Search results
1 – 10 of over 68000Rudy Martens, Aimé Heene and Ron Sanchez
This volume begins with a literature review of the different approaches to the management of competences in interorganizational relations. In Frédéric Prevot's paper, “The…
Abstract
This volume begins with a literature review of the different approaches to the management of competences in interorganizational relations. In Frédéric Prevot's paper, “The management of competences in the context of interorganizational relations,” the existing literature is structured in a two-dimensional model based on the nature of the relationship (cooperation or competition) and the actions taken on the competences (leveraging or building). Four objectives for the management of competences in the context of interorganizational relationships are thus derived: (1) sharing of competences, (2) protection of competences, (3) creation of competences, and (4) acquisition of competences. Each competence objective then requires specific management approaches to achieve.
Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck and Andy Demeulenaere
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European…
Abstract
Purpose
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.
Design/methodology/approach
This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.
Findings
Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.
Originality/value
Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.
Details
Keywords
This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which…
Abstract
Purpose
This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.
Design/methodology/approach
This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.
Findings
Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.
Research limitations/implications
One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.
Practical implications
At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.
Originality/value
So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.
Details
Keywords
Elisei Emili Lubuva, Placidius Ndibalema and Esther Mbwambo
The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.
Abstract
Purpose
The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.
Design/methodology/approach
Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.
Findings
There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.
Research limitations/implications
The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.
Practical implications
The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.
Originality/value
Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.
Details
Keywords
Sofia Antera and Marianne Teräs
This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers…
Abstract
Purpose
This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.
Design/methodology/approach
The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.
Findings
Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).
Originality/value
While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.
Details
Keywords
Although the need for cultural competence in clinical care has been well articulated for over four decades, the goal of integrating and addressing cultural issues in care remains…
Abstract
Although the need for cultural competence in clinical care has been well articulated for over four decades, the goal of integrating and addressing cultural issues in care remains elusive. The challenges can be attributed to a lack of clarity on definitions and a lack of understanding of what constitutes cultural competence. What to know and what to do are questions that are frequently raised in discussions of cultural competence. Previous literature has described cultural competence in terms of affective, behavioural, and cognitive domains. The purpose of this paper is to build on this discourse by discussing key attributes within each domain and extending the framework to highlight the dynamics of difference, clarify the goal of equity, and recognise the importance of practice environments in the development of cultural competence in clinical care.
Details
Keywords
J.C. Baker, J. Mapes, C.C. New and M. Szwejczewski
Although widely used, the concept of business competence is not well defined. Proposes a hierarchical model which integrates the different types of competence which have appeared…
Abstract
Although widely used, the concept of business competence is not well defined. Proposes a hierarchical model which integrates the different types of competence which have appeared in the operations and general management literature in recent years. Proposes two new types of competence to complete the model, with illustrative examples from the Management Today/ Cranfield Best Factory Awards database.
Details
Keywords
The literature on managerial competences has not sufficiently addressed the value contents of competences and the generic features of public managers. This article presents a…
Abstract
The literature on managerial competences has not sufficiently addressed the value contents of competences and the generic features of public managers. This article presents a model of five competence areas: task competence, professional competence in substantive policy field, professional competence in administration, political competence and ethical competence. Each competence area includes both value and instrumental competences. Relatively permanent value competences are understood as commitments. The assumptions of new public management question not only the instrumental competences but also the commitments of traditional public service. The efficacy of human resource development is limited in learning new commitments. Apart from structural reforms that speed up the process, the friction in the change of commitments is seen as slow cultural change in many public organisations. This is expressed by transitional tensions in task commitment, professional commitment, political commitment, and ethical commitment of public managers.
Details
Keywords
The “competence” movement as an approach to education,training and development is based on a belief in defining purpose andoutcome in standardized, measurable terms. It parallels…
Abstract
The “competence” movement as an approach to education, training and development is based on a belief in defining purpose and outcome in standardized, measurable terms. It parallels other concerns for control, such as performance indicators and standards, and returns to many of the features of the behavioural objectives movement in the 1960s which similarly paralleled management by objectives and various forms of scientific management. The competence movement is contentious but the nature of the debate is not clear. Suggests that the debate can be mapped in three dimensions: micro to macro issues, theoretical to practical issues, and technical to political issues. Explores this by examining the position of the main stakeholders who have an interest in the competence movement. The competence movement tends to attempt to impose a simplifying model of education, training, learning development and work and organizational process, and many of its problems can be seen to result from this simplification such as the reduction of all learning to a single stairway of levels.
Details
Keywords
Considers competence – what the competence‐based approachmeans, how it has developed, and how it can be used in the long‐termevaluation of training and development. Focuses on…
Abstract
Considers competence – what the competence‐based approach means, how it has developed, and how it can be used in the long‐term evaluation of training and development. Focuses on defining what criteria are used for assessing competence; how such criteria are measured; which criteria are most apt in each particular instance; why certain forms of behaviour are thought to be competent; where the approach can prove most useful; who determines competence; and when is individual competence (as opposed to team competence) the thing to aim for. Considers how competence‐based qualifications can be incorporated with knowledge‐based qualifications and draws examples from the British Aerospace experience. Concludes by questioning whether the political debate is coming full circle, with the pendulum swinging back to knowledge‐based qualifications.
Details