Developing professional skills at tertiary level: A model to integrate competencies across the curriculum

Abstract

Abstract-In the context of the European Higher EducationArea, curriculum design needs to be based on the defined competencies of each degree programs, including both domainspecific and professional competencies. In this educational context, developing students' professional skills poses a new challenge we need to face. The present work proposes a model to globally develop professional skills in an Engineering degree program. Based on competency maps, this model allows careful analysis, revision and iteration for an effective integration of professional skills. We define each competency in terms of "dimensions" (or sub-skills), which are further defined according to three-level objectives. Competency maps are built showing the specific graded objectives, which allows to integrate them most finely into degree subjects. A global competency map is also designed including the objectives to be achieved throughout the degree. This global map becomes a useful tool for curriculum designers and coordinators. It allows them to optimize the workload, and to make adjustments most effectively, helping students develop the defined competencies as a global comprehensive experience. To illustrate our model, we explain how it has been implemented to integrate "Communication skills" into subjects, and how the model has been applied to assess "Appropriate attitude towards work" skills.

Application of the global computing curriculum guidelines and skills frameworks for competency discovery and analysis: a case study of data analytics

“…It is worth reiterating that competencies developed from fulfilling a curriculum are different from competencies that are needed in the industry, the former refers to curricular competencies and the latter, the professional practice competencies [2]. A clear understanding of this difference will help distinguish between what can be achieved in a university setting and what can be acquired through experience in workplace [14,19]. This acknowledged, reconciling two streams of competencies will reveal the gaps where IT and IS programs should focus on.…”

Life after University for Engineering Graduates

“…The course focuses on innovation management, communication in R&D, project management and emphasizes the need for team building 20 . Sanchez and his team emphasize the need to improve professional skills in engineering by developing a framework to integrate professional competencies into the existing curriculum 21 . Other universities also provide various frameworks to integrate professional development skills after graduation into their existing curricula 22 .…”