Competency Model Research Articles

Evaluating geospatial education provision: a case study of Aotearoa New Zealand

ABSTRACT Geospatial technology is still a growth area and knowledge of these technologies remains essential for a skilled workforce. In higher education, geospatial curriculum design is predominantly determined by educators and is influenced by what educators believe should be taught. Knowledge of national or regional provision can support a richer understanding of expected provision and areas of over or under-provision to better support the needs of varied geospatial roles and identify possible programme specialisations. In this paper, we describe an approach for evaluating Aotearoa New Zealand’s provision of geospatial education in the tertiary education sector. First, we examine and compare current course offerings in New Zealand’s tertiary sector against selected institutions in five countries using the GIS&T Body of Knowledge and Geospatial Technology Competency Model as a framework for comparison. Second, we evaluate the results of a focus-group workshop of geospatial education providers and geospatial industry stakeholders about perceived needs in geospatial education in New Zealand. We find this approach works well to support a better understanding of what is provided for both educators and industry. By including industry geospatial professionals in identifying perceived gaps, educators’ knowledge of industry needs will grow as well as industry’s understanding of current provision.

Personalized Prediction of Long-Term Renal Function Prognosis Following Nephrectomy Using Interpretable Machine Learning Algorithms: Case-Control Study.

Acute kidney injury (AKI) is a common adverse outcome following nephrectomy. The progression from AKI to acute kidney disease (AKD) and subsequently to chronic kidney disease (CKD) remains a concern; yet, the predictive mechanisms for these transitions are not fully understood. Interpretable machine learning (ML) models offer insights into how clinical features influence long-term renal function outcomes after nephrectomy, providing a more precise framework for identifying patients at risk and supporting improved clinical decision-making processes. This study aimed to (1) evaluate postnephrectomy rates of AKI, AKD, and CKD, analyzing long-term renal outcomes along different trajectories; (2) interpret AKD and CKD models using Shapley Additive Explanations values and Local Interpretable Model-Agnostic Explanations algorithm; and (3) develop a web-based tool for estimating AKD or CKD risk after nephrectomy. We conducted a retrospective cohort study involving patients who underwent nephrectomy between July 2012 and June 2019. Patient data were randomly split into training, validation, and test sets, maintaining a ratio of 76.5:8.5:15. Eight ML algorithms were used to construct predictive models for postoperative AKD and CKD. The performance of the best-performing models was assessed using various metrics. We used various Shapley Additive Explanations plots and Local Interpretable Model-Agnostic Explanations bar plots to interpret the model and generated directed acyclic graphs to explore the potential causal relationships between features. Additionally, we developed a web-based prediction tool using the top 10 features for AKD prediction and the top 5 features for CKD prediction. The study cohort comprised 1559 patients. Incidence rates for AKI, AKD, and CKD were 21.7% (n=330), 15.3% (n=238), and 10.6% (n=165), respectively. Among the evaluated ML models, the Light Gradient-Boosting Machine (LightGBM) model demonstrated superior performance, with an area under the receiver operating characteristic curve of 0.97 for AKD prediction and 0.96 for CKD prediction. Performance metrics and plots highlighted the model's competence in discrimination, calibration, and clinical applicability. Operative duration, hemoglobin, blood loss, urine protein, and hematocrit were identified as the top 5 features associated with predicted AKD. Baseline estimated glomerular filtration rate, pathology, trajectories of renal function, age, and total bilirubin were the top 5 features associated with predicted CKD. Additionally, we developed a web application using the LightGBM model to estimate AKD and CKD risks. An interpretable ML model effectively elucidated its decision-making process in identifying patients at risk of AKD and CKD following nephrectomy by enumerating critical features. The web-based calculator, found on the LightGBM model, can assist in formulating more personalized and evidence-based clinical strategies.

Predicting extended hospital stay following revision total hip arthroplasty: a machine learning model analysis based on the ACS-NSQIP database.

Prolonged length of stay (LOS) following revision total hip arthroplasty (THA) can lead to increased healthcare costs, higher rates of readmission, and lower patient satisfaction. In this study, we investigated the predictive power of machine learning (ML) models for prolonged LOS after revision THA using patient data from a national-scale patient repository. We identified 11,737 revision THA cases from the American College of Surgeons National Surgical Quality Improvement Program database from 2013 to 2020. Prolonged LOS was defined as exceeding the 75th value of all LOSs in the study cohort. We developed four ML models: artificial neural network (ANN), random forest, histogram-based gradient boosting, and k-nearest neighbor, to predict prolonged LOS after revision THA. Each model's performance was assessed during training and testing sessions in terms of discrimination, calibration, and clinical utility. The ANN model was the most accurate with an AUC of 0.82, calibration slope of 0.90, calibration intercept of 0.02, and Brier score of 0.140 during testing, indicating the model's competency in distinguishing patients subject to prolonged LOS with minimal prediction error. All models showed clinical utility by producing net benefits in the decision curve analyses. The most significant predictors of prolonged LOS were preoperative blood tests (hematocrit, platelet count, and leukocyte count), preoperative transfusion, operation time, indications for revision THA (infection), and age. Our study demonstrated that the ML model accurately predicted prolonged LOS after revision THA. The results highlighted the importance of the indications for revision surgery in determining the risk of prolonged LOS. With the model's aid, clinicians can stratify individual patients based on key factors, improve care coordination and discharge planning for those at risk of prolonged LOS, and increase cost efficiency.

Competences for socio-ecological stewardship: a qualitative assessment of the transformative potential of farmers’ learning processes in Eastern Uganda

ABSTRACT Purpose: This paper identifies socio-ecological stewardship competences that smallholder farmers in the Manafwa watershed in Eastern Uganda, developed by participating in a project founded on the Participatory Integrated Planning approach. Methodology: A case study approach was applied. Data were collected by interviewing smallholder farmers and PIP trainers; observing farm practices and PIP training sessions; and conducting focus group discussions. Data were analysed thematically, inspired by the environmental competence model of Roczen, to identify socio-ecological stewardship competences. Findings: The study identified socio-ecological stewardship competences comprising different sustainability-related dimensions including: ‘environmental knowledge’ as environmental systems, action-related, effectiveness, social, and ethical knowledge; ‘connection with nature’ as establishing an identity with nature, appreciating the value of nature, social, and ethical attitudes; and ‘ecological behaviour’ as conservation and restoration, social, and ethical actions. Practical implications: Competence dimensions are interconnected thus requiring learning environments that develop them simultaneously. Additionally, social and ethical competences are relevant for supporting stewardship action. Theoretical implications: This study expands Roczen’s environmental competence model by including social, ethical, and conservation and restoration action competences. Originality/value: This study is the first to identify socio-ecological stewardship competences and the learning processes that can foster these competences.

Analysis of Needs Against the Development of a Humanistic Teaching-Based Competency Model among Middle School Teachers

Analysis of Needs Against the Development of a Humanistic Teaching-Based Competency Model among Middle School Teachers

Competency Model: Professional Development of Leisure Scuba Diving Instructors in China

Scuba diving specialization is a multidimensional index consisting of behavioral, cognitive, and affective domains. Based on the literature, the recreational scuba divers’ specialization was an interesting research topic to understand further the competency of leisure scuba diving instructors and prepare for their professional development. Leisure diving instructors need to carry out important duties such as teaching, underwater tour guides, safety protection, and equipment installation. The limitations of recreational scuba divers in China impact their specialization and competency as instructors. The study examined the qualities of an excellent leisure scuba diving instructor and the necessary professional enhancement they needed to become excellent leisure scuba diving instructors. Through qualitative methods, it revealed that leisure scuba diving instructors in China were 31 years old and older and possessed positive competencies in terms of their diving professional knowledge, skills, and attitude. However, they were average or unexceptional in their career opportunities, training, and mentorship and scored low in underwater photography, post-conference with students, and self-evaluations which were integrated into the professional development program as the output of the study.

Abstract C052: Repurposing Statins to Target Gemcitabine Resistance in Pancreatic Cancer

Abstract Pancreatic ductal adenocarcinoma (PDA) is a lethal malignancy with a devastating prognosis. Gemcitabine, a pyrimidine anti-metabolite, is a cornerstone in PDA therapy, but resistance remains a major hurdle in clinical care. Metabolic reprogramming is an important driver of chemoresistance. Accordingly, targeting these altered metabolic pathways can improve response to treatment. To investigate metabolic vulnerabilities, we generated models of acquired PDA gemcitabine resistance. Screening common metabolic inhibitors we observed that gemcitabine-resistant cells were exquisitely susceptible to statins, inhibitors of the 3-hydroxy-3-methylglutaryl coenzyme A (HMG-CoA) reductase. This is due to a downregulation of the mevalonate biosynthesis pathway in gemcitabine-resistant cells. Importantly, the statin sensitivity correlates with the extent of the gemcitabine resistance, suggesting this metabolic vulnerability is gradually gained during acquisition of resistance. Rescue experiments showed that statins induce apoptosis by reduced protein geranylation of small GTPases. Finally, we find that pitavastatin inhibits growth of gemcitabine resistant tumors in immune competent models. Collectively, these data suggest that targeting the HMG-CoA reductase is a metabolic vulnerability that is gained in PDA cells upon the acquisition of gemcitabine resistance. The treatment combination of gemcitabine and pitavastatin, two widely used compounds in patients, has potential to translate into an immediate clinical benefit and improve survival in this deadly disease. Citation Format: Sabrina Calderon, Alica K. Beutel, Ethan Nghiem, Rima Singh, Natalie Yousefian, Cecily Anaraki, Kevin Gulay, Dennis Juarez, Alexander Kleger, Thomas Seufferlein, Alexander Muir, Cholsoon Jang, Herve Tiriac, David Fruman, Christopher Halbrook. Repurposing Statins to Target Gemcitabine Resistance in Pancreatic Cancer [abstract]. In: Proceedings of the AACR Special Conference in Cancer Research: Advances in Pancreatic Cancer Research; 2024 Sep 15-18; Boston, MA. Philadelphia (PA): AACR; Cancer Res 2024;84(17 Suppl_2):Abstract nr C052.

Модель компетенций, в том числе цифровых, специалистов сопровождения образовательных проектов (тьюторов) в системе дополнительного профессионального образования на примере АНО ВО «Университет Иннополис»

The study aims to design, develop, and test a Competency model, including digital competencies, for educational project support specialists (tutors) in the system of additional professional education. The paper examines the organization of tutoring support in the context of additional professional education. The study identifies the stages of tutoring support, determines the specifics of the work of tutors in an additional professional education organization, and highlights the clusters and spheres of competencies for tutors. The scientific novelty lies in the fact that the developed Competency model for the first time includes Digital Competencies and Self Competencies, alongside Hard and Soft Competencies. As a result of the study, the specifics, features, and possibilities of tutoring in additional professional education in the context of digital transformation of education are identified, clusters and spheres of competencies for tutors are highlighted, and the levels of competence mastery are determined. The conducted analysis of tutoring activities allowed for the development of the Competency model, including digital competencies, for educational project support specialists (tutors) in the additional professional education system.

Oncolytic adenovirus MEM-288 encoding membrane-stable CD40L and IFNβ induces an anti-tumor immune response in high grade serous ovarian cancer

Single agent immune checkpoint inhibitors have been ineffective for patients with advanced stage and recurrent high grade serous ovarian cancer (HGSOC). Using pre-clinical models of HGSOC, we evaluated the anti-tumor and immune stimulatory effects of an oncolytic adenovirus, MEM-288. This conditionally replicative virus encodes a modified membrane stable CD40L and IFNβ. We demonstrated this virus successfully infects HGSOC cell lines and primary human ascites samples in vitro. We evaluated the anti-tumor and immunostimulatory activity in vivo in immune competent mouse models. Intraperitoneal delivery of MEM-288 decreased ascites and solid tumor burden compared to controls, and treatment generated a systemic anti-tumor immune response. The tumor microenvironment had a higher proportion of anti-tumor macrophages and decreased markers of angiogenesis. MEM-288 is a promising immunotherapy agent in HGSOC, with further pre-clinical studies required to understand the mechanism of action in the peritoneal microenvironment and clinical activity in combination with other therapies.

Development of Emotional Intelligence of Medical Workers in a Playful Form. Board Game "Understand Me if You Can"

In recent years, studies by Russian authors have noted the need to develop and implement special training tools that promote the development of emotional competencies in healthcare workers, including the use of training, gaming and simulation technologies. The developed Board Game allows for the formation and development of the competence of "Relationship Management and Communication with Stakeholders" in participants in accordance with the competency model of healthcare management personnel (Naigovzina N.B., et al., 2022).

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre- service teachers possessed high levels of teacherpreneur competency, with Personality Competency scoring the highest and Social Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.

Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence

AbstractArtificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.

Enhancing Human Resources Competency in a Defense University: Strategies and Best Practices

This systematic literature review examines strategies and best practices for enhancing human resources (HR) competencies within defense university environments, focusing on studies published between 2010 and 2023. Recognizing the distinct challenges faced by military educational institutions, the review identifies key themes and methodologies that contribute to effective HR development, including competency alignment with military culture, the integration of advanced training technologies, and leadership development frameworks. A total of 43 articles were analyzed from reputable databases, including Google Scholar, PubMed, Scopus, and Web of Science, with a particular emphasis on research addressing competency frameworks, leadership training programs, and performance evaluation in military contexts. The findings underscore the importance of tailored competency models that adhere to military standards, the adoption of cutting-edge training technologies, and the promotion of continuous professional development. Furthermore, the review highlights successful case studies that demonstrate significant improvements in HR competencies within defense universities. These insights provide a valuable guide for institutions seeking to enhance their HR capabilities. The study concludes by offering recommendations for future research, particularly in exploring innovative competency models, the advancement of training technologies, and leadership development strategies that meet the evolving needs of military organizations.

Enhancing cross-cultural communication for Chinese tourists in non-native English-speaking destinations: a study of sociolinguistic competence and politeness challenges

Abstract The current study explores the sociolinguistic challenges experienced by Chinese tourists. The purposive sampling approach was applied for data collection to comprehend the respondents’ communication hurdles. Online and offline questionnaires were also distributed to accommodate senior travellers. A total of 964 valid responses were gathered, which reflected the increasing trend of outbound tourism among Chinese nationals. The present study employed sociolinguistic competence as a mediating variable (specifically, its interplay with intercultural communication anxiety and politeness) within the Communicative Competence Model (CCM) framework. Several strategies that consider the nuanced aspects of language and culture are also proposed. The findings can potentially enhance service standards in the tourism sector by improving Chinese visitors’ intercultural communication experiences in various international destinations.

Diving into Diversity: Integrating Intercultural Competence into a PETE Curriculum

This article explores the integration of intercultural competence into one physical education teacher education (PETE) curriculum to address the increasing number of culturally and linguistically diverse children in physical education. Highlighting a potential lack of PETE student preparation, the article recommends adopting a framework based on Deardorff’s process model of intercultural competence. The proposed approach spans four methods courses, aiming to embed culturally relevant pedagogy. Emphasizing the importance of fostering culturally responsive and inclusive physical educators, the framework underscores the need for teacher education programs to enhance intercultural competence, thereby improving the quality and impact of PETE programs.

A Model for Enhancing Leadership Competencies for Students in Communication Engineering Majors at Universities in Xiamen City, Fujian Province, China

Background and Aims: The subject of leadership competencies is well-documented in the broader educational literature. Numerous studies underscore the importance of leadership competencies for university graduates, elucidating the significant impact these competencies have on career progression, personal growth, and the ability to contribute effectively to the organizational and societal context. This research aims to explore this underrepresented territory. This research endeavors to develop a comprehensive and robust model designed explicitly for building student leadership competencies in communication engineering. Methodology: In the evolving landscape of higher education, leadership competencies are increasingly recognized as vital for the professional success of graduates. This study sought to develop and validate a model specifically designed to enhance the leadership competencies of communication engineering students in universities located in Xiamen City, Fujian Province, China. Methodology: Employing a mixed-methods approach, the study encompassed a survey of 2003 students across five universities, with a substantial response rate yielding 831 questionnaires. The instruments used for data collection were a structured questionnaire and a Model Validation form. Data were analyzed using descriptive statistical methods, such as mean, frequency, percentage, and the PNIModified analytical tool. Results: Results indicated a moderate Mean PNIModified value of 0.363 across the leadership competencies evaluated. Competencies requiring immediate attention due to their higher-than-average PNIModified values included adaptability (0.541), conflict resolution (0.478), self-awareness and emotional intelligence (0.442), and communication (0.367). These areas were identified as the primary weaknesses in the student body’s leadership profiles. In contrast, competencies such as teamwork and collaboration (0.116), social responsibility (0.293), and commitment (0.307) were recognized as strengths, with PNIModified values below the mean. The study considered many factors impacting leadership development, including the learning environment, experiential and practical opportunities, self-reflective practices, educational support, and the cultivation of teamwork and interpersonal skills. The research also considered elements influencing leadership competencies, such as engagement in activities, pedagogical methods, learning settings, critical thinking exercises, professional mentorship, and assessment strategies. Following expert consultation and iterative refinement, the study proposes a model comprising four extracurricular initiatives to bolster the underdeveloped leadership competencies. This model aspires to serve as a strategic blueprint for nurturing leadership capacities within the communication engineering student demographic in Xiamen City, thereby equipping them with the skills essential for their future roles in the workforce. Conclusion: The study reveals a varied profile of leadership skills among Xiamen City communication engineering students, emphasizing the need to address immediate deficiencies in communication, self-awareness, conflict resolution, and adaptability. It seeks to improve these competencies by putting forth a customized model, guaranteeing that students are prepared for jobs in the workforce in the future.

Students encouraging other students' learning: Leadership shared metacognition in practice.

This article discusses the conceptual bridges between the leadership learning framework; specifically, its emphasis on metacognition and social justice advocacy, and explores how leadership education might be revamped. The focus of the article is practicing socially shared metacognition using the American Counseling Association's (ACA) advocacy competencies model. The purpose of the ACA advocacy model is to offer comprehensive advocacy-at individual, group, and community dimensions-with interventions aimed at systematic change. The model stresses creating alliances and working with the community. The article concludes with the practical implications of applying metacognition in leadership education and additional resources. A case example (Kai) is used throughout this article.

Construction of a competency evaluation model for Clinical Research Coordinators in China: a study based on the Delphi method and questionnaire survey

PurposeAs the number of clinical trials in China continues to grow, the assessment of competency of Clinical Research Coordinators (CRCs), who play a crucial role in clinical trials, has become...

Building Communicative Competencies for Future Leaders: An Analysis of Public Administration Curricula in Kazakhstan

This study aims to identify issues related to developing communicative competencies among public servants by examining the educational programs, catalogs of academic disciplines, and competency models of graduate programs in Public and Local Administration at universities in Kazakhstan. We analyzed publicly available information from higher education institutions' web pages on training programs, course descriptions, and key competencies in relevant fields. It was revealed that universities in Kazakhstan provide limited information about their programs, thus we referred to comprehensive data from unified higher ed platform from Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis indicates that program administrators often neglect communicative competencies while building curricula. In most cases, they are subject to specific courses such as Governance Psychology and Human Resources, with the content varying considerably from one university to another. The Academy of Public Administration under the President of Kazakhstan is the only institution offering robust courses dedicated to this area. The expected outcomes include skills in public speaking, interaction with the public and media, business correspondence, conflict resolution, and knowledge of organizational culture and ethical behavior. Considering the importance and growing attention to the effect of the communication skills of civil servants for public satisfaction, this study concludes that Kazakh universities should ensure the inclusion of communication competencies into Public Administration programs. Such additions could enhance the preparation of prospective public servants, aiding them in their professional roles and during employment selection processes.

Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand: An Approach Utilizing Confirmatory Factor Analysis.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ2 = 30.902, df = 21, p-value = 0.0753, χ2/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker-Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.