Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles

Brauer, Sanna

doi:10.1108/et-07-2020-0216

Cited by 29 publications

(32 citation statements)

References 41 publications

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“…Collectively, stories of employability evince a counterargument of the skill gap phenomenon in higher education as a discrepancy in the articulation, rather than the possession, of satisfactory skill sets (Pretti and Fannon, 2018). Identifying the sources of insufficient competency, as demonstrated in this study, is important to clarify the skill gap phenomenon (Brauer, 2021).…”

Section: Discussionmentioning

confidence: 97%

Stories of employability: improving interview narratives with image-supported past-behaviour storytelling training

Lin-Stephens

Manuguerra

Tsai

et al. 2022

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PurposeStories of employability are told in employment and educational settings, notably the selection interviews. A popular training approach guiding higher education students to construct employability stories has been the past-behaviour storytelling method. However, insufficient research exists regarding the method's effectiveness and optimisation. This study examines whether the method (1) increases the quantity and quality of interview narratives in story forms and (2) can be enhanced by image stimuli.Design/methodology/approachIn a double-blind randomised control trial with repeated measures, participants submitted four weekly interview narratives. After receiving past-behaviour serious storytelling training in Week 3, they were randomly allocated to an exposure group using images and a control group using keywords as a placebo to continue producing interview narratives. The interview narratives were assessed based on the number of stories and quality ratings of narrative conformity, relevance and conciseness. Results before and after the training, and with and without the image stimuli, were analysed.FindingsTraining increased the number of stories. Training and repeated practice also increased narrative quality ratings. However, the image-based intervention was the strongest predictor of improved quality ratings (effect size 2.47 points on the observed scale of 0–10, p < 0.01, 95% CI [1.46, 3.47]).Practical implicationsA pre-existing ability to tell employability stories cannot be assumed. Training is necessary, and intervention is required for enhancement. Multi-sensory narrative interventions may be considered.Originality/valueThis study is the first known double-blind randomised control trial with repeated measures evaluating if storytelling training and image stimuli improve interview narratives.

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Section: Discussionmentioning

confidence: 97%

Stories of employability: improving interview narratives with image-supported past-behaviour storytelling training

Lin-Stephens

Manuguerra

Tsai

et al. 2022

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“…e second end is the immediate-on-board working abilities required by the companies that are willing to recruit some fresh graduates. e companies offer some job positions and corresponding remuneration, such as to specify the working field, positions, salaries to search for the high-quality talents that are probably competent for the job [7,8]. At present, the teaching and cultivation programs of colleges and universities for college students mostly focus on the imparting of general knowledge such as science, humanities, philosophy, literature, and engineering [9], but the cultivation of the core competence of college students has not received enough emphasis on their working abilities [10].…”

Section: Introductionmentioning

confidence: 99%

A Dual-Network Modeling Architecture for Statistical Evaluation of College Graduates’ Working Ability in Consistence with Their Job Position and Remuneration

Hong

Yang

Wen

et al. 2022

Computational Intelligence and Neuroscience

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Optimal human resources allocation asks to employ a person to work in the position corresponding to his/her ability. Employment competence is the key feedback to the cultivation of college students’ working ability. The data relationship needs to analyze between the in-school cultivation items and the working abilities required by the companies. Machine learning framework is introduced to study the companies’ responses to the cultivation of college students. In this work, a dual-network architecture is built up for statistical modeling evaluation of college graduates’ working ability in consistence with their job position and remuneration. A requirement network and a cultivation network are constructed for extracting features from the original working ability data required by companies and cultivated ever in school. The networks are fully trained by adaptively tuning the linking weights. The extracted features are fused together to estimate the working competence of each target sample/person. To evaluate the dual-network model, a modeling index system is designed, including proposing a total evaluation index calculus for the dual-network model, and a variable importance index from the original data. The samples are consequently ranked by the model predicted index and by the variable importance index, respectively. The ranking difference is used to evaluate the prediction efficiency of the dual-network model. Experimental results show that the dual network architecture is feasible to establish statistical models for the evaluation of college graduates’ in-school cultivated working ability in consistence with the company’s required working ability at their job position and their deserved remuneration.

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“…This sea change emphasized the need to assess students using quantifiable competences. It therefore meant that competence-based education (CBE) became a leading paradigm in educational reform [15][16][17], as the essence of 21st-century skills involves focusing on what students can do with knowledge, rather than on the units of knowledge they can memorize [18].…”

Section: Introductionmentioning

confidence: 99%

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

et al. 2022

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The competence-based model focuses on acquiring skills and abilities, yet each student’s individual circumstances condition the way in which they learn, develop, and implement them. Accordingly, there is a growing interest in defining learning activities that consider the diverse range of intelligences, abilities, and prevailing mindsets in each individual in order to promote inclusive education and sustainable development. This article seeks to design a methodology for the teaching–learning resources associated with the nature of the prevailing intelligence in the competence-based model. Thus, the “competence-intelligence-resource triangle” was proposed for promoting inclusive education in the degree in Management Engineering at the University of the Basque Country (UPV/EHU). A total of 99 teaching–learning resources, 11 competences, and 9 types of intelligence were combined. As far as the multiple intelligence approach is concerned, the 50 students surveyed prioritized logical–mathematical, interpersonal, intrapersonal, linguistic, and spatial intelligences. As a conclusion, the use of teaching–learning resources designed for promoting different types of intelligence in the competence-based model constitutes an adaptive strategy for the students to successfully acquire competences.

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Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles

Cited by 29 publications

References 41 publications

Stories of employability: improving interview narratives with image-supported past-behaviour storytelling training

Stories of employability: improving interview narratives with image-supported past-behaviour storytelling training

A Dual-Network Modeling Architecture for Statistical Evaluation of College Graduates’ Working Ability in Consistence with Their Job Position and Remuneration

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

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