of growth, although they are still resolving the vocational development tasks for the exploring stage. Evers et al (1998) and Berdrow and Evers (2010), agree that gender and college level are both contributing factors to representations of transferable skills. Women seem to have higher levels of communication skills, personal organization and time management, managing conflict, and planning and organizing, while men score higher in problem solving and analytics, decision making, and mobilizing innovation and change.…”

Section: Objectivesmentioning

confidence: 94%

“…continuously increase the potential to deal with the ambiguity of the everyday changing work environment (Berdrow and Evers 2010;Evers et al 1998).…”

mentioning

confidence: 99%

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Transferable skills representations in a Portuguese college sample: gender, age, adaptability and vocational development

Rocha

2011

Eur J Psychol Educ

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The departing point of this study is the theoretical framework of "Making the Match project" (Evers and Rush in Management Learning 27:275-299, 1996) about how to develop a common language among stakeholders regarding transferable skills. Thus, the paper examines the impact of demographic variables (age and gender) and developmental dimensions (Career adaptability and Vocational development) in the representations of transferable skills construction within a Portuguese sample of first-year college students (Vocational developmental variables are part of career construction theoretical framework that significantly supports the notion that the acquisition of transferable skills is one of the consequences of vocational tasks' resolution. Results suggested that career adaptability seems to be the most robust predictor for the transferable skills' groups advanced by Evers and colleagues, followed by career development, and, finally, age and gender as a block. Results are discussed in the light of the two aforementioned main frameworks. Theoretical frameworkThe Bologna process is an indicator of the profound economic and political transformation that has been happening in the occidental world since the last millennium. The European reorganization turns to the higher education system not only to look for the vocational knowledge, but to integrate instruments that favor the development of transferable Eur J Psychol Educ (2012) 27:77-90

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Section: Discussionmentioning

confidence: 89%

Section: Objectivesmentioning

confidence: 94%

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Transferable skills representations in a Portuguese college sample: gender, age, adaptability and vocational development

Rocha

2011

Eur J Psychol Educ

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“…Los indicadores se muestran agrupados y clasificados según la dimensión a la que pertenecen, de acuerdo con el Modelo FINCODA de competencia de innovación. (Watts et al, 2012;Scott & Bruce, 1994) Generate original solutions for problems or to opportunities (De Spiegelaere et al, 2012;Janssen, 2000) CRITICAL THINKING Evaluate the advantages and disadvantages of actions or ideas (Watts et al, 2012;Kleysen & Street, 2001;Janssen, 2000) Develop and experiment with new ways of problem solving (Choi, 2004) (De Spiegelaere et al, 2012;Kleysen & Street, 2001) Use an action-based approach: develop goals, collect information, make plans for executing them (Patterson et al, 2009;De Spiegelaere et al, 2012) TEAMWORK Interact effectively with others to facilitate the gathering, integrating and conveying of information in many forms (Watts et al, 2012;Choi, 2004) Identify sources of conflict between oneself and others, or among other people, and to take steps to overcome disharmony (Berdrow & Evers, 2010;Watts et al, 2012 ) NETWORKING Identify the appropriate decision makers and stakeholders who have the power to make a difference (Watts et al, 2012) Build relationships outside the team/organization (Ferris et al, 2005) …”

Section: Figura 1 © Fincoda Upv-see-csp Team (2016) Innovation Compmentioning

confidence: 99%

Indicadores de comportamiento de la competencia de innovación en el ámbito académico y en el profesional: revisión de la literatura

Mas

Peñalver

Fleta

et al. 2016

Libro De Actas IN-RED 2016 - II Congreso Nacional De Innovación Educativa Y De Docencia en Red

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IntroducciónLas empresas y organizaciones se encuentran en un momento imparable de búsqueda y de superación de los retos del siglo XXI y han puesto énfasis en el potencial que proporciona la innovación a la hora de adaptarse a las nuevas dinámicas de un mundo cada vez más globalizado y en cambio permanente. La competencia de innovación que tiene un empleado, o la que podría tener, es una cualidad que a cualquier equipo de recursos humanos le gustaría poder requerir en el momento de la selección de personal o de contratación. Además, la innovación es uno de los elementos que fomenta una mayor productividad y crecimiento de las empresas, y hace que estas puedan convertirse en referentes de impacto en sus respectivas áreas (Aznar-Mas et al., 2015).La investigación académica realizada sugiere que las características y los comportamientos de los individuos en el lugar de trabajo son la base para la innovación en las empresas (Patterson et al., 2009) El proyecto europeo INCODE (Innovation Competencies Development), llevado a cabo de 2011 a 2013, tuvo como objetivo garantizar el éxito de la transferencia de las ideas innovadoras al producto innovador, y de los servicios que dependían de la integración del conocimiento pedagógico a las actividades de innovación del entorno laboral. INCODE desarrolló un barómetro para su utilización como herramienta de evaluación de la innovación en el entorno universitario. El trabajo que ahora se presenta, parte del anterior Aznar-Mas, L. E.,

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“…Thus, having disciplinary knowledge is not enough. Today's workplace requires applying such knowledge towards analysis, decision-making, and problem solving within a complex environment [6][7][8] .…”

Section: Introductionmentioning

confidence: 99%

The Alignment Between Formal Education and Software Design Professionals' Needs in Industry: Faculty Perception

Caskurlu¹,

Ashby²,

Exter³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Secil Caskurlu is a doctoral candisate in the Department of Curriculum and Instruction, Learning Design and Technology program at Purdue University. Ms. Iryna Ashby, Purdue UniversityIryna Ashby is a Ph.D student in the Learning Design and Technology Program at Purdue University with the research interests focused on program evaluation and competency-based education. She is also part of the program evaluation team for the Transdisciplinary Studies in Technology -a new initiative at Purdue Polytechnic aimed to redesign undergraduate student experiences through offering a combination of deep liberal arts experiences with student-driven, hands-on project-based learning. Dr. Marisa Exter, Purdue UniversityMarisa Exter is an Assistant Professor of Learning Design and Technology in the College of Education at Purdue University. Dr. Exter's research aims to provide recommendations to improve or enhance university-level design and technology programs (such as Instructional Design, Computer Science, and Engineering). Some of her previous research has focused on software designers' formal and non-formal educational experiences and use of precedent materials, and experienced instructional designers' beliefs about design character. These studies have highlighted the importance of cross-disciplinary skills and student engagement in large-scale, real-world projects. AbstractGiven the competitive global market for computing professionals and increased undergraduate enrollment rates in computing majors in the US, it is important to continually review how computing education programs prepare their graduates for success after graduation.This study aims to explore faculty perceptions about the degree to which computing-related programs meet the needs of software design professionals in the job. The Alignment between Formal Education and Software Design Professionals' Needs inIndustry: Faculty Perception

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Bases of competence: an instrument for self and institutional assessment

Cited by 29 publications

References 8 publications

Transferable skills representations in a Portuguese college sample: gender, age, adaptability and vocational development

Transferable skills representations in a Portuguese college sample: gender, age, adaptability and vocational development

Indicadores de comportamiento de la competencia de innovación en el ámbito académico y en el profesional: revisión de la literatura

The Alignment Between Formal Education and Software Design Professionals' Needs in Industry: Faculty Perception

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