Competence Profile Research Articles

ФОРМУВАННЯ ІНШОМОВНОЇ ЛЕКСИЧНОЇ КОМПЕТЕНЦІЇ В МАЙБУТНІХ ФАХІВЦІВ

The article is dedicated to the topical issue of developing foreign language communicative competence, which consists of phonetic, lexical, grammatical, reading and writing competencies among future specialists. Based on the statement that achieving a high level of professional foreign language competence is impossible without the formation of a particular profile of foreign language lexical competence among students in written and oral communication, the main emphasis was made precisely on developing lexical competence. The research has outlined the structure of foreign language lexical competence. It consists of: 1) lexical knowledge that students acquire during the mastering of a foreign language lexical system, namely semantic connections, oral and written forms of words, their relative value, rules of word formation, distinctive or similar features with the corresponding lexical unit (LU) of native language, etc.; 2) lexical skills to intuitively correctly create, implement and understand foreign language LU based on speech lexical connections between graphic and spoken forms of words; 3) speech and language experience, which ensures storage, categorization, and acquisition of skills for working with available information (its understanding and reinterpretation), which students receive while learning a foreign language, as well as building the patterns of using foreign words in their minds; 4) ways of carrying out cognitive activities that are realized during communication and depend on the knowledge of LU and their semantic meanings, as well as lexical skills that a student acquires during classroom and individual activities. The development of foreign language lexical competence occurs in two stages. At the introductory stage, students gain knowledge of the lexical structure of a foreign language and the rules by which it is used. At the automation stage, students develop and improve the skills of working with new lexical units at «word-phrase-sentence» and «monologue-dialogue-text» levels. In addition, the current work has presented effective methods and tools for developing foreign language lexical competence: online flashcards and interactive work with them; associative maps; LU visualization; use of YouTube; joining the online thematic groups; implementation of interactive dictionaries while reading texts online; passive work with LU – associograms, grouping LU by categories, search for semantic connections, etc. Key words: foreign language lexical competence, lexical units, oral communication, written communication, lexical knowledge, lexical skills.

Impact of using authentic online learning environments on students’ perceived employability

The digitalization and globalization of society and the corresponding impact on the rules of the labor market is shifting the education sector toward new pedagogical approaches that integrate wholly online methodologies. Sustainable Development Goal 4 advocates for inclusive and equitable quality education that promotes lifelong learning opportunities, and, as we have seen during the COVID-19 lockdown, online learning can play a key role. In a context where lifelong learning becomes crucial to maintaining graduates’ employability, the innovative teaching methodologies that promote employable competencies in online environments are especially desirable. With the purpose of improving the employability of students, this article analyses the impact of introducing the Authentic Learning Scenarios (ALS) paradigm in an online environment. We develop a quasi-experimental design. Based on the nine ALS criteria and their application to e-learning, we redesign a course in a business degree program. Data from 135 students were collected, with special focus on achieving general competences. We compare the perception of the competency profile attained between a group of students who took the course before incorporating the ALS paradigm and another group that took it once it had been redesigned. Results show that redesigning the course enables students to perceive the learning process as more authentic, as well as acquiring a more advanced competence profile. Besides this, it has been shown that technology can contribute to building cognitive authenticity in virtual classrooms, without the need for face-to-face internships, which are often not a feasible option for students of online programs.

Разработка модульных программ подготовки кадров в области культуры

The paper aims to prove the possibility of a united module educational program for the fields within the group 51.00.00 «Culturology and socio-cultural projecting» based on universal and profession-specific competencies. The authors utilized the latter to analyze scientific sources and identify the main tendencies of development and practical implementation of education programs in the fields «Library management and information operations» and «Museology and cultural heritage sites preservation». The authors suggest a module education program compiled with a focus on module structure and competencies. The suggested education program model contains all the necessary information from formed competencies to elements within disciplines and allows both compile the education program and to determine variables within competencies and an overall competency profile of a graduate. The conducted research indicates that requirements for professional education change with every stage of social development. Major professional programs structured in modules and based on competencies provide an opportunity to assess the major aspects of educational innovations within a single educational facility, thus facilitating a smooth transition to their common implementation. The discussed approach will allow further implementation of individual educational trajectories within the framework of academic mobility. This, in turn, will facilitate the structural development of educational institutions and a consequent rise in their competition capacity.

Self-care in primary health care in the nursing career

Self-care of health, basic in primary care, deserves to be reinforced in the training of Nursing professionals. The objective of this research was to evaluate the effectiveness of a proposal for teaching self-care in primary health care (PHC) aimed at teachers and students of said career for the promotion of self-care. This analytical, longitudinal, and prospective study, with a pre-experimental design, was carried out at the Universidad Estatal del Sur de Manabí, in Ecuador. 187 5th and 8th grade students were selected. semesters and the total number of teachers (n: 14) who teach PHC-related subjects, in order to make a diagnosis of the level of knowledge about self-care, establish a competency profile and propose organized methodologies in a didactic proposal to be incorporated into Nursing career.

Association of emotion recognition ability and interpersonal emotional competence in anorexia nervosa: A study with a multimodal dynamic task.

Interpersonal difficulties are evidenced in Anorexia Nervosa (AN) and are thought to contribute to disease onset and maintenance, however, research in the framework of emotional competence is currently limited. Previous studies have often only used static images for emotion recognition tasks, and evidence is lacking on the relationships between performance-based emotional abilities and self-reported intra- and interpersonal emotional traits. This study aimed to test multimodal dynamic emotion recognition ability in AN and analyze its correlation with the psychometric scores of self- and other-related emotional competence. A total of 268 participants (128 individuals with AN and 140 healthy controls) completed the Geneva Emotion Recognition Test, the Profile of Emotional Competence, the Reading the Mind in the Eyes Test, and measures of general and eating psychopathology. Scores were compared between the two groups. Linear mixed effects models were utilized to examine the relationship between emotion recognition ability and self-reported measures and clinical variables. Individuals with AN showed significantly poorer recognition of emotions of both negative and positive valence and significantly lower scores in all emotional competence dimensions. Beside emotion type and group, linear mixed models evidenced significant effects of interpersonal comprehension on emotion recognition ability. Individuals with AN show impairment in multimodal emotion recognition and report their difficulties accordingly. Notably, among all emotional competence dimensions, interpersonal comprehension emerges as a significant correlate to emotion recognition in others, and could represent a specific area of intervention in the treatment of individuals with AN. In this study, we evidence that the ability to recognize the emotions displayed by others is related to the level of interpersonal emotional competence reported by individuals with anorexia nervosa. This result helps in understanding the social impairments in people with anorexia nervosa and could contribute to advancements in the application of the training of emotional competence in the treatment of this disorder.

Conceptual framework for students’ social psychological monitoring

The article states and grounds the task to develop and introduce the system of university students monitoring as a tool to manage education process that enables to solve the problem of lack of knowledge about the object under control. The article describes theoretical and methodological reasons for the monitoring system. It analyses comprehension of competency profile, taken as an integrative index of the education result: this index enables to evaluate the learning process efficiency from the point of view of the requirements applied to the subject-matter specialist. The authors describe the monitoring conceptual framework and the possibility of its adaptation to reveal students readiness to maintain business activities and research. The conceptual model of the students competence profile is based on understanding the concept of readiness for any activity as personality integrative characteristic including needs, motivations, values and social attitudes. The article proves the procedure of students motivation diagnostics, the diagnostic procedure of their value system and intentions, and social attitudes. It articulates the way of developing and introducing the social psychological monitoring system, associated with sociological and psychological methods being included into the complex evaluation technique. These methods comprise: 1) estimation technique for the personnel involvement into the company activity; 2) Likert scale; 3) adopted motive classifications by P.M. Lapin and T.V. Razina; 4) M. Rokichs methodology for value orientation study; 5) S. Schwartzs methodology for measuring value orientations; 6) methods for IAT and VAAST attitudes indirect diagnostic.

Formación en Inteligencia Económica Financiera para la Seguridad Nacional

40Palabras clave:formaciónprofesional,analista de riesgos, competencias,economía,sistema financiero, escenariosde riesgo.AbstractThe current essay seeks to propose the results of an exploratory research referred to the approaches of the competency profile for the professional training of the current intelligence analyst in the financial economic field in an environment of demands of the highest level, both by the public sector and the private sector. private, in aspects that are related to the diagnosis of riskscenarios, early decision making and early warning generation in the face of growing and increasingly permanent threats.

Changes in Ovulation-Related Gene Expression during Induced Ovulation in the Amur Sturgeon (Acipenser schrenckii) Ovarian Follicles.

The luteinizing hormone (LH) and maturation-inducing steroids (MIS), such as 17α,20β-dihydroxy-4-pregnen-3-one, regulate the final oocyte maturation in teleosts. Oocyte maturational competence (OMC) and ovulatory competence measure the sensitivity to MIS for oocyte maturation and ovulation, respectively. However, the molecular mechanisms underlying the acquisition of ovulatory competence remain unknown. Sturgeons are an excellent research model for investigating these mechanisms. We examined the seasonal profiles of OMC and ovulatory competence in vitro and the expression of 17 ovulation-related gene candidates using quantitative PCR in Amur sturgeon ovarian follicles. The ovulatory competence was induced by the LH-releasing hormone analog (LHRHa) priming injection after acquiring the OMC, which was spontaneously induced in spring or autumn. Seven genes, including the tissue-type plasminogen activator (plat), were enhanced following the LHRHa priming injection in ovarian follicles sampled from anovulated and ovulated fish. The activin receptor type 1 (acvr1) and prostaglandin G/H synthase 2 (ptgs2) were only upregulated in ovulated fish. Our results suggest that plat/plasmin and prostaglandin (PG)/PG receptor systems are essential for sturgeon ovulation, similar to other vertebrates. Notably, successful ovulation depends on a sufficient PG synthesis, and mediators activating the PG/PG receptor system are essential for acquiring the ovulatory competence. We provide the first report of ovulation-related gene alterations in the ovarian follicles of Amur sturgeons.

Social-, health care and rehabilitation educators’ competence: a cross-sectional study

ABSTRACT An educator’s competence influences the implementation of evidence-based education and the overall quality of social and health care. This study aimed to identify distinct competence profiles from Finnish social, health and rehabilitative care educators, as well as describe which personal and professional characteristics influenced belonging to a certain profile. Data were collected from 28 educational organizations located throughout Finland using the Health and Social Care Educators’ Competence instrument. The survey was answered by 422 educators. The performed K-means cluster analysis identified three distinct educator competence profiles, which differed in terms of self-assessed expertise in various competence areas and certain background characteristics. The results highlight that educational institutions should concentrate on refining the digital competence of educators, which requires networking, collaboration, and work-related pedagogical competence. The differences in evaluation identified for the three profiles demonstrates that more experienced educators should mentor their less experienced counterparts to ensure a high quality of education.

Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis

University students often have insufficient strategies to regulate their own learning independently, suggesting the need for adequate support. This study examined developmental changes in students’ self-regulated learning (SRL) profiles during their participation in Supplemental Instruction, a peer-based intervention, over the course of a semester and predictive variables of these changes. Latent profile transition analysis of a sample of 352 undergraduates revealed three distinct SRL profiles which emerged identically across time points: competent regulators, self-confident regulators, and goal-oriented regulators. Students in the competent regulators profile were most stable over time, while those in the goal-oriented regulators profile were most malleable, but in a positive sense. Results also indicate that students who attributed SI attendance to mastery goals were more likely to transition beneficially between SRL profiles. The observed predictors of transitions between profiles also highlighted the relative importance of motivational variables as opposed to cognitive-metacognitive variables in accounting for SRL development.

What Skills for Multi-Partner Open Innovation Projects? Open Innovation Competence Profile in a Cluster Ecosystem Context

Industry 4.0 and the turbulent environment have rendered increasing interest in open innovation that extends from the bilateral transmission of expertise to multilateral platform collaborations. Open innovation ventures are seen as intricate collaborations that require the commitment of numerous partners during the lifetime of the project. In order to examine the specific competence of open innovation teams, we set the research question as follows: What individual competencies facilitate the exchange of knowledge in open innovation projects? We explored the theoretical framework of open innovation and collected information from a nation-wide, cross-industrial set of OI projects from three high-performing clusters, facilitating a total of 102 OI projects to identify open innovation competence dimensions, thus creating a novel profile. The outcomes showed that competencies facilitate the exchange of knowledge in open innovation ventures in distinct ways. Our findings showed that open innovation competence can be captured using a profile with the dimensions of creativity, entrepreneurship, communication and networking, open-minded thinking, risk-taking, and self-efficacy in digital skills. These dimensions of the open innovation competence profile are necessary for cluster project set-up. This analysis demonstrated that components of the open innovation competence profile could be paramount in understanding the underlying factors in the success of collaborative innovation projects.

Tasks and methods for optimizing the composition of program and project executors in the strategic planning system

Purpose: the purpose of the study is to improve the quality and effectiveness of strategic planning in the system of public authorities of the Russian Federation by improving the procedure and tools for determining the rational composition of executors of development programs and projects in the conditions of state governance digitalization. Methods: when managing the composition of participants in development programs, a systematic approach was used to analyze the impact on obtaining the expected results and achieving the set goals of the degree of compliance with the nature of the planned activities, the number of members and the competency profile of potential executors. The task of determining a rational set of participants in development programs and projects is formulated and solved using methods for optimizing professional and qualification characteristics when choosing applicants from a finite set of potential performers. Results: in the course of the study, the essence, parameters, factors and conditions for the substantive formulation of the problem of determining the composition of the executors of development programs and projects were determined. The state of institutional support for planning the resource support of development programs and projects is characterized. A mathematical model for assessing the characteristics of professional competencies and optimizing the choice of participants for the implementation of planned program activities has been formed. The algorithmic and computer tools for solving the problem are determined taking into account the specification of the electronic data of the digital platform for supporting strategic planning processes and the possibilities of using intelligent technologies to identify and optimize the profile of professional competencies of executors of strategic planning documents developed in the framework of programming. conclusions and Relevance: the obtained scientific results develop the provisions of the theory of program-target management in the system of public authority, and can also be used to improve the institutional framework for strategic planning of the Russian Federation and methodological support for the development of development programs and projects. The proposed analytical tools make it possible to increase the level of validity and feasibility of the developed plans through the use of the method of conjugated assessment of specialization profiles of program activities and the competence of potential executors.

Future Competencies and E-Tutor Competencies: A Chance for Higher Education Institutions to Support Their Student Staff

Purpose: E-tutors often participate in collaborative online international learning (COIL) settings and guide students in group work and related learning processes. They moderate, organize, and observe the group and individual learning processes and are often students’ first point of contact. This support requires several competencies, which are also largely reflected in the so-called future skills. Thus, it seems sensible to examine these competencies more closely and promote them to enhance the course experience and support for students in COIL settings on the one hand and to make student e-tutors fit for the modern working world on the other. Study design/methodology/approach: As a starting point for this project, a comprehensive systematic literature analysis on e-tutor competencies and qualifications was conducted in Langesee (2023). A competency ranking and task-based competency profile for e-tutors in higher education were developed during this research. To investigate the validity and practicability of these artifacts, an evaluation was conducted with 16 international experts and practitioners (e-tutors) using a questionnaire. Findings: The competencies identified in Langesee (2023), the ranking, and the profile created were recognized as helpful and practical. Additional comments from respondents allowed both artifacts to be revised and expanded. The three most relevant competencies of the nine detected are communication, pedagogical and social competencies. Originality/value: The resulting artifacts can be used in the next step as a basis for a self-evaluation tool (SET), enabling e-tutors to assess their competence equipment. Based on this, individual instruments will be recommended to initiate possible improvements.

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.

Competencies, skills and abilities of managers and staff in the era of the Russian economy digital transformation

The article analyzes the peculiarities of changing the competence profile of employees and managers in modern conditions of digital transformation of economic and other spheres of life. The key branches and directions of digitalisation of the Russian economy, directly or indirectly determining changes in competencies, skills and abilities of personnel and managers, are presented. The article is based on the methodology of complex approach and system analysis. The theoretical basis of the article is the publications of Russian researchers devoted to the problems of digitalisation of the Russian economy. Familiarization with regulatory documents and government programs, methods of comparative analysis are chosen as research methods. The methods used also include the method of expert assessments, normative and logical methods. In a temporary retrospective, the changes and peculiarities of the influence of labor and capital factors on the growth rates of Russia’s gross domestic product are considered separately. In conclusion, the transformation trends in some categories of personnel skills by 2030 are presented, on their basis a conclusion about the competitiveness of a specialist in the future is made. The following information will allow representatives of Russian business and top management of Russian companies to navigate in the established areas of development of the competence profile of personnel and managers, as well as make rational management decisions to create professional teams of employees.

Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support

AbstractFor life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.

Early Life Family Care for and With Migrants: The Development of a Transcultural Transition Mentoring Competence Profile

Early Life Family Care (ELFC) has so far neglected the needs of migrant families, partly due to professionals’ lack of transcultural knowledge required to address these specific needs. Simultaneously, migrants face employment barriers, including the non-recognition of qualifications and competences. The EU-funded project addressed both these issues by developing an ELFC mentoring training scheme for migrants, who can use their existing and acquired competences to co-operate with parents in challenging transition phases (e.g. becoming new parents). The article discusses one key pillar of the project: the development of a ‘competence profile’. This involved identifying both, ELFC needs of families, which can be addressed by mentoring, as well as the corresponding competences required by mentors. For this purpose, 25 semi-structured interviews with ELFC professionals and migrant parents were conducted. The results show migrant families’ need for skilled support in the management of administrative, interface, relationship, participation and boundary issues.

Designing the role of middle managers: An empirical perspective in the hospital sector

ABSTRACT Background: Professional roles are facing deep transformations in the healthcare sector. Hospitals face role conflict and ambiguity, especially for middle managers who hold both managerial and clinical responsibilities. Objectives: This work aims at providing the competency profiles of two key managerial roles in hospitals (Clinical Directors and Head of Nurses), so to provide evidence on the characteristics they should have to carry out their role effectively. Methods and sources: Through a guided negotiation among members of Italian category associations of middle managers, updated job descriptions were designed for the two key figures. Then, competency profiles were elaborated by applying a competency dictionary specifically designed for managers in the healthcare sector. Findings: Only some desirable competencies are common to the two professional figures. This is because their responsibilities overlap only in part, while the distinct features of their specific roles translate directly into distinct key competencies. Implications: Training managers in the healthcare sector is challenging due to the hybrid and evolving roles they cover. Nevertheless, it is fundamental to design training pathways which match specific desirable competencies. It is misleading to think that managers need common competencies only, and training pathways should be diversified based on the specific contribution professionals can provide to an organization. This has implications both at the organizational level and at the policy making one, given that managerial training is frequently a joint responsibility of hospitals and universities.

Employment and Competencies of Employees in the Energy Sector in Poland

Employment and the competencies of employees in the energy sector are coming into particular prominence in economies around the world. It is one of the few sectors positively affected by the COVID-19 pandemic. As a result, a significant global change in the awareness of society occurred in favor of increasing pro-health and pro-environmental activities, which can be seen in the green transformation. Poland can also boast such changes in recent years, as evidenced by the dynamic development of renewable energy sources (boom for photovoltaics) and the increase in prosumption. Correlated with this is the increase in demand for employees with specific competencies, the so-called multi-competencies that are a compilation of technical, business, and soft and hard competencies, as well as interdisciplinary ones. The paper emphasizes the need to better adjust the education system to the real needs of the labor market in a turbulent environment with the use of the Sectoral Qualifications Framework in Energy, developed in cooperation with stakeholders from the industry. Therefore, the authors analyzed the employment structure in the energy sector in Poland, with particular emphasis on the factors and conditions of this structure and made an attempt to identify and create a competency profile of employees in this area. For the purposes of this article, two key research problems were formulated: What are the key competencies of employees in the energy sector? How is employment changing in this area? The following research hypothesis was also put forward: The transformation of the energy sector towards green energy affects the increase in employment in this area and the increase in the demand for soft competencies. The analysis was based on statistical data, reports, job advertisements, and a review of the results of empirical research to date.

The Development of the Canadian Physiotherapy Assessment of Clinical Performance (ACP) 2.0 - Alignment with the 2017 Competency Profile.

Clinical education and assessment of students' performance during clinical placements are key components of Canadian entry-to-practice physiotherapy curriculum and important in developing entry-level physiotherapy practitioners. The Canadian Physiotherapy Assessment of Clinical Performance (ACP) is the measure currently used to assess physiotherapy student performance on clinical placements in most of the entry-to-practice physiotherapy programmes across Canada. The release of the 2017 Competency Profile by the National Physiotherapy Advisory Group resulted in a revision of the existing ACP. The purpose of this study is to report the process used to develop a revised version of the ACP based on the 2017 Competency Profile, henceforth called the ACP 2.0. Using a multistage process, we sought input from Canadian clinical education academics, an expert consultant panel, as well as physiotherapists across Canada using a questionnaire, meetings, and an online survey, respectively. Twelve of 15 clinical education academics responded to a questionnaire. The expert consultant panel (n = 12) met three times. There were 144 physiotherapists who initiated the national, online, survey and met the inclusion criteria; 84 completed the survey. In the ACP 2.0, rating scales and comments boxes were grouped, and additional text was added to 12 items for further clarification. The ACP 2.0 came to have 18 items and 9 comment boxes in addition to summative comments, in contrast to the original ACP's 21 items and 9 comment boxes. In November 2020, Canadian clinical education academics reviewed the proposed draft ACP 2.0 and unanimously accepted it for implementation in Canadian physiotherapy university programmes.