The Politics of competence: Views from around the Globe

Jeris, Laurel; Johnson, Kathleen; Isopahkala, Ulpukka; Winterton, Jonathan; Anthony, Kshanika

doi:10.1080/13678860500163879

Cited by 9 publications

(9 citation statements)

References 3 publications

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“…But those who advocate less specific definitions of competence tend to take a holistic view of the person (Arnold et al, 1999). Following Jeris, Johnson, Isopahkala, Winterton, and Kshanika (2005), a literature review distinguished three main approaches, characterised by the USA, the UK and France. Functional and cognitive competences are increasingly being added to the behavioural competencies in the USA, while in the UK cognitive and behavioural competences are being added to the occupational functional competence model.…”

Section: Academic-professional Competencesmentioning

confidence: 99%

Holistic competence approach in tourism higher education: an exploratory study in Spain

López-Bonilla

2012

Current Issues in Tourism

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The present study aims to propose and empirically contrast a structural model of relationships between academic-professional competences in tourism higher education. Currently, much attention is being paid to the concept of competence. However, in the literature review, we did not find any proposal for a holistic approach that tends to understand the relationships between the generic and specific competences in higher education. This study is focused on a subject of the tourism degree in the University of Seville (Spain). It is based on a sample of 154 students. The results confirm that there are relationships between the generic and specific competences.

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Section: Academic-professional Competencesmentioning

confidence: 99%

Holistic competence approach in tourism higher education: an exploratory study in Spain

López-Bonilla

2012

Current Issues in Tourism

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“…Since Taylor, competence analysis has become a basic building block within human resource management (Boam and Sparrow, 1992; Gael, 1988; Håland and Tjora, 2006), and a key means of linking organizational strategy with individual work performance (Hayton and McEvoy, 2006; Hodgkinson and Sparrow, 2002; Rothwell and Lindholm, 1999). This ‘competence movement’ (Burgoyne, 1993) has also been influential in the areas of human resource development (HRD) and vocational education and training (VET) and is gaining momentum in several countries (Arguelles and Gonczi, 2000; Bierema and Eraut, 2004; Jeris et al., 2005; Le Deist and Winterton, 2005; Mulder et al., 2007; Winterton, 2007).…”

Section: Introductionmentioning

confidence: 99%

Professional Competence as Ways of Being: An Existential Ontological Perspective

Sandberg

Pinnington

2009

J Management Studies

160

179

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Current theories propose that professional competence is primarily constituted by scientific and tacit knowledge, knowing-in-action, understanding of work or practice. While providing valuable insights we contend that they present a fragmented understanding of professional competence. In particular, they do not adequately explain how central aspects of practice such as knowledge and understanding are integrated into a specific professional competence in work performance. An existential ontological perspective is proposed as offering a more comprehensive and integrative analysis of professional competence. It is explored through an empirical study of corporate lawyers and the findings suggest that professional competence should be understood as ways of being. The results show that different ways of practising corporate law distinguish and integrate a specific understanding of work, a particular self-understanding, other people, and tools into distinct forms of competence in corporate law. Copyright (c) Blackwell Publishing Ltd 2009.

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“…The idea is that the definition of competence would remain the same once it is applied to different national and local policies and practices (c.f. Jeris et al 2005). The EQF learning outcomes are taken just as selfevident and neutral instruments to set standards for different levels of qualification.…”

Section: Competence In the European Qualification Frameworkmentioning

confidence: 99%

European Qualifications Framework and the comparison of academically-oriented and professionally-oriented master's degrees

Isopahkala-Bouret

Rantanen

Raij

et al. 2011

European Journal of Higher Education

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With the moderating power of the European Qualification Framework (EQF), European higher education has, for some time, been moving in a competenceoriented direction in some educational systems. The EQF is a competence framework that defines standards to all levels of qualification. The framework is set up to facilitate comparison of qualifications and qualifications' levels between and within different national educational systems. In this article, we are using the EQF to set the standards for the comparison between different higher education qualifications. The purpose is to reflect upon the differences of graduates with academically-oriented and professionally-oriented Master's degrees. We approach this problem by asking employers (survey, n 0134) and graduates (interviews, n030) for their opinion of how well the competence of academic and professional Master's degrees fit the objectives of the EQF level 7. Moreover, we are interested to explore how well the EQF lends itself to this kind of a comparison. The particular context for this study is the Finnish dual system of higher education.

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The Politics of competence: Views from around the Globe

Cited by 9 publications

References 3 publications

Holistic competence approach in tourism higher education: an exploratory study in Spain

Holistic competence approach in tourism higher education: an exploratory study in Spain

Professional Competence as Ways of Being: An Existential Ontological Perspective

European Qualifications Framework and the comparison of academically-oriented and professionally-oriented master's degrees

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