Faculty perspective on competency development in higher education: An international study

  1. Paloma J. Velasco Quintana 1
  2. Begoña Learreta Ramos 1
  3. Claudia Kober 2
  4. Irene Tan 3
  1. 1 Universidad Europea de Madrid Madrid, Spain
  2. 2 Universidade Anhembi Morumbi Saõ Paulo, Brazil
  3. 3 INTI International University, Negeri Sembilan, Malaysia
Mostrar afiliaciones +
Revista:
Higher learning research communications: HLRC

ISSN: 2157-6254

Año de publicación: 2014

Volumen: 4

Número: 4

Páginas: 85-100

Tipo: Artículo

DOI: 10.18870/HLRC.V4I4.223 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Higher learning research communications: HLRC

Objetivos de desarrollo sostenible

Resumen

The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.

Referencias bibliográficas

  • References Abdul-Ghafar, M. N. (2003). Reka Bentuk Tinjauan Soal Selidik Pendidikan. Universiti Teknologi Malaysia: Penerbit UTM. http://ec.europa.eu/social/main.jsp?catId=93&langId=en
  • Barrales, A., Villalobos, M., Landín, M. del R., Pérez, M., Cruz, I., & Rodríguez, A. (2012). El enfoque educativo basado en competencias, un reto que enfrenta la Universidad Veracruzana [Educational approach based on competencies, a challenge at the Universidad Veracruzana]. Educación , 21(41), 23-39.
  • Bartram, D., & Roe, R. A. (2005). Definition and assessment of competencies in the context of the European diploma in psychology. European Psychologist, 10(2), 93-102. http://dx.doi.org/10.1027/1016-9040.10.2.93
  • Boyatzis, R. E. (2007). Competencies in the 21st century. Journal of Management Development, 27(1), p. 5-12. http://dx.doi.org/10.1108/02621710810840730
  • Cambridge, D. (2008). Universities as responsive learning organizations through competency- based assessment with electronic portfolios. JGE: The Journal of General Education, 57(1), 51-64. http://dx.doi.org/10.1353/jge.0.0007
  • Chan, I. Y. S., Liu, A. M. M., Cao, S., & Fellows, R. (2013). Competency and empowerment of project managers in China. In Proceedings of the 29th Annual ARCOM Conference, (pp. 383- 392). Reading, UK: Association of Researchers in Construction Management (ARCOM).
  • Corominas, E., Tesouro, M., Capell, D., Teixidó, J., Pèlach, J., & Cortada, R. (2006). Percepciones del profesorado ante la incorporación de las competencias genéricas en la formación universitaria [Faculty perceptions facing the introduction of generic competences in university education]. Revista de Educación, 2006(341), 301-336.
  • Draycott, M., & Rae, D. (2011). Enterprise education in schools and the role of competency frameworks. International Journal of Entrepreneurial Behaviour & Research, 17(2), 127-145. http://dx.doi.org/10.1108/13552551111114905
  • European Commission, Directorate-General for Employment, Social Affairs and Inclusion, & Directorate-General for Education and Culture. (2009). New skills for new jobs: Anticipating and matching labour market and skills needs. Retrieved from Fletcher, S. (1997). Analysing competence: Tools and techniques for analyzing jobs, roles and functions. London: Kogan Page.
  • Gerard, F. M., BIEF. (2008). Évaluer des compétences: Guide pratique [Evaluating competences : A practical guide]. Bruxelles: De Boeck.
  • Gibb, A. (2002). Creating conducive environments for learning and entrepreneurship; living with, dealing with, creating and enjoying uncertainty and complexity. Industry and Higher Education, 16(3), 135-148. http://dx.doi.org/10.5367/000000002101296234
  • Gibb, A. (2008). Entrepreneurship and enterprise education in schools and colleges: Insights from UK practice. International Journal of Entrepreneurship Education, 6(2).
  • Halász, G., & Michel. A. (2011). Key competencies in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306. http://dx.doi.org/10.1111/j.1465-3435.2011.01491.x
  • Holmboe, E. S., Ward, D. S., Reznick, R. K., Katsufrakis, P. J., Leslie, K. M., Patel, V. L., Ray, D. D., & Nelson, E. A. (2011). Faculty development in assessment: The missing link in competency-based medical education. Academic Medicine, 86(4) ,460-467. http://dx.doi.org/10.1097/ACM.0b013e31820cb2a7
  • Huanca Rojas, F. (2010). Currículo flexible por competencias y calidad de formación profesional en la Facultad de Ciencias Sociales de la UNA- Puno [Flexible curriculum according to competencies and quality of professional training at the Social Sciences Faculty of the UNA-Puno]. COMUNI@CCIÓN: Revista de Investigación en Comunicación y Desarrollo, 1(1), 18-21.
  • Hynes, B., O’Dwyer, M., & Birdthistle, N. (2009). Entrepreneurship education: Meeting the skills needs of future graduates in Ireland. In G. P. West III, E. J. Gatewood, & K. G. Shaver (Eds.), Handbook of university-wide entrepreneurship education (pp. 95-106). Gloucestershire, UK: Edward Elgar Publishers. http://dx.doi.org/10.4337/9781848449480.00014
  • Juhdi, N., Abu Samah, A. J., & Yunus, S. (2004). Perceived employability skills of graduating students: Implications for SMEs. Unitar e-Journal, 4(1).
  • Lozano, J. F., Boni, A., Peris, J., & Hueso, A. (2012). Competencies in higher education: A critical analysis from the capabilities approach. Journal of Philosophy of Education, 46(1), 132-147. doi:10.1111/j.14679752.2011.00839.x
  • Lwoga, E. T. (2013). Faculty perceptions and practices in health sciences information literacy instruction in Tanzania. Library Philosophy and Practice (e-journal), Paper No. 1017. Retrieved from http://digitalcommons.unl.edu/libphilprac/
  • Mansfeld, R. S. (1996). Building competency models: Approaches for HR professionals. Human Resource Management, 35(1), 7-18. http://dx.doi.org/10.1002/(SICI)1099-050X(199621)35:1%3C7::AID-HRM1%3E3.0.CO;2-2
  • Markus, L. H., Cooper-Thomas, H. D., & Allpress, K. N. (1997). Confounded by competencies? An evaluation of the evolution and use of competency models. New Zealand Journal of Psychology, 34(2), 117-126.
  • McDonald, R., Boud, D., Francis, J., & Gonczi, A. (2000). Nuevas perspectivas sobre la evaluación [New perspectives on evaluation]. Boletín Cinterfor, 149, 41-72.
  • Mir Acebrón, A. (2008). Las competencias transversales en la Universidad Pompeu Fabra. La visión de los docentes y estudiantes de segundo ciclo [Transversal competencies at the Pompeu Fabra University. Faculty and graduate students perspectives]. REDU. Revista de Docencia Universitaria, 6(1), 1-16.
  • Perrenoud, P. (2013). Desenvolver competências ou ensinar saberes? A escola que prepara para a vida [Developing competencies or teaching knowledge? The school that prepares for life] (L. S. Pereira, Trans). Porto Alegre, RS: Editora Penso.
  • Prince, K. J. A. H., van Eijs, P. W. L. J., Boshuizen, H. P. A., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2005). General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education, 39(4), 394-401. http://dx.doi.org/10.1111/j.1365-2929.2005.02107.x
  • Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 7(3), 192–202. http://dx.doi.org/10.1027//1016-9040.7.3.192
  • Ropé, F., & Tanguy, L. (1997). Saberes e competências. O uso de tais noções na escola e na empresa [Knowledge and competencies. The use of such concepts in school and business] (P. Chittoni Ramos, Trans.). Campinas, SP: Papirus.
  • Rychen, D. S., & Salganik, L. H. (2000). Definition and selection of key competencies. Geneva, Switzerland: INES General Assembly 2000, DeSeCo Program, Organisation for Economic Co-operation and Development (OECD). Retrieved from http://www.deseco.admin.ch
  • Schaeper, H. (2009). Development of competencies and teaching-learning arrangements in higher education: Findings from Germany. Studies in Higher Education, 34(6), 677-697. http://dx.doi.org/10.1080/03075070802669207
  • Segers, M., & Dochy, F. (2001). New assessment forms in problem-based learning: the value added of the students’ perspective. Studies in Higher Education, 26(3), 327-343. http://dx.doi.org/10.1080/03075070120076291
  • Smith, M. K. (1996, 2005). Competence and competencies (What is competence? What is competency?). The encyclopaedia of informal education. Retrieved from www.infed.org/biblio/b-comp.htm
  • Spencer, L. M., & Spencer, S. M. (1993). Competence at work. Models for superior performance. New York: Wiley.
  • Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57-72. http://dx.doi.org/10.1080/02602938.2010.496531
  • Ting, S. K. T., & Ying, C. Y. (2012). Is there a gap between practitioners' and academicians' perceptions on business graduates' competencies in Malaysia? Journal of Education & Vocational Research, 3(5), 167-172.
  • Wilson, M., & Scalise, K. (2006). Assessment to improve learning in higher education: The BEAR assessment system. Higher Education, 52(4), 635-663. http://dx.doi.org/10.1007/s10734-004-7263-y
Fuente de los datos: Dialnet