A Competency Model for Higher Education: An Assessment Based on Placements

Autor/inn/en	Gómez, Mar; Aranda, Evangelina; Santos, Jesús
Titel	A Competency Model for Higher Education: An Assessment Based on Placements
Quelle	In: Studies in Higher Education, 42 (2017) 12, S.2195-2215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gómez, Mar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1138937
Schlagwörter	Competency Based Education; Higher Education; Teaching Methods; Competence; Social Sciences; Hypothesis Testing; Least Squares Statistics; Employment Qualifications; Job Skills; Foreign Countries; Undergraduate Students; Questionnaires; Student Surveys; Likert Scales; Spain + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Hypothesenprüfung; Hypothesentest; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Ausland; Fragebogen; Schülerbefragung; Likert-Skala; Spanien
Abstract	The European Higher Education Area, which is based on competency acquisition, has led to changes in teaching methods and student evaluations. In this new context, placements represent the best university-business connection for the development of competencies and integration of students into the employment market. Therefore, the primary objective of this study is to construct and empirically apply a model to identify and assess the generic competencies of students in their learning. The study employs a sample of 351 student reports by professional supervisors of social sciences students who held two-year placements. Before testing the hypotheses, the measuring instrument was evaluated by means of a partial least squares regression. The results identify the extent to which students acquired competencies and the primary differences between both academic years. Useful information for teachers and professionals is provided in a proposed learning and assessment tool for placements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01