Thematische Bibliographien / Core competencies

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Auswahl der wissenschaftlichen Literatur zum Thema „Core competencies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Core competencies"

Moore, Margaret E., und Julia Shaw-Kokot. „Core Competencies“. Medical Reference Services Quarterly 19, Nr. 4 (Dezember 2000): 99–103. http://dx.doi.org/10.1300/j115v19n04_09.

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Stafford, Cecilia D., und William M. Serban. „Core Competencies:“. Journal of Library Administration 13, Nr. 1-2 (07.11.1990): 81–97. http://dx.doi.org/10.1300/j111v13n01_07.

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Rajagopal, K. „Retain core competencies“. Manufacturing Engineer 82, Nr. 2 (01.04.2003): 28–30. http://dx.doi.org/10.1049/me:20030211.

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Kwon, Jungson. „Analysis of the University’s Core Competency Awareness Through IPA Techniques“. Korean Society of Culture and Convergence 44, Nr. 7 (31.07.2022): 155–69. http://dx.doi.org/10.33645/cnc.2022.7.44.7.155.

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The purpose of this study was to investigate and analyze members’ perceptions of the university’s core competencies in order to improve and supplement the core competencies of K University. To this end, a survey was conducted for the members of K University on the degree of conformity and achievement of the university’'s talent awards, the importance and achievement of core competencies and sub-competencies. Corresponding sample t-test was used to analyze the difference in the degree of conformity and achievement of university talents, and IPA analysis was performed using the average values for the importance and achievement of core competencies and sub-competences. As a result of IPA analysis, competencies requiring intensive improvement were not found in all groups, and global competency was selected as competency requiring gradual improvement. Practical competency and communication competency were found as competencies corresponding to the maintenance area, and empathy competency was found as an area that was over-invested. Based on these results, K university needs to develop an effective improvement plan by decentralizing empathyoriented support and investment into global capabilities.

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Conley, Chris. „Leveraging Design's Core Competencies“. Design Management Review 15, Nr. 3 (10.06.2010): 45–51. http://dx.doi.org/10.1111/j.1948-7169.2004.tb00171.x.

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Gittinger, John W. „Core Competencies in Ophthalmology“. Survey of Ophthalmology 54, Nr. 3 (Mai 2009): 319. http://dx.doi.org/10.1016/j.survophthal.2009.02.018.

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Hinshaw, Molly A., und Erik J. Stratman. „Core competencies in dermatopathology“. Journal of Cutaneous Pathology 33, Nr. 2 (Februar 2006): 160–65. http://dx.doi.org/10.1111/j.0303-6987.2006.00442.x.

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Lumb, Philip D. „Core Competencies and Transition“. Journal of Critical Care 36 (Dezember 2016): viii. http://dx.doi.org/10.1016/s0883-9441(16)30650-5.

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Jackson, Christina. „The AHNCC Core Competencies“. Holistic Nursing Practice 29, Nr. 2 (2015): 117–18. http://dx.doi.org/10.1097/hnp.0000000000000079.

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Smith, Susan. „Orthopaedic Nursing Core Competencies“. Orthopaedic Nursing 18, Nr. 5 (September 1999): 97???100. http://dx.doi.org/10.1097/00006416-199909000-00012.

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Dissertationen zum Thema "Core competencies"

Essmail, Essmail Ali. „Evaluating relationships between organisational core competencies and individuals' competencies“. Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19629/.

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Determining core competence has been increasingly considered as a vital strategic approach towards a sustainable competitive advantage by researchers and decisionmakers. Although its importance is widely recognised, the identification process appears complex. Therefore, sound theoretical systematic identification processes are still sought. In addition, the underlying components of core competence such as individuals' competencies have implications and need to be investigated. The contribution made by individuals' competencies in the content and form of organisational core competences is critical. In response, this research aims to examine the potential link between core competences and individuals' competencies. To meet this goal, this thesis complements and extends a previous work (Hafeez et al, 2002a-c) which introduced a structured framework to identify core competence. In particular, it intends to develop the Hafeez et al (2002a) core competence identification framework at the individuals' level. In addition, the CIPD (2004) competency headings framework comprising seven competencies is used. Therefore, an integrated structured framework to link the relevant individuals' competences with the identified core competences is developed. The context of this study is the utility, construction, oil services, and manufacturing industries. A combined methodology of structured questionnaire-based interviews and a postal survey involving fifteen organisations is performed. Data is at times subjectively collected and analysed. However, the AHP technique with its related software (EXPERT CHOICE) is used through all the stages of the proposed framework to eliminate subjective inconsistencies and enable this author to obtain solid results and conclusions. The study recognised that the composition of core competences for the majority of surveyed organisations leans towards the human contribution. In addition, individuals' competencies influence and contribute towards the core competences. This confirms a strong relationship between individuals' competencies and core competences. However, the relative importance of the examined individuals' competencies against the identified core competences was rather different. On average, the prevalence of Team orientation followed by People management competencies was relatively the highest. The research concluded that the nature of the industry and the organisation's context has an impact on the portfolio of individuals' competencies to be linked with core competences. This research has made four main contributions to knowledge. First, the Hafeez et al. (2002a-c) framework is re-tested within other industries, namely, utility, construction, oil services, and manufacturing. Second, the framework is developed at the individuals' competencies level. Third, the composition of identified core competences in terms of human, organisational, and technological contributions is evaluated. Fourth, the relevant portfolio of related individuals' competencies to be linked with core competences is determined. The outcomes of this research may help organisations to make key strategic decisions such as how to invest to develop particular organisational core competences and individuals' competencies.

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Bryan, Michael Jerome O'Sullivan Rita G. „Prioritizing core competencies for food systems leadership“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1745.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of education in the School of Education." Discipline: Education; Department/School: Education.

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Richards, Janise Elaine. „Public health informatics : a consensus on core competencies /“. Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Miller, Michael A. „21st century roles and missions : identifying Air Force core competencies and core capabilities /“. Maxwell AFB, Ala. : School of Advanced Air and Space Studies, 2008. https://www.afresearch.org/skins/rims/display.aspx?moduleid=be0e99f3-fc56-4ccb-8dfe-670c0822a153&mode=user&action=downloadpaper&objectid=4424120d-705b-40e2-a107-0aead299c5d9&rs=PublishedSearch.

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Korynta, Darryl P. „Information technology core competencies of a Marine Corps Regiment“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA365486.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, June 1999.
"June 1999". Thesis advisor(s): Barry Frew, Erik Jansen. Includes bibliographical references (p. 177-179). Also available online.

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Lene, Christina L., und Dawn M. Poppler. „Army contracting workforce development building core competencies and skills“. Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43945.

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Approved for public release; distribution is unlimited
Operational contracting support provided by the Army Mission and Installation Contracting Command to the warfighter includes everything from acquiring the necessary equipment, supplies, and services vital to the mission to the overall well-being of the Army Soldiers and their families. The Army faces issues and challenges throughout the acquisition process, particularly in the contracting career field. Assessing any contracting knowledge gap can be a challenge because of the sheer magnitude of the required knowledge involved in Department of Defense contract management. To capture the data needed to measure and analyze tacit knowledge and explicit knowledge, a knowledge assessment tool was used. Following the distribution of the assessment tool, an analysis of the knowledge gap was performed on multiple demographic categories. This information enables organizations to develop an on the job training task management guide that will not only train contracting personnel in all of the contracting phases but also focus in on the knowledge gaps identified within the research. Furthermore, there will be an increased visibility for supervisors and contracting officers to provide the feedback necessary through supplemental training to ensure the readiness of the contracting specialists within the 1102 career field.

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Gioioso, Joseph. „Core competencies and skills-based competition among general contractors“. Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/45731.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1992 and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1992.
Includes bibliographical references (leaf 62).
by Joseph Gioioso.
M.S.

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Anderson, Molly. „Establishing core competencies for "Stragies for Academic Success" course“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002andersonm.pdf.

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Marshall, Bennie Lee Davis. „Empirical foundations: the core competencies of registered nurse graduates“. W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618544.

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Rising health care costs, introduction of new technologies, changing societal demographics and changes in reimbursement policies and practices are some of the forces creating an urgent need for a more efficient and effective health care delivery system. With the growth of managed care and the delivery of health care increasingly in community-based settings, the roles and responsibilities of health care personnel, especially nurses are also changing.;The purpose of this descriptive study was to identify the knowledge, skills, and abilities graduates of basic nursing education programs need, upon entry to practice, to function across work settings. Nursing staff, nurse executives and nursing faculty within the Commonwealth of Virginia were surveyed. their perceptions of required competencies were compared and contrasted.;Although faculty rated Critical Thinking/Problem Solving and Psychosocial Skills significantly more important than did nursing staff and nurse executives, there was general consensus among the three groups regarding the core competencies for new graduates. When comparing acute care, long term care and community-based health care settings, there were no statistically significant differences in the core competencies identified by nurses from these settings. Five competency constructs, representing 19 competencies, were identified as essential for new graduates. Also, respondents identified six additional competencies. Further study is needed to empirically confirm the identified competencies. It is anticipated that these research findings will be used by nursing faculty for curricula design and revision. In addition, staff development educators and continuing education providers may also use the findings for design of orientation and career development programs.

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Alley, Elizabeth, Jeremy Fouss, Mary Briggs Graham, Alyssa Henry, Morgan Davis und Kerry Proctor-Williams. „Effects of Interprofessional Education Activities on Students’ Core Competencies“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1828.

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Randomly selected students in the Academic Health Sciences Divisions and Psychology Department at ETSU participated in a two-year Interprofessional Education (IPE) program. Prior research found that student’s general attitudes and perceptions of team oriented collaborative practice positively change with IPE experiences. However, there is a lack of research supporting that IPE improves students’ specific skills and competencies. The goal of ETSU’s pilot IPE program was to provide a collaborative learning environment for students from health professions to improve future health outcomes. Students participated in an IPE activity or course for each of the four Core Competencies for Interprofessional Collaborative Practice. The competencies included Roles and Responsibilities, Ethics, Communication, and Teams and Teamwork, which provide a framework for lifelong learning across all health professions’ education curricula. The purpose of the research was to determine whether participation in IPE activities and courses changed students’ specific skills and competencies within the broader four Core Competencies. It was predicted that integrating interprofessional education into post-secondary education would increase students’ knowledge and application and appreciation of interprofessional education. Data was collected through the online survey program, Survey Monkey©, before and after each course or activity. Pre- and post-surveys were administered to measure students’ judgments about their current level of knowledge, ability to implement the knowledge, and degree to which they valued the skills. Nine to twelve subcompetencies, derived from the Core Competencies, were presented in a question format addressing the proficiencies: I know..., I practice..., and I value... A total of 32 graduate students from the Colleges of Medicine, College of Nursing, College of Pharmacy, College of Public Health, College of Clinical and Rehabilitative Health Sciences, and Department of Psychology submitted 41 surveys. Dependent t-tests were used to test for change between pre- and post-test ratings. Results showed that the overall mean posttest ratings within each Core Competency were greater than the pre-test ratings at a statistically significant levels, excluding the Ethics Competency. The mean post-test ratings for each proficiency (e.g., I know, I practice, I value) were greater than the pre-test ratings at a statistically significant levels. Most students (95%) rated their initial evaluation of knowledge as accurate, meaning the students felt their pre-test ratings were representative of their prior knowledge. The findings of the current study suggest that integrating interprofessional education into post-secondary education courses, such as that provided by the ETSU IPE Pilot Project, may increase students’ knowledge, skills and appreciation for interprofessional education.

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Bücher zum Thema "Core competencies"

Chief Financial Officers Council (U.S.) und United States. Joint Financial Management Improvement Program., Hrsg. Core competencies. Washington, D.C: U.S. General Accounting Office, Joint Financial Management Improvement Program, 1999.

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Wagen, Lynn Van der. Professional hospitality: Core competencies. 2. Aufl. Frenchs Forest, N.S.W: Pearson Education Press Australia, 2003.

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Gallagher, Christopher J., Michael C. Lewis und Deborah Schwengel, Hrsg. Core Clinical Competencies in Anesthesiology. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511730092.

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Association of Research Libraries. Office of Leadership and Management Services., Hrsg. Core competencies: A SPEC kit. Washington, D.C: Association of Research Libraries Office of Leadership and Management Services, 2002.

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Gudaitė, Gražina, und Tom Kelly. Exploring Core Competencies in Jungian Psychoanalysis. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003219910.

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Verma, Subhash, Yashpal Singh Malik, Geetanjali Singh, Prasenjit Dhar und Amit Kumar Singla. Core Competencies of a Veterinary Graduate. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0433-0.

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Association of Records Managers and Administrators., Hrsg. Records and information management core competencies. Lenexa, KS: ARMA International, 2007.

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National Research Council (U.S.). Transportation Research Board. Model curriculum for highway safety core competencies. Washington, D.C: Transportation Research Board, 2010.

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Prahalad, C. K. Role of core competencies in the corporation. [S.L.]: [S.N.], 1993.

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Chief Financial Officers Council (U.S.) und United States. Joint Financial Management Improvement Program, Hrsg. Core competencies: Accountants in the federal government. Washington, D.C: Joint Financial Management Improvement Program, 1999.

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Buchteile zum Thema "Core competencies"

Guerra, Nancy G., Shelly Sadek und Catherine Chou. „Core Competencies“. In Encyclopedia of Adolescence, 555–60. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_93.

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McCoy, Shelly Sadek, Catherine P. Chou und Nancy G. Guerra. „Core Competencies“. In Encyclopedia of Adolescence, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_93-2.

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McCoy, Shelly Sadek, Catherine P. Chou und Nancy G. Guerra. „Core Competencies“. In Encyclopedia of Adolescence, 784–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_93.

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Swink, Morgan. „Core Manufacturing Competencies“. In Innovations in Competitive Manufacturing, 25–31. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-1705-4_3.

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Hardy, Kenneth V., und Toby Bobes. „Core Supervisor Competencies“. In Promoting Cultural Sensitivity in Supervision, 2–14. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225791-1.

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Zdenek, Robert O., und Dee Walsh. „Community Development Core Competencies“. In Navigating Community Development, 75–102. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-47701-9_5.

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Dobud, Will W., und Stephan Natynczuk. „Core Competencies and Professionalism“. In Solution-Focused Practice in Outdoor Therapy, 167–82. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003217558-11.

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Sperry, Len, und Jon Sperry. „Core Clinical Competencies Today“. In Core Clinical Competencies in Counseling and Psychotherapy, 5–34. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003251262-2.

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Robinson, Patricia J., und Jeffrey T. Reiter. „Behavioral Health Consultant Core Competencies“. In Behavioral Consultation and Primary Care, 71–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13954-8_5.

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Jackson, David. „Dynamic Organisations-the Core Competencies“. In Becoming Dynamic, 16–38. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230376502_2.

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Konferenzberichte zum Thema "Core competencies"

Vlieland, Thea Vliet. „SP0137 CORE COMPETENCIES“. In Annual European Congress of Rheumatology, EULAR 2019, Madrid, 12–15 June 2019. BMJ Publishing Group Ltd and European League Against Rheumatism, 2019. http://dx.doi.org/10.1136/annrheumdis-2019-eular.8616.

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Fosse, Richard A. „The Core Competencies of Resilience“. In First Congress on Technical Advancement. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784481028.012.

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Barber, K. S., und D. N. Lam. „Architecting agents using core competencies“. In the first international joint conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544741.544764.

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Goff, Richard, und Janis Terpenny. „Engineering Design Education - Core Competencies“. In 50th AIAA Aerospace Sciences Meeting including the New Horizons Forum and Aerospace Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2012. http://dx.doi.org/10.2514/6.2012-1222.

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Collins, Karen, Michelle Unger und Amanda Dainis. „How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?“ In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.

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ZhuGe, Jianping. „Organizational Core Competencies and Network Knowledge Management“. In 2009 International Conference on Innovation Management (ICIM). IEEE, 2009. http://dx.doi.org/10.1109/icim.2009.36.

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Ireland, Sarah. „P-202 Co-creating our core competencies“. In A New World – Changing the landscape in end of life care, Hospice UK National Conference, 3–5 November 2021, Liverpool. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/spcare-2021-hospice.218.

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Clerc, Jean F., und Patrick L. Mottier. „MOEMS: a new European competence center--core competencies, additional technologies, and industrial objectives“. In Optoelectronics and High-Power Lasers & Applications, herausgegeben von M. Edward Motamedi und Rolf Goering. SPIE, 1998. http://dx.doi.org/10.1117/12.302394.

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Vlasov, Mikhail. „Core Competencies Identification and Development: Evidence from Oil and Gas Exploration Company“. In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206111-ms.

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Abstract Background Key trends say that to stay as a primary energy source for the upcoming years Oil & Gas companies shall concentrate their efforts on efficiency and technologies, including digital. The situation in the Exploration sector is challenging, as there are almost no "easy" resources left to explore. One of the ways to build a further development strategy for the Oil & Gas Exploration Companies is to define and build development plans for their core internal capabilities. To boost their efficiency, companies shall concentrate their attention and efforts around their core competencies. Purpose The principal aim of this paper is to suggest the method of identifying the internal sources of competitive advantage (the core competencies of an organization) and building the plans of their development on the example of the selected Oil & Gas Exploration Company. Methodology A case study was carried out utilizing the methods synthesized by the author basing on the critical analysis of the previous conceptual and research studies, including strategic architecture, value chain analysis, POCCI model and both quantitative and qualitative methods. The identification of core competencies was based on a discussion nature of focus group activities organized in the form of strategic sessions among the top management level of the selected Company. Findings Five core competencies were identified for any Oil & Gas Exploration Company: managing personnel motivation and development, managing uncertainties, regional / basin analysis, building an integrated business-case, and geological modelling. These results were validated and proved by a crosscheck analysis, final discussions with the focus group and a round table discussion among industry experts, consultants and top managers of major oil companies. Discussions and recommendations for further development The validity of methods suggested by the author is proved, however, some points of further methodology were identified during the research. The clear understanding of internal capabilities, the core competencies development level and what is the company is capable of today and tends to be capable of in the future will become one of the most valuable parts in every strategic decision-support package. The clear picture of identified and estimated competences together with an on-going benchmarking becomes a valuable guide in systematization and managing the company's development.

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Vlasov, M. „Core Competencies of Oil&Gas Exploration Company“. In Progress’19. European Association of Geoscientists & Engineers, 2019. http://dx.doi.org/10.3997/2214-4609.201953091.

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Berichte der Organisationen zum Thema "Core competencies"

Gay, Sr, und Philip W. Leadership Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, März 2008. http://dx.doi.org/10.21236/ada480729.

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Green, Robert S. Proposed Core Competencies for Acquisition. Fort Belvoir, VA: Defense Technical Information Center, Februar 1998. http://dx.doi.org/10.21236/ada405908.

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Rudesheim, Frederick S. Discovering the Army's Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, März 2001. http://dx.doi.org/10.21236/ada393676.

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Roberto, J. B., T. D. Anderson, B. A. Berven, S. G. Hildebrand, F. C. Hartman, R. B. Honea, J. E. Jr Jones, R. M. Jr Moon, M. J. Saltmarsh und R. B. Shelton. Oak Ridge National Laboratory Core Competencies. Office of Scientific and Technical Information (OSTI), Dezember 1994. http://dx.doi.org/10.2172/10108157.

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Mullins, Jeffrey B. Defining the Core Competencies of U.S. Cavalry. Fort Belvoir, VA: Defense Technical Information Center, Mai 2004. http://dx.doi.org/10.21236/ada429354.

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Kostoff, Ronald N., J. A. del Rio, Hector D. Cortes, Charles Smith und Andrew Smith. Science and Technology Text Mining: Mexico Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, Januar 2002. http://dx.doi.org/10.21236/ada430724.

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Pirihi, Russell G. Core Competencies for the Royal New Zealand Air Force. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada398697.

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Lene, Christina L., und Dawn M. Poppler. Army Contracting Workforce Development Building Core Competencies and Skills. Fort Belvoir, VA: Defense Technical Information Center, September 2014. http://dx.doi.org/10.21236/ada620548.

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Neal, Thomas C. Defining Joint Vision 2010 in Terms of Service Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, März 1997. http://dx.doi.org/10.21236/ada387926.

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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko und Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Annotation:

Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.

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