Generic competences in engineering field: a comparative study between Latin America and European Union

Palma, Martín; Ríos, Ignacio de los; Miñán, Erick

doi:10.1016/j.sbspro.2011.03.144

Cited by 23 publications

(15 citation statements)

References 10 publications

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“…Although Tuning fully acknowledges the importance of developing subject-specific knowledge and skills as the basis for university degree programmes, it has highlighted the fact that time and attention should also be devoted to the development of generic competencies or transferable skills. This last component is becoming more and more relevant for effective preparation of students for their future role in society in terms of their employability and citizenship (Sanches et al 2008;MPalma, de los Ríos, and Miñán 2011). This division corresponds with the approach based on the third-generation Russian Federal State Educational Standards.…”

Section: Tuning-russia Project List Of Generic Competenciesmentioning

confidence: 99%

“…While there have been several versions of the CDIO Syllabus(Bankel et al 2003) published, the version referred to below was released in 2011 (CDIO Syllabus v2.0)(Crawley et al 2011b). A comparison of the CDIO Syllabus with different National Standards and skills lists was reviewed by the authors(Bankel et al 2003;Chapman and O'Neill 2010;Chuchalin 2012;Malmqvist 2012;DOCET EQF -CDIO 2013) as well as a comparison of competencies within the TUNING project(Sanches et al 2008;MPalma, de los Ríos, and Miñán 2011). A similar comparison was made by the authors between the Generic Competencies Lists of the TUNING-RUSSIA project (Tuning Russia\List of Generic Competences;Karavaeva et al 2013) with the lists of generic skills competencies provided by the CDIO Syllabus v2.0(Crawley et al 2011b).…”

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confidence: 99%

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Competency-based models of learning for engineers: a comparison

Lunev

Petrova

Zaripova

2013

European Journal of Engineering Education

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One of the goals of higher professional education is to develop generic student competencies across a variety of disciplines that play a crucial role in education and that provide wider opportunities for graduates in finding good jobs and more chance of promotion. In this article a list of generic competencies developed in Russian universities is compared with a similar list developed by a consortium of Russian and European universities (project TUNING-RUSSIA). Then there is a second comparison with a list of competencies taken from the CDIO Syllabus. This comparison indicates the degree of similarity among the lists and the possible convergence among universities all over the world. The results are taken from a survey carried out among Russian employers, academics, and graduates. The survey asked to rate each listed competence by its importance and the degree of achieving goals in the process of the education.

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Section: Tuning-russia Project List Of Generic Competenciesmentioning

confidence: 99%

mentioning

confidence: 99%

Competency-based models of learning for engineers: a comparison

Lunev

Petrova

Zaripova

2013

European Journal of Engineering Education

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“…IPMA is among other competence standards, regulations and codices regarded as complete and fully suitable for project management. Palma et al (2011), who in their article focus on a detailed comparison of the IPMA standard with other existing competence standards (e.g. ABET, CDIO, Tuning project), claim that the IPMA standard exceeds its scope in comparison with many other approaches and standards.…”

Section: International Ipma Standard In Project Management Areamentioning

confidence: 99%

IPMA Standard Competence Scope in Project Management Education

Bartoška

Flégl

Jarkovská

2012

IES

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The authors of the paper endeavoured to find out key competences in IPMA standard for educational approaches in project management. These key competences may be used as a basis for project management university courses. An incidence matrix was set up, containing relations between IPMA competences described in IPMA competence baseline. Further, discrete-time Markov chain was used to calculate the weights from the incidence matrix. The authors later considered the most important competences whose weight sum equalled 50% importance. The article defines IPMA standard competence minimum. Since the minimum comprises the standard from more than its half, it can be regarded as minimum for the creation and development of project management teaching and learning. The structure corresponds to IPMA certified B level (excluding such requirements as experience etc.). In the discussion of this article the defined minimum of the standard competences was compared with recommended preparation for individual certification levels. The findings show that real distribution of competences in the IPMA standard based on importance and real IPMA standard requirements for non-purpose and complex project management education differ from the structure of basic certification degrees of the standard. The authors further say that the education as such should exceed requirements for professional certification. The students should benefit from a complex training with emphasis on such topics and competences that would help them make a successful foray into project management practice.

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“…Actualmente, la enseñanza basada en competencias genéricas resulta un desafío para las instituciones de educación superior (Gallifa y Garriga, 2010;Palma, de los Ríos y Miñán, 2011). Lo anterior debido a que los contextos laborales requieren de profesionales, los cuales puedan aplicar diferentes tipos de conocimientos en sus contextos laborales, además de aquéllos relacionados con su disciplina.…”

Section: Introductionunclassified