Competency mapping framework for regulating professionally oriented degree programmes in higher education

Abstract

Recognition of the huge variation between professional graduate degree programmes and employers requirements, most especially in the construction industry, necessitated a need for assessing and developing competencies that aligned with the professionally oriented programmes. The purpose of this research is to develop a competency mapping framework (CMF) in this case for the quantity surveying (QS) honours degree programme. The graduate competency threshold benchmark (GCTB) is a key component of the CMF. Therefore, the CMF contains the mapping process, the template documents and the benchmark. The research adopted literature review, pilot study, case studies (including semi-structured interviews), and expert forum in developing the framework. The framework developed in this research provides new insight into how degree programmes map against competencies. Thus, the framework can be applied more widely, to other professional degree programmes, for monitoring and improving the quality and professional standards of construction degree programmes by accrediting bodies. This should connect construction graduates more effectively to the industry.

Understanding the key competencies of market-ready building surveying graduates from employers’ perspectives

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How universities fill the talent gap: The data scientist in the Italian case

“…As drivers of innovation, universities can influence the social and economic environment in which they operate (Goldstein, 2010;Kruss et al, 2012;Guerrero et al, 2016;Etzkowitz and Zhou, 2017). In an ever-changing world, therefore, universities must engage in upgrading strategies and policies in order to prepare students with knowledge, skills and aptitudes in line with technological trends and advances: the alignment of academic goals with the business world is thus essential in order to enhance the creation of future professionals (Perera et al, 2017). Davenport and Patil (2012); Fisher et al (2012); Granville (2014) and Besse and Laurent (2016) on the issue of data scientist tried to describe this professional figure, highlighting the characteristics and the main work tasks they carry out within companies: unfortunately, there is still no clear and shared definition, given the complex set of skills that a data scientist must have to be present in different market sectors.…”

Development of a professional competency framework for UK food science graduates

“…Choice of data analysis reflected the nature of data gathered and development of a useful final construct (Su & Zhang, 2015;Velasco, 2012). The proposed framework was ratified by the industry stakeholder group in September 2017 as an expert forum (Joyner & Stevenson, 2017;Perera, Babatunde, Zhou, Pearson, & Ekundayo, 2016;Weston et al, 2017).…”