Development Of Core Competencies Research Articles

Competence-based appraisal of the quality of higher education using the importance-performance (IPMA) analysis

ABSTRACT The paper assesses the importance and performance of education service quality. Career preparation is a key part of the school experience. Thus, the study conducted an importance-performance analysis with career preparation as the key variable of interest. A survey instrument was used to collect responses at a Canadian University (N = 394), and the data were analyzed with PLS-SEM. Findings indicate that assessment and service quality are less critical in developing core competencies (and preparing students for their future careers). Relationship quality, however, is essential in developing these competencies, but the performance was low in the IPMA. Thus, universities should enhance this weakness to improve graduates’ employability. The indicator variable level analysis enables more managerial action. A contribution is made to an understudied area of education research that focuses upon students as the products, not just the customers, of higher educational institutions.

Digital Innovation and Core Competence of Manufacturing Industry: Moderating Role of Absorptive Capacity

ABSTRACT In the digital economy era, traditional manufacturing enterprises face a significant challenge due to fierce competition regarding products, channels, digital technology, management, and core competencies. As a result, many enterprises strive to leverage digital technology to gain new processes, products, services, and business models, thereby enhancing their competitive edge. This paper mainly focuses on how digital innovation based on different value-creation methods can help enterprises build their core competence. Using a sample of 254 questionnaires from manufacturing enterprises in China, this study investigates whether and how efficiency-based, convergence-based, and generativity-based digital innovation supports the development of core competence using ordinary least squares (OLS) regression. Further, this paper examines the moderating effect of absorptive capacity. The empirical results indicate that digital innovation encourages the establishment of core competence, and absorptive capacity strengthens the role of efficiency-based digital innovation but inhibits convergence-based and generativity-based digital innovation. This study contributes to a clearer understanding of the significance of digital innovation for Chinese manufacturing enterprises and provides useful insights for other countries to rethink their innovation models.

고등학생의 2015 개정 교육과정 기반 6대 핵심역량 잠재계층 분류 및 영향 요인

Objectives This study tried to analyze the factors affecting the potential class by classifying the potential class according to high school students' self-management ability, knowledge information processing ability, creative thinking ability, aesthetic ability, community ability, and communication ability.
 Methods Research data were high school samples from 2020 to 2021, corresponding to the 4th and 5th years, among the surveys of the Busan Education Longitudinal Study (BELS) collected through questionnaires supervised by the Education Policy Research Institute of the Busan Metropolitan Office of Education. A total of 3,046 people (1,603 male students and 1,415 female students) participated in the survey. Latent profile analysis was performed to classify the latent class, and multinomial logistic regression analysis was performed to analyze the influencing factors for each class.
 Results First, when comprehensively considering the number of latent class cases, the 5 class classification model was judged to be the most appropriate model. Second, gender did not have a significant effect on class classification in most cases, but it was more likely to be included in the ‘middle and lower competency group’ than the ‘overall high competency group’ and ‘community competency imbalanced group’. Third, the higher the learning activity time, the higher the possibility of being included in the ‘higher middle competency group’, ‘overall high competency group’, and ‘unbalanced community competency group’ than the ‘overall low competency group’. The possibility of being included in the ‘lower-middle competency group’ was higher than the ‘community imbalanced competency group’. The better the teacher relationship, the higher the possibility of being included in the ‘overall high competency group’ than the ‘overall low competency group’. It was confirmed that they were more likely to be included in the ‘overall high competency group’ rather than the upper middle competency group.
 Conclusions intervention of variables (learning activity time, parents, teachers, peer relationships) that affect the classification of latent classes according to the level of core competency development is required. In order to help broken families who have lost the ability to support and protect their children, society and institutions must establish an active support environment and support various activities (student autonomy, after-school activities, etc.) at school to help students secure time for learning activities. do. Considering that students who tend to be excessively obsessed with peer relationships can have a negative impact on their competency development, it suggests that proper education on healthy peer relationships is necessary.

Competencies for Psychology Practice in Pediatric Palliative Care.

Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care (PPC) teams. To better define the role and unique skillset of psychologists practicing in PPC, support their systematic inclusion as part of PPC teams, and advance trainee knowledge of PPC principles and skills, the PPC Psychology Working Group sought to develop core competencies for psychologists in this subspecialty. A Working Group of pediatric psychologists with expertise in PPC met monthly to review literature and existing competencies in pediatrics, pediatric and subspecialty psychology, adult palliative care, and PPC subspecialties. Using the modified competency cube framework, the Working Group drafted core competencies for PPC psychologists. Interdisciplinary review was conducted by a diverse group of PPC professionals and parent advocates, and competencies were revised accordingly. The six competency clusters include Science, Application, Education, Interpersonal, Professionalism, and Systems. Each cluster includes essential competencies (i.e., knowledge, skills, attitudes, roles) and behavioral anchors (i.e., examples of concrete application). Reviewer feedback highlighted clarity and thoroughness of competencies and suggested additional consideration of siblings and caregivers, spirituality, and psychologists' own positionality. Newly developed competencies for PPC psychologists highlight unique contributions to PPC patient care and research and provide a framework for highlighting psychology's value in this emerging subspecialty. Competencies help to advocate for inclusion of psychologists as routine members of PPC teams, standardize best practices among the PPC workforce, and provide optimal care for youth with serious illness and their families.

Development of core competencies for field veterinary epidemiology training programs.

A workforce with the adequate field epidemiology knowledge, skills and abilities is the foundation of a strong and effective animal health system. Field epidemiology training is conducted in several countries to meet the increased global demand for such a workforce. However, core competencies for field veterinary epidemiology have not been identified and agreed upon globally, leading to the development of different training curricula. Having a set of agreed core competencies can harmonize field veterinary epidemiology training. The Food and Agriculture Organization of the United Nations (FAO) initiated a collective, iterative, and participative process to achieve this and organized two expert consultative workshops in 2018 to develop core competencies for field veterinary epidemiology at the frontline and intermediate levels. Based on these expert discussions, 13 competencies were identified for the frontline and intermediate levels. These competencies were organized into three domains: epidemiological surveillance and studies; field investigation, preparedness and response; and One Health, communication, ethics and professionalism. These competencies can be used to facilitate the development of field epidemiology training curricula for veterinarians, adapted to country training needs, or customized for training other close disciplines. The competencies can also be useful for mentors and employers to monitor and evaluate the progress of their mentees, or to guide the selection process during the recruitment of new staff.

Developing Inclusive Nutrition Education Direction for Sustainable Dietary Competency in Elementary Schools

우리나라 식생활교육은 2009년 식생활교육지원법이 제정되면서 건강, 환경, 배려를 핵심 가치로 삼아 변화되기 시작하였으며, 제3차 식생활교육 기본 계획(2020년-2024년)에서는 지속가능한 식생활로 함께 하는 농업, 건강한 국민, 포용하는 사회 실현을 비전으로 제시하고 있다. 그러나 4차 산업혁명의 디지털 문명은 학교 식생활교육에도 큰 영향을 미치고 있다. 따라서 이 연구에서는 우리나라 학교 식생활교육에서 지속가능한 식생활교육 내용을 살펴보고, 4차 산업혁명으로 인한 교육의 디지털 전환에 직면한 식생활교육 현상을 진단하고, 지속가능한 식생활 역량 함양을 위하여 포용적 식생활교육 구조와 내용 체계의 구체성을 통해 포용적 식생활교육의 방향을 탐색하였다. 포용적 식생활교육을 위해서는 인지적 학습, 정의적 학습, 실천적 학습이 포용적 방식으로 융합될 수 있는 구조와 체계가 필요하며, 지속가능한 식생활교육을 실천하기 위해서는 학습자 핵심 역량 함양에 중점을 두는 포용적 식생활교육의 방향에서 그 대안을 마련해야 할 것이다.Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

디지털 문식성 교육을 위한 국어 수업 설계의 원리와 방향

Purpose: This study was conducted to suggest the principles and directions of Korean language classdesign for digital literacy education in order to develop core competencies of the Korean languagedepartment following the release the 2022 revision of the elementary Korean language curriculum. Methods: For this research, the contents system was analyzed, focusing on the 'media' area in the2022 revised elementary Korean language curriculum, and the 'Digital Literacy' of CCSS (CommonCore State Standards) according to the US grade level presented by Hutchison & Colwell (2015)‘Functional teaching and learning cases’, Australia's language curriculum digital literacy educationcontent element analysis, core values of Korean language classes and research on the Korean languageclass process review, and implications related to the 'class design' from previous domestic and foreignstudies related to digital literacy education field. Results: As a result, it was possible to present the basic direction for designing Korean languageclasses that digital literacy education should pursue under the principles of class design from amacroscopic and microscopic perspective for digital literacy education in elementary Korean classesand the core values of Korean classes. Conclusion: The main principles to be considered when designing and operating classes in whichlearners can actively respond to the new establishment of the ‘media’ area and the changes in themedia environment of digital transformation are discussed.

An Analysis of Chinese High School English-Based Curriculum and Core Competency Development

<p>With the deepening of the concept of "core competency", the teaching of English in Chinese high schools has gradually shifted from focusing on students' achievement to focusing on students' competency. The school-based curriculum, as an important supplement to high school teaching, plays a key role in improving the English core competency of high school students. Based on this, this paper firstly analyzes the background of Chinese high school English teaching under core competency and the significance of developing a school-based curriculum for high school English; secondly, effective development strategies will be proposed based on the basic ideas of high school English school-based curriculum design. It is hoped that the analysis in this paper will provide a reference for promoting the development and practice of a school-based curriculum for high school English in China.</p>

An Observation Study on the Experience of University Students in Project Learning

Social expectations for the development of sustainable core competencies of learners require innovative changes in teaching and learning methods in university education. Project learning enables proactive and cooperative learning so that meaningful learning can take place in preparation for real situations in which learners face unpredictable situations and those involving complex problems. This study focuses on these team project classes, analyzes the contextual behavioral aspects of actual learners during the learning process of team project classes conducted in universities, and examines their characteristics. As a result, the study confirmed that the process of discussion among students to define the purpose of the project activity is a learning process in itself. It is also serves as an extension of their perspective that goes beyond the scope of their experience through their interactions, rather than the application or utilization of learned knowledge. In addition, unlike the general expectation that cooperative interaction will be based on consensus, agreement, and active communication, the cooperative process of students discussing the subject and direction of the project outcome is conducted through tacit recognition of individual differences and agreement on these differences. Moreover, through actual experience, students reflected on the need to focus on the meaning that was missing due to common sense and conventional wisdom, and which goes beyond the logic of identity confined within the range of ordinary experience that was the basis of prediction. Through this, they were able to make progress in redefining the problem. Finally, the study confirmed that the instructor's feedback, which was implemented during the actual project activity process, can function as a tool and and as leverage in the process of the students' problem-solving abilities by supporting the problem-solving that occurred in real situations, unlike in general knowledge. It is expected that the results of this study will contribute to the vitalization of team project learning as basic research material to determine what kind of experiences are possible for actual learners in the team project learning process.

Clinical nurse to nurse manager: A framework for core competency development.

Nursing is notorious for heavy reliance on on-the-job training to transition a clinical nurse into a nurse manager (NM). Leadership and management training, when available, may remain unattended by novice NMs due to increasing operational demands. This article describes a framework to support initial and continued NM professional development.

Core Competence Development Strategy to Achieve Competitive Advantage (Case Study: Dawoon Tea)

Tea is a type of ready-to-drink beverage that has been attached to people's daily lives. Dawoon Tea is a small enterprise that has the opportunity to have a sustainable competitive advantage. This research aimed to formulate the right core competence development strategy for Dawoon Tea in order to achieve a competitive advantage. The data sources were primary data and secondary data. Primary data such as results of observation and interviews with internal management and also customers help to identify internal discussion, while interviews with other business experts help to identify external discussion. The secondary data used are literature studies such as journals, textbooks, economic and social data. This study used a resource-based view method with VRIO assessment to identify potential resources and competencies that can be developed as internal aspects. In addition, Porter's Five forces method is also used to provide an overview of the threats faced by Dawoon Tea in the industry as external aspects. The results of analysis shows that Dawoon Tea has competencies in production activities and business partner management. In the future, to pursue the target vision and respond to market needs, Dawoon Tea can develop competencies in creating alternative products that are more durable, build reliable investment financial partnership competencies, and also create digital marketing competence. The development of these competencies is expected to encourage Dawoon Tea to achieve its competitive advantage. Keywords: competitive advantage, core competence, resource-based view, VRIO, tea

New Thinking of Curriculum Design for Study-Based Travel Based on the Novel “PBL+” Model

Study-based travel is an emerging comprehensive practice for cultivating students' core literacy curriculum. However, there are many problems and phenomena in the implementation process. In the face of real-world situational issues outside of the classroom, effective teaching models to use for cultivating students' Geographic Core Literacy (GCL) are currently a study-based travel hotspot. This study integrates the problem-based learning (PBL) teaching method, integrates the theoretical concepts of structuralism and pragmatics, and combines the GCL and geography textbooks to propose a new thinking framework for the "PBL+" model. Based on this, curriculum design is introduced, with high school students as the study-based object, and a design case is proposed based on the unique local resources of Heyuan City. The main focus is to combine theoretical knowledge from books with practice and integrate local resources into the classroom. It is not only following the main line of cultivating students' GCL and promoting the construction and development of core competencies but also providing references for optimizing the curriculum of research bases and schools.

A Study on Strategies for Cultivating Core Competencies in English Reading Teaching in Senior High School

English core competencies are the centralized embodiment of the value of discipline education, and they are the correct values, necessary character and key abilities that students gradually form through discipline learning. The development of core competencies not only promotes students to become well-rounded people, but also lays the foundation for their lifelong development. As the focus of English teaching, reading is the main channel to develop students' English core competencies. Teachers should explore and use various strategies to put the concept of core competencies of English subject into practice in the process of teaching English. In this thesis, the author will explore how to develop students' core competencies in senior high school English reading teaching by using situational teaching, adopting emotional experience, guiding multi-dimensional interaction, and focusing on strategy guidance in order to improve students' language competence, cultivate their cultural awareness, enhance their thinking quality, and develop their learning ability, so as to improve teachers' teaching efficiency and students' learning effectiveness.

Integrating remote international experience and community engagement into course-based animal behavior research.

Human-centered, active-learning approaches can help students develop core competencies in biology and other STEM fields, including the ability to conduct research, use quantitative reasoning, communicate across disciplinary boundaries, and connect science education to pressing social and environmental challenges. Promising approaches for incorporating active learning into biology courses include the use of course-based research, community engagement, and international experiences. Disruption to higher education due to the COVID-19 pandemic made each of these approaches more challenging or impossible to execute. Here, we describe a scalable course-based undergraduate research experience (CURE) for an animal behavior course that integrates research and community engagement in a remote international experience. Students in courses at two U.S. universities worked with community partners to analyze the behavior of African goats grazing near informal settlements in Western Cape, South Africa. Partners established a relationship with goat herders, and then created 2-min videos of individual goats that differed in criteria (goat sex and time of day) specified by students. Students worked in small groups to choose dependent variables, and then compared goat behavior across criteria using a factorial design. In postcourse surveys, students from both universities indicated overall enthusiasm for the experience. In general, students indicated that the laboratory provided them with "somewhat more" of a research-based experience compared with biology laboratories they had taken of similar length, and "somewhat more" to "much more" of a community-engagement and international experience. Educational benefits were complemented by the fact that international educational partners facing economic hardship due to the pandemic received payment for services. Future iterations of the CURE can focus on goat behavior differences across ecological conditions to help herders increase production in the face of continued environmental and social challenges. More generally, applying the structure of this CURE could facilitate mutually beneficial collaborations with residents of under-resourced areas around the world.

대학생의 수업 외 활동 참여가 핵심역량에 미치는 영향

This study aimed to examine the effect of undergraduate students’ participation in out-of-class activities on the development of core competencies. Multiple regression analysis was performed on 1,827 undergraduate students from the 7th and 8th waves of the Korean Education Longitudinal Survey 2005 of the Korean Educational Development Institute. Samples were divided into two groups according to whether they were first-generation college students and group analysis was performed. This study found that student-faculty interactions had a significant effect on the development of core competencies of students. Second, the effect of student-faculty interactions on communicative competency and self-management competency was significant only in the first-generation college students. Based on the findings, institutional policy implications for enhancing core competencies of undergraduate students in general, first-generation college students in particular were discussed.

Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective

Technological developments have made digital literacy one of the survival skills in the 21st century, which is linked to development of teacher core competencies, and digital literacy. This study aims to evaluate the level of digital literacy among teachers in the classroom. This descriptive qualitative case study involved 6 teachers at elementary school in Surakarta as the subjects which were chosen through purposive sampling by using digital literacy framework based on the Instant Digital Competence Assessment (IDCA) perspective. It classifies digital literacy into three dimensions, namely technology, cognitive, and ethics. The results showed that, on the technology dimension, 16.67% of the subjects were in the medium category, 50% in the low category, and 33% in the very low category. On the cognitive dimension, 33.33% of the subjects were in the moderate category, 16.67% in the low category, and 50% in the very low category. On the ethical dimension, 50% of the subjects were in the high category, 16.67% in the low category, and 33.33% in the very low category. Thus, it has been concluded that the digital literacy level of classroom teachers is in the very low to high categories.

СТРАТЕГИЯ РАЗВИТИЯ ЦИФРОВЫХ КОМПЕТЕНЦИЙ ТРАДИЦИОННОПРОМЫШЛЕННОГО РЕГИОНА

This article presents some changes in regional skills strategies as a result of The Fourth Industrial Revolution. Theories of competences management and industrial development were used. Semi-structural interviews of Sverdlovsk Entrepreneurs and Industrialists Union members was done. Core competencies development in innovations and digitalization are the strategic aims for traditional industrial regions. Skills strategies needs in development of the basic digital knowledge, the communications and cooperation, the digital content production, the information security and digital development.

Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: a mixed methods study

BackgroundWhile single-method studies have reported on the effectiveness of simulated interprofessional teaching, our understanding of its full effects remains incomplete. Teaching design also provides no relevant theoretical guidance, which reduces the scientific quality and rigor of research. The purpose of this work was to study the effects of the simulated interprofessional education (SIPE) teaching model based on the 3P theory on the course of "Clinical Critical Thinking Training" through a convergent mixed method, and to provide the basis for future teaching design.MethodsA convergent mixed-method design was used, which consisted of a survey and a semi-structured interview. Data collection took place from September 2021 to July 2022. A cluster sampling method was used to select 60 full-time nursing students from a school in China, and randomly divide them into a control group of 36 and an experimental group of 24. According to the principle of voluntary participation, 6 students majoring in clinical medicine and 6 students majoring in pharmacy were recruited to join the experimental group to form an interprofessional team. The students studied “Clinical Critical Thinking Training” together, in which the control group used traditional simulation teaching and the experimental group used SIPE. The CCTDI (California Critical Thinking Disposition Inventory) and AITCS-II Student (Assessment of Interprofessional Team Collaboration in Student Learning Scale) were used for quantitative evaluation before and after the course, and descriptive statistics and Mann–Whitney U test were used to compare the critical thinking and interprofessional collaboration skills of the two groups of students. Semi-structured interviews were used for qualitative evaluation. Thematic analysis was used to understand student development on the basis of inter-professional core competencies and learning experience.ResultsThe students’ interprofessional cooperation abilities and critical thinking scores improved compared with the beginning of the course, but the scores of the experimental group were significantly higher than the control group (p < 0.05). Three themes emerged regarding simulated interprofessional teaching: clarifying team positioning, improving team efficiency, and optimizing the learning experience.ConclusionSIPE can build students' critical thinking, teamwork, and interprofessional core competencies, which makes it a useful teaching design.

A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs.

Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions' faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master's, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master's, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.

Growing capable kids: Exploring the nexus between the Australian Curriculum’s general capabilities, global competencies, and one school garden program

Many countries include core competencies in their educational curricula. The purpose of competencies is to ensure a holistic education that equips students with skills to flourish in the twenty-first century. Across the literature on this topic, however, there are limited studies that investigate how primary schools embed competencies into their learning programs. A qualitative case study of one Australian primary school with an established environmentally friendly garden program revealed how gardening as part of the school program provided opportunities for the development of core competencies, in particular the general capabilities of the Australian Curriculum.