Modeling and Measuring Competencies in Higher Education

Abstract

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Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

“…In teaching economics, similar teaching and learning methods are used worldwide (e.g., Hoyt & McGoldrick, 2012), and, for example, many economics textbooks are translated into various languages for international use. The findings of this study are therefore relevant at an international level (Zlatkin-Troitschanskaia et al, 2017;Zlatkin-Troitschanskaia, Shavelson, & Pant, 2018). Even though the study was carried out in Germany, increasing harmonization in the course of the Bologna reform (Adelman, 2009) has led to the implementation of a Bachelor and Master structure in the German higher education system that is similar to English-speaking countries.…”

“…This is not the case in higher education, which is why longitudinal studies in particular pose greater challenges in higher education (Zlatkin-Troitschanskaia & Pant, 2016a). This is also the reason why there are so few longitudinal studies in empirical higher education research Zlatkin-Troitschanskaia et al, 2017). All in all, despite its limitations, this study makes an important contribution to this research desideratum, providing longitudinal findings that open up many perspectives for further studies.…”

“…The findings from longitudinal modeling highlight the crucial importance of formative performance assessments in economics in higher education (Dolan & Burling 2012;Zlatkin-Troitschanskaia et al, 2017). Process diagnostics at a degree course level and at an individual level are urgently needed.…”

“…Process diagnostics at a degree course level and at an individual level are urgently needed. For teachers in higher education, it would be a major advantage to have access to information on students" preconditions, made available through valid assessment and analyses at the beginning and over the course of their studies (Happ et al, 2016c;Zlatkin-Troitschanskaia et al, 2017). This evidence could enable teachers in higher education to address the needs of their students in an informed and adequate way when designing curricula, preparing learning opportunities, selecting instructional methods, and delivering courses.…”

Development of application‐oriented competency frameworks: Empirical findings from the validation of such a framework by means of an employer survey

“…orientation and takes on three levels: degree program, module, and course. Notably with respect to outcome orientation, an alignment with the student competencies to be developed has been advised (Zlatkin-Troitschanskaia et al, 2017).…”