Competencies In Higher Education Research Articles

Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

This paper proposes an instrument to assess social entrepreneurship competency in higher education (SECS). 19 Features of social entrepreneurship competency were identified. The pilot test (n = 497) confirmed the validity and reliability of the SECS. Exploratory factor analysis proposed a set of categories consistent with the initial approach. Confirmatory factor analysis showed acceptable relationships among the scale categories and items, while the fit indices suggested that the data fit adequately to the default model. Pearson’s test verified significant, positive correlations among the revised categories in all cases. Therefore, the scale carries the potential to contribute to social entrepreneurship research.

Leadership Development for Academic Chairs: Programs for Promoting Competence in Higher Education

The role of the academic department chair is arguably one of the most challenging in institutions of higher education, yet for the most part these academic leaders receive little training for the v...

The State of Service Related Competences in Montenegro

European business sector pays more increasing attention ever to competences, such as the sense of initiative and Service related skills. Social, Personal, and Organizational Competences are becoming competitive factors in the service economy, even though these competences are mainly being acquired in informal contexts. Still, there are no opportunities to acquire these competences at most universities. It was the main reason for conducting research and developing the Erasmus+ project E-VIVA project, with the aim to develop a learning approach for Service Related Competences in Higher Education. The University of Montenegro and the University of Donja Gorica are involved as partners on the E-VIVA project in the research of the state of the art of Service Related Competences in Montenegro. Accordingly, the two institutions performed joint research in the field through three instruments: desk research, online questionnaires, and an interview. Target groups for the research were: students, HEI, enterprises, administration, Chamber of Commerce. In this paper, the results of the research are presented, with a special focus on results obtained in online questionnaires. The main reason for that research is to evaluate a current state of Service related competences in Montenegro and to develop a model for the improvement of these competences in Higher education, in order to improve the employability of future graduates.

Understanding Social Media Competence in Higher Education: Development and Validation of an Instrument

The rapid integration of social media into personal, professional, and educational settings has catalyzed the need to assess social media competence. This study provides the rationale for developing an instrument to conduct such an assessment, and the research illustrates evidence of validity and reliability in assessing social media competence in the field of higher education. The instrument includes 28 items and 4 dimensions: technical usability, content interpretation, content generation, and anticipatory reflection. Data were collected from a sample of 622 college students. Exploratory and confirmatory factor analyses were conducted, and this study finds that the instrument shows no signs of deficiency in its validity or reliability when measuring social media competence. Accordingly, the instrument could be used to evaluate and improve levels of social media competence in higher education.

The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education

The use of formative and shared or co-assessment has been shown to improve the motivation, involvement and learning of university students. The aim of this study is to analyse the effect that implementing these processes has on university students’ perception of their acquisition of transversal competences. The participants in the study were 1021 students from five Spanish universities taking degree courses in primary education or physical education and sport science. They all experienced formative and shared or co-assessment throughout a complete academic year of their courses. For the data collection, a Self-Perception Scale of Transversal Competences was created, which had adequate values of reliability and validity. Using a transversal design (inter-subjects), inferential statistical analysis was undertaken of the differences in means between the perception of a range of transversal competences before and after the course. The results show significant perceived improvements at the end of the course for most of the competences analysed, which indicates, among other thing, the value and importance of this type of assessment for the educational process.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

The Impact of Mentoring Experiences on Students' Servant Leadership and Cultural Competency

The notion of newly-enrolled university students expecting a traditional lecture method of instruction is now an outdated instructional method in higher education. Current teaching methodologies and approaches are more participatory, engaging, and culturally sensitive in tones. These instructional methods include servant leadership approaches that integrate diversity and cultural competence like service-learning, mentoring, active learning, cooperative learning, dialogue-based learning, multicultural education, and many others. Specifically, servant leadership (SL) approaches demonstrate the active participation and engagement of students across cultures, thus, students develop SL and cultural competence in classroom environments as well. In this perspective, this reflection seeks to highlight the effect of mentoring experiences on students' servant leadership and cultural competency in higher education. To accomplish this, I (1) define and explain servant leadership and cultural competency, (2) explain servant leaders as culturally competent, (3) define mentoring operationally, (4) review literature on the impact of mentoring experiences on students' servant leadership and cultural competency and conclude on the topic.

Improving teaching capacity to increase student achievement: The key role of communication competences in Higher Education

The educational model based on competences established under the unifying framework of the European Higher Education Area (EHEA), has brought new challenges and threats for educational institutions at university level, who now have to adapt, update and face up to this new educational paradigm. This paper addresses the competences from two different perspectives; the first relating to the level reached by the student through university training received; and the second concerning the level required by labour market in the profession studied. The empirical analysis was performed using nonparametric statistics on a sample of 236 individuals, following the methodology of the Tuning project. The results support the existence of differences between the two blocks of analysed competences, as well as the importance of communication competences and the relationships of competences related to communication with all other competences with highest differences. This point to a course of action based on these competences, especially communication competences, as a way for working on improving the competence results in higher education.

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

Teaching HIV-specific content for pre-licensure nursing and health professions students: a review and synthesis

ABSTRACTPersistent Human Immunodeficiency Virus (HIV) prevalence rates remain a challenge, particularly because health care providers (HCP) are not fully prepared to engage in HIV care. This hesitancy to engage creates access to care barriers for people living with HIV (PLWH). We conducted a systematic review to identify educational interventions focused on developing HIV competencies in higher education across health science disciplines. We searched databases for primary studies focused on interventions. Using PRISMA guidelines, we identified 20 articles from 19 distinct studies. While there was an overwhelming body of literature that assessed knowledge, skills, and attitudes in health sciences students on HIV and AIDS, the low number of intervention studies was notable. With the exception of two studies, PLWH were not included in the interventions. This finding stands in sharp contrast to the well-established Greater Involvement of People Living with HIV and/or AIDS (GIPA) and Meaningful Engagement of People Living with HIV and/or AIDS (MEPA) principles. The primary means of the educational intervention was focused on delivering lectures to address HIV and AIDS knowledge for HCP. There was a significant lack of focus on historical, cultural, policy and legal contexts of HIV and AIDS care; theoretical justifications for the interventions were absent. No study focused on the impact of an intervention on the care provided to PLWH by HCP after graduation. There is an urgent need to develop long-term sustainable and scalable interventions that address the consistently identified lack of knowledge and skills, and stigmatizing attitudes of HCP and students.

Social innovation and sustainable tourism lab: an explorative model

PurposeThe purpose of this paper is to devise an experimental lab like infrastructure in the higher education connecting social innovation with sustainable tourism.Design/methodology/approachIn order to model a laboratory of social innovation and sustainable tourism lab (SISTOUR-LAB), the method of agile research was employed. This method involves the creation of successive and accumulative prototypes of four kinds: conceptual, relational, functional and transferable. Thus, agile research enables the integration of different social perspectives into the same prototype in a recursive manner.FindingsThe SISTOUR-LAB is a work-based learning strategy that allows for the development of a mapping process on tourism vulnerabilities (linked to opportunities for social innovation); the development of experimental training in prototyping social innovations on sustainable tourism; the design of hybrid social innovation business models linked to sustainable tourism; and the development of a relational model of evaluation linking together social innovation competencies with processes of transition toward sustainable tourism.Research limitations/implicationsThe SISTOUR-LAB is a prototypical lab that combines social innovation and sustainable tourism in an experimental setting. The SISTOUR-LAB has been modeled based on the agile research method, but it will be necessary to test it empirically to stabilize the model. Once stabilized, the model shall lead to a better understanding of the relationship between work-based learning, social innovation and sustainable tourism in the area of higher education.Practical implicationsThe SISTOUR-LAB has four implications: teachers: the SISTOUR-LAB provides teachers with a setting for the development of experimental education models that connect the problems of conventional tourism with social innovation in order to foster new learning environments oriented toward sustainable tourism; students: the SISTOUR-LAB enhances the employability of students since it connects them with agents and demands of touristic transition, while also fostering entrepreneurial development by means of improving the acquisition of social entrepreneurship competences for sustainable tourism; organizations: the SISTOUR-LAB provides an experimental setting for the prototyping of social innovations so as to assist organizations in the formulation of models, prototypes and evaluations that facilitate the transition toward sustainable tourism; policymaking: the SISTOUR-LAB promotes the design of evidence-based public policies, which fosters inclusive models of innovation and the regional monitoring of transitions toward sustainable tourism.Originality/valueThere exist little reference to the link between social innovation and sustainable tourism in the academic and institutional literature. The SISTOUR-LAB is a work-based learning strategy that fosters the structuring of experimental relations between social innovation and sustainable tourism by integrating touristic organizations to the development of competencies in higher education. The SISTOUR-LAB has programmatic and prospective value. It can be considered as a guide for the development of generative competencies, i.e. competencies that generate social innovations that impact chain triggers transitions toward sustainable tourism.

Real-world rigour

In the interests of better preparing students for the world of work and developing the industry competencies that graduates need, this article sets out an integrative learning approach for higher education development at the undergraduate and graduate levels to improve academic excellence through real-world rigour across all disciplines of industry and higher education. Real-world rigour is required to increase the adaptability of higher education graduates in a fast-changing business environment and to ensure that graduates have gained the industry competencies in higher education that will enable them to be successful in the future workforce. Changes such as automation and new skills requirements will have major employment impacts in the future.

Intercultural competence in higher education: academics’ perspectives

PurposeThe purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its development by higher education students.Design/methodology/approachAcademics’ perspectives were identified during two discussion and reflection sessions included in the overall training program Intercultural Competence in Higher Education: building proposals with academics that took place at a Portuguese public university. Data were collected through audio recordings of the two sessions and observation notes and were subject to content analysis, drawing on Deardorff’s process model of intercultural competence (2006).FindingsAcademics recognize the multidimensionality of intercultural competence, acknowledging that it comprises attitudes (acceptance and respect; curiosity and openness), knowledge (others’ cultural contexts; self-knowledge and cultural self-awareness) and skills (observation and listening) that altogether will lead to individuals’ desired internal and external outcomes. The development of intercultural competence by higher education students, regarded in close relation to higher education internationalization, is considered crucial for changing prejudiced attitudes, preparing students to live in a global world and empowering them professionally.Originality/valueThe study sheds light on an issue that has been insufficiently addressed by research: academics’ perspectives on intercultural competence development, namely, in the Portuguese higher education context.

Assessing Civic and Intercultural Competency in Higher Education: The ETS HEIghten® Approach

AbstractEconomic globalization and interdisciplinary advancements have increased the demand for college graduates to possess transferable skills that would allow them to contribute effectively to the modern workforce. In particular, transferable competencies such as civic competency and intercultural competency are critical for colleges to prepare responsible citizens and productive workers. Despite the recognized importance, the choice and quality of assessment for such competencies have been fairly limited due to the challenges in defining such complex, multidimensional constructs and identifying item types that can adequately assess them. In this report, we describe the principles we followed to operationalize definitions for civic competency and intercultural competency and the process we followed to design assessments for these 2 competencies. Findings from a large‐scale pilot test are reported. Results showed that these multidimensional constructs can be adequately assessed and that there is room for students to improve in these areas. Implications for higher education institutions on how to promote these critical competencies are discussed.

How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments

In all sectors of the economy, the importance of innovation is underlined. Although education plays a central role in the development of human innovation skills, several studies suggest that higher education institutions cannot fulfill these demands. In such, there is a need to update pedagogical practices and develop assessment tools to measure and develop a person’s innovation capacity. The aim of this study is to test and evaluate the functioning of the earlier developed assessment tool to measure students’ innovation competences in the authentic learning environments of Finnish higher education institutions. The electronic self-assessment questionnaire was distributed to students (n = 495) from four Finnish universities of applied sciences. The results showed that the questionnaire statements formed a functional innovation competence barometer for self-assessment, including creative problem-solving, systems thinking, goal orientation, teamwork, and networking competences. The assessment tool facilitates the development of teaching, assessing, and curriculum design in higher education.

Understanding the Effect of Service-Learning Experiences on Students' Cultural Competence in Higher Education

Current trend of postmodern pedagogical methods and approaches in higher education are evolving from the traditional lecture method to more engaging methodologies such as service-learning, and transformative approaches that include diversity and cultural awareness such as active learning, cooperative learning, dialogue-based learning, and situated learning. These methods of teaching and transformative approaches manifest the active participation and engagement of all students across the colorful cultural spectrum of humanity.in the classroom. According to Wehling (2008), the need to integrate cross-cultural competency into the academic curriculum escalated dramatically with the significant increase in residence of Hispanics and their families. Wehling (2008) added that service-learning addresses the demand for culturally competent graduates who can address the paradigms of inequality and invisibility as well as the language barrier. In this perspective, this reflection seeks to highlight the effect of service-learning experiences on students' cultural competence development in higher education. In doing this, I define service-learning; define cultural competence; and review recent literature on the relationship between service-learning experiences and students' cultural competence; and conclude on the topic.

COMPETENCIAS PARA LA INVESTIGACIÓN: EL TRABAJO FIN DE MÁSTER Y SU POTENCIALIDAD FORMATIVA

El artículo que aquí se presenta es expresión del proyecto de Innovación Docente que bajo el título “Aprendizaje estratégico en las enseñanzas de postgrado: desarrollo de la competencia metacognitiva para la investigación científica y su entrenamiento en el Trabajo Fin de Máster”, se viene realizando por un amplio número de docentes de un máster psicoeducativo de investigación. Una de las aportaciones más interesantes del llamado Plan Bolonia ha sido la incorporación del concepto competencia a la dinámica de la actividad de enseñanza y aprendizaje de la Educación Superior. Las competencias que han de exigirse en los estudios de postgrado difieren en términos de calidad y especificidad de la de otros estudios superiores. Concretamente, cuando se trata de formar a los estudiantes universitarios para que sean capaces de enfrentar tareas científicas, se hace necesario prestar atención a competencias de alto nivel cognitivo que son las que están presentes en tareas de elección de problemas a investigar, dominio en la síntesis de conocimiento relevante para la investigación de un problema concreto, capacidad para formular preguntas y objetivos de investigación, así como para formular supuestos e hipótesis que guíen el trabajo científico. Todo ello debe adquirirse mientras se practica la actividad investigadora, que en el caso de los estudios de máster, se materializa en el denominado Trabajo Fin de Máster. El proyecto que aquí se presenta, ha tenido la finalidad de poner a prueba la adquisición de este tipo de competencias en el tránsito de la actividad docente del modelo asignaturas, al modelo de trabajo que se realiza mediante el asesoramiento y la supervisión del TFM. Los resultados del proyecto confirman que, efectivamente, la elaboración de un TFM estimula el pensamiento autónomo, y eleva la competencia intelectual en general y, en particular, las competencias que son necesarias para el comienzo de la actividad investigadora (tesis doctoral) tal y como propone la Declaración de Bergen.

Building a University-wide Agenda for Intercultural Competence and Understanding: Lessons Learned at the University of Minnesota

Furthering intercultural competence in higher education requires colleges and universities to establish an intentional, mission driven strategic plan that embeds intercultural understanding and practice across the institution’s work. To secure broad-based buy-in and support, this plan needs to consider the various ways that different units within the academy define, interpret, and view intercultural work. For large, complex and multi-faceted colleges and universities, building this plan can prove daunting as different parts of the institution will ascribe different meanings, purposes, and intentions to intercultural advancement.In this paper, administrators from the University of Minnesota, who represent units that are highly engaged in intercultural competence work, share some of their struggles and lessons learned in their effort to build a comprehensive, campus-wide strategy to grow intercultural advancement. The administrators initiated this campus-wide strategic work following their participation in an international conference focused on intercultural competence. Since that time, they have developed recommendations for the foundational work required to establish a common university-wide framework and comprehensive plan for institutional intercultural advancement.

Intercultural Competence in Higher Education: A Normative Anchor, a Developmental Perspective, and a Discursive Approach

How to advance intercultural competence among university educators has become an important topic in the discourse on internationalization of higher education. However, what constitutes intercultural competence, how to promote it, and toward what end remain to be questions that are subject to debate. This conceptual article aims to contribute to the debate by 1) proposing a normative anchor based on Habermas’ theory of “principle of universalization”; 2) presenting a developmental perspective on intercultural competence in the context of higher education; and 3) introducing a discursive approach to empirical research on intercultural competence. Drawing on examples from an empirical study, we demonstrate a major challenge facing university educators in teaching students from diverse cultural backgrounds and point out the gaps in the existing models of intercultural competence. We then explain first why Habermas’ theory of “principle of universalization” may be a guiding principle for defining and practicing intercultural competence; secondly how the discourse of intercultural competence can be enriched by incorporating perspectives from psychosocial developmental theories; and thirdly why a discursive approach to research is a fruitful direction for empirical studies of intercultural competence. Finally, we provide a discussion on the implications of our proposals for teaching and learning in higher education.

Competency Based Nursing Curriculum: Establishing the Standards for Nursing Competencies in Higher Education

Competency is the basic standard for all healthcare professionals when providing care to recipients. The practice of good nursing begins primarily in the study of the nursing program and in the preparation of a nurse with high efficiency in nursing skills. This paper presents the concept of nursing competencies for Saudi nursing and its importance in implementing the national transition program 20/30, and the nursing competencies framework related to the graduate of the Bachelor of Nursing and the methods used in response to the needs of the academic and educational environment, and the stages to develop a competency-based approach.