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1 – 5 of 5The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review…
Abstract
Purpose
The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business.
Design/methodology/approach
The paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education.
Findings
The paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs.
Research limitations/implications
The reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work.
Practical implications
This paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions.
Originality/value
Apart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.
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Jörg Markowitsch and Claudia Plaimauer
The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the…
Abstract
Purpose
The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard Classification of Skills and Competences to supplement ISCED and ISCO.
Design/methodology/approach
This contribution contains a comparative analyses of three systems providing ontologies of skills and competences – DISCO, O*NET and Taxonomy_DB – under terminological and pragmatic aspects.
Findings
The analysis identifies O*NET as the most promising candidate to serve European transparency instruments and the EQF. Furthermore, it demonstrates that the development of an International Standard Classification of Skills and Competences, that is suitable for statistical purposes as well as appropriate for practical applications in human resource management and in the area of education, would have to integrate very diverging demands, which so far are being best met by O*NET and DISCO.
Research/limitations/implications
The depth of the analysis is not sufficient to serve as an exhaustive guideline to design an International Standard Classification of Skills and Competences.
Practical implications
The paper shows the potential of a future International Standard Classification of Skills and Competences for the EQF, for European transparency tools, and for statistical purposes.
Originality/value
This article brings a new topic, namely ontologies for skills and competences, into the European debate about competences and their visibility and validation.
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Günter Hefler and Jörg Markowitsch
The purpose of this paper is to show how a typology of participating patterns is developed to deepen understanding of participation in formal adult education and the relationship…
Abstract
Purpose
The purpose of this paper is to show how a typology of participating patterns is developed to deepen understanding of participation in formal adult education and the relationship between current workplace and educational programmes.
Design/methodology/approach
The approach takes the form of conceptual work based on a qualitative analysis of 89 cases studies covering 113 participating employees in small and medium‐sized enterprises in 12 European countries.
Findings
Five main types of participation patterns in formal adult education are identified. When employed participants focus on their education, they may complete their formal programme (“Completing”), overrule an earlier decision to leave the educational system (“Returning”) or look for a starting‐point to change their professional career (“Transforming”). When focusing on employment, employees may use formal adult education for “Reinforcing” their earlier career decisions. Here, four subtypes are proposed. Finally, employees may enjoy their studies for features not available at work (“Compensation”).
Research limitations/implications
The typology was based on qualitative data; the sample does not claim to be representative. However, it could become the basis for a quantitative survey design.
Practical implications
The typology is likely to be of value in a wide array of fields such as whether the employer organisation should offer support, or whether there should be an economic return to education.
Originality/value
The typology builds on a life‐cycle model and combines it with the relationship between the educational programme and the workplace. It is not restricted to certain groups of learners or formal programmes.
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Jörg Markowitsch, Karin Luomi‐Messerer, Matthias Becker and Georg Spöttl
The purpose of this article is to look closely at the development of a European Credit Transfer System for Vocational Education and Training (ECVET). The European Commission…
Abstract
Purpose
The purpose of this article is to look closely at the development of a European Credit Transfer System for Vocational Education and Training (ECVET). The European Commission, together with the member States, are working on it and several pilot projects have been initiated within the Leonardo da Vinci Programme of the European Commission. The problem of the transfer as well as a convincing transparency of vocational competences has yet been developed. The aim is to discuss this in the article.
Design/methodology/approach
This contribution illustrates a model using the Dreyfus/Dreyfus approach of acquisition of profiles in such a way that the levels of competence development are not applied to overall professional actions (as shown for pilots, nurses, teachers and others), but to smaller entities of professional profiles.
Findings
While strongly taking into account work related tasks and contexts (objects, tools, work organisation) the authors define “groups of competencies” and apply Dreyfus' ladder to these new entities. That means the authors adopt Dreyfus' model in two ways: by applying the model to groups of competencies (corresponding to specific core work profiles) instead of using it for overall competency profiles (corresponding to professionals/ experts); and they make the model flexible and dynamic by not restricting it to a certain number of levels, but only defining the differences between levels.
Research/limitations/implications
The background of the paper is the so‐called work process analysis to identify the work related tasks and related groups of competencies.
Practical implications
The article offers a new concept for the European discussion of the Qualification Framework as well as the Credit Transfer System.
Originality/value
This article provides an alternative to existing European policy.
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The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European…
Abstract
Purpose
The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European approach to underpin the European Qualifications Framework.
Design/methodology/approach
The paper uses a literature review and interviews with policy makers.
Findings
Despite the central role of competence in policy initiatives, conceptual approaches to competence vary not only between but also within different member states. This diversity embodies not only language issues but also fundamental cultural differences in approaches to skill formation. Whether the models have sufficient common ground to permit a “best‐fit” European‐wide approach is open to question, although this is clearly an essential prerequisite for removing barriers to labour mobility. Despite initiatives like the European Qualifications Framework there is still no consensus for adopting a common competence model and policy discussions continue to reveal confusion.
Research limitations/implications
The focus on policy discussions at the European level may be a limitation, and readers should see this as the introductory scene setting to more detailed discussions in the following papers of important developments within member states. Beyond this, much is happening at the level of sectors and occupations that is the focus for practical implementation.
Practical implications
The paper highlights the urgent need to develop a coherent conceptual underpinning for competence descriptors in qualifications frameworks that will work as a best‐fit approach across Europe. Without this, occupational and inter‐sector mobility will be hindered.
Originality/value
The paper offers the most comprehensive assessment of European approaches to competence to date.
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