A Delphi Study of Effective Practices for Developing Competency-Based Learning Models in Higher Education

Autor/in	McIntyre-Hite, Lisa
Titel	A Delphi Study of Effective Practices for Developing Competency-Based Learning Models in Higher Education
Quelle	(2016), (144 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-2767-7
Schlagwörter	Hochschulschrift; Dissertation; Competency Based Education; Higher Education; Delphi Technique; Educational Practices; Models; Qualitative Research; Andragogy; Constructivism (Learning); Interviews; Specialists + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Delphi-Methode; Bildungspraxis; Analogiemodell; Qualitative Forschung; Andragogics; Andragogik; Interviewing; Interviewtechnik
Abstract	Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert opinions about effective practices for developing competencies, assessments, and learning resources in competency-based programs in higher education. The conceptual framework was based on principles of andragogy, critical subjectivity, and social constructivism. Ten long-term specialists in developing competency-based programs in higher education served as participants. Data from 3 rounds of interviews were coded and categorized using Delphi methodology. Eighteen principles for effective practices were agreed upon for developing competencies, 15 principles for effective practice were agreed upon for developing assessments, and 16 principles for effective practice were agreed upon for identifying and leveraging learning resources. Areas of disagreement related to competencies, assessments, and learning resources were identified, with evidence that the variation in rankings presented by participants was due to the unique contexts of different higher education programs. The research from this study contributes to positive social change by providing an emerging list of effective practices useful in developing programs that help students graduate sooner with both a degree and skill set relevant to employers and to their future personal satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01