Dissertations / Theses on the topic 'Competence Framework'
To see the other types of publications on this topic, follow the link: Competence Framework.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Competence Framework.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.
Full textAbstract:
The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.
2
Knight, Holly Esther. "A competence assurance framework for the dietetics profession." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40141.pdf.
Full text
3
Kohl, Uta, and n/a. "An analytical framework on regulatory competence over online activity." University of Canberra. Law, 2002. http://erl.canberra.edu.au./public/adt-AUC20050509.105817.
Full textAbstract:
This thesis examines the application of traditional jurisdictional doctrines to
online activity. It analyses not only to what extent, and why, the Internet
challenges existing principles allocating regulatory competence, but the
factors which shape, and must shape, the regulatory responses to these
challenges, in an attempt to create an analytical framework within which the
search for viable solutions can begin.
The overarching argument made in this thesis is that the keys to viable future
Internet regulation are deeply embedded in past and present regulation and
that we cannot simply look for the most efficient legal solutions, regardless of
how they fit within existing laws. This would be inconsistent with the law's
basic function to answer the need for certainty and predictability. Building
upon this fundamental premise, it is further argued, and shown, that an
understanding of the public law - private law dichotomy within the existing
jurisdictional framework, as well as its deeply entrenched status, is essential
for appreciating the severity of the jurisdictional problems caused by the
Internet and actual and likely regulatory responses to them. It is argued that
this explains why both sets of rules have consistently accommodated
transnational online activity differently, giving rise to different problems -
problems which ultimately touch upon fundamental legal notions, such as
formal justice, the rule of law or obedience to law which cannot but set further
outer parameters of the search for solutions to the jurisdictional problems
triggered by the Internet.
4
Cram, Bridgette E. "Cultural Competence in Public Administration: A Framework and Predictors of Cultural Competence for Graduating Masters Students." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3459.
Full textAbstract:
Cultural competence is a critical aspect of achieving the pillar of social equity in public administration. Cultural competence refers to awareness, knowledge, and skills that support an individual’s ability to effectively function in various cultural contexts. Obtaining this set of skills is imperative for serving an increasingly diverse citizenry and workforce. However, several gaps in the literature prevent empirical research on this topic.
Although cultural competence has become increasingly important over the past decade, there lacks a theoretical framework about what influences cultural competence and how to measure cultural competence of public administrators. The purpose of this study was twofold. First, it sought to fill the gaps in the literature through identifying a discipline specific measure of cultural competence, and a set of cultural competencies that public administrators should be able to demonstrate. Second, it was to develop both an indirect and direct measure of cultural competence to test relationships with hypothesized predictors: public service motivation, color blind racial attitudes, exposure to diversity, and Lifetime Experience with Discrimination.
To address the primary objective, the results of a Delphi survey of 19 diversity or cultural competence experts in the field were analyzed. The Delphi results served as guidance in creating the dependent variables for this study: The Public Administration Cultural Competence Scale (PACCS) and the Public Administration Cultural Competence Index (PACCI). Fourteen institutions, for a total of 267 student responses, served as the sample to test the relationships with cultural competence and the independent variables.
Results of the analyses demonstrate that the PACCI serves as a preferred assessment of cultural competence, as the PACCS was significantly influenced by social desirability bias. The results also demonstrate evidence for a negative relationship between cultural competence and color blind racial attitudes, and a positive relationship between cultural competence and Lifetime Experience with Discrimination.
Overall, the study provides evidence for the increased need of cultural competence training and integration throughout the curriculum. A commitment to cultural competence integration and assessment is necessary to ensure that future public administrators are prepared to serve an increasingly diverse public.
5
Nicholas, Robert John. "The development of an individual competence assurance framework at a major hazardous installation." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/925.
Full textAbstract:
In 2004 Alpha Hydrocarbon decided to build a new hydrocarbon processing plant at a Greenfield site within the United Kingdom (UK). Given that large quantities of hydrocarbon would be stored and processed by the plant, it was deemed a major hazardous installation, as defined by the Control of Major Accident Hazard Regulations 1999 (COMAH), as amended. One of the key requirements of this COMAH legislation is individual competence assurance. In 2006 it was noted by the Alpha Hydrocarbon senior management team that the development and implementation of the Competence Assurance Framework (ICAF), for all operations-based personnel, had not been executed for some unknown reason. It was evident that Alpha Hydrocarbon needed to embark on a process of planned organisation change, and the Researcher was recruited in the capacity of Management Consultant, in order to develop and implement an ICAF. A pragmatic research philosophy was adopted, this allowed for the use of knowledge to be utilized as a tool for action and change. In order to underpin this pragmatic philosophy I decided on an action research methodology, in order to achieve the desired change agenda within Alpha Hydrocarbon. This action research methodology is imbedded within the thesis structure. Drawing on the wider academic and practitioner literature the thesis examines the development and implementation of the ICAF. From an analysis of relevant literature a model was developed, which encompassed all aspects of individual competence assurance. In order to ensure the ultimate success of the ICAF it was necessary to develop and implement a wide range of learning and development interventions that in essence would underpin and support the developed ICAF. The implementation strategy focused on successfully achieving the desired change agenda in a structured, systematic and measured manner. Finally an evaluation methodology was developed and this was applied to both the development and implementation of the ICAF. The key output was to determine whether operational-based personnel had the correct degree of competence (skills, knowledge, attitude, behaviour), in order to operate a hydrocarbon processing plant facility safely, effectively and efficiently. The developed ICAF is of sufficient generalisability that it could be implemented within industry and commerce alike.
6
Rosengren, Anna, Elsayed Mohamed Maher, and Niklas Eklund. "Corporate leadership development programs towards sustainability." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14780.
Full textAbstract:
With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.
7
Zhang, YanBing. "Development of a structured framework for core competence evaluation in the manufacturing and service industries." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3139/.
Full textAbstract:
During the last decade, the theory of competence-based competition has drawn a considerable amount of attention from the academic and practitioners alike. The theory asserts that corporate and business strategies should be built upon the strengths of the core competencies of a firm. The aim of this research is to construct a structured and practical framework for core competence evaluation. The thesis begins with the introduction of the basic concept of core competencies through presenting three core competence-based approaches. Research methodology is described in detail. Two data collection methods are used for this study: case study and questionnaire survey. By reviewing the literature, six competence identification models are identified and analysed. The strengths and limitations of these models are discussed. Having provided working definitions for firm tangible and intangible assets, a relationship between resource and capability is developed and examined. Using financial and non-financial performance measures, Analytic Hierarchy Process (AHP) technique is employed to determine the key capabilities of firms. Subsequently using "C llecti enc s" and "uniqueness" attributes, a comprehensive method for evaluating competencies is provided. The attribute 'collectiveness' is introduced for determining the 'universal usefulness' of these candidates in the scope of a business. The attribute 'uniqueness' is employed for assessing the distinctiveness of the potential competence candidates in competition. Competencies are evaluated by subjectively assigning relevant scores to these characteristics. The effectiveness of this method is demonstrated through to case studies The author believes that being unique in competition is not sufficient for core competencies to keep their strategic values in dynamic competitive environment. A true core competence should be able to continuously create new business options for the firm Therefore, this thesis emphases that to be core competence, the candidates must be strategically flexible. By employing "strategic flexibility" as the main criterion, this study has presented a distinctive mechanism to differentiate core competencies from the competencies. The dynamic nature of the core competencies is evaluated using characteristics such as resource re-deployment and routine re-organisation. The generic nature of this framework is tested through conducting two case studies and a questionnaire survey This thesis makes three main contributions to the existing body of knowledge. Firstly the thesis provides a systematic and practical core competence architecture which can be used for firms to accurately understand the concept of core competence. Secondly the thesis gives a detailed and structured core competence evaluation framework which can be used for firms to identify their business strengths and weaknesses systematically. Thirdly by conducting a questionnaire survey, the thesis presents a snapshot of the UK manufacturing and service industry core competencies, and bridges the gap between theory and practice The framework may be viewed as a practical, robust and generic tool to benchmark a service, manufacturing or public sector organisation. The outcome of this study would help companies in strategic decision-making with regards to diversification, focusing and investment in competence building activities.
8
Jayawickrama, Uchitha. "Knowledge management competence for ERP implementation success." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3498.
Full textAbstract:
The global business environment has changed dramatically in recent years, as competition in complex knowledge-based economies has increased. Enterprise Resource Planning (ERP) systems have been viewed as a way to manage increased business complexity, leading to the rapid adoption and implementation of such systems, as ERP can support enterprises to improve their competitiveness. Knowledge management (KM) is crucial for ERP systems implementation, however a highly demanding task. Therefore, the primary concern of this research is to examine the effectiveness of knowledge management activities that would contribute to achieve ERP implementation success. This study adopted mixed methods approach by combining semi-structured interviews and a questionnaire to collect empirical data from ERP professionals in both manufacturing and service sector organisations. In the qualitative phase, it develops the “framework of integrative knowledge” based on empirical evidence, that can improve KM competence for ERP implementation success. Data analysis has been undertaken using a combination of thematic analysis and comparative analysis with respect to 14 ERP implementations in the UK. The framework integrates multiple perspectives in terms of knowledge components to enhance KM competence, including knowledge types, knowledge layers, KM lifecycle and knowledge determinants. It discovered 19 knowledge determinants to drive knowledge management activities during ERP projects, which is another vital contribution to the existing knowledge. Furthermore, the study develops the “knowledge network model” for ERP implementations in order to facilitate the knowledge flows between various stakeholders involved in ERP implementations, which can help to understand the interactions between the knowledge components. Moreover, sub-knowledge types (knowledge elements) under each knowledge type were discovered through empirical evidence. The quantitative phase was adopted to extend the findings of the qualitative phase. The knowledge types and knowledge elements were prioritised using Analytic Hierarchy Process (AHP) method through an online AHP based questionnaire with 77 responses from ERP professionals involved in UK ERP implementations. Furthermore, knowledge prioritisation demonstrates how effectively the framework of integrative knowledge can be used during ERP implementations with the help of prioritised knowledge. In total 4 knowledge types and 21 knowledge elements were ranked based on their contribution to achieve ERP success; four variables of information quality, systems quality, individual impact and organisational impact were used to measure ERP success. This study has number of theoretical contributions including framework of integrative knowledge, knowledge network model for ERP implementations and ERP knowledge prioritisation. Moreover, the framework of integrative knowledge can provide ERP practitioners with useful guidance on what the key knowledge determinants are and how the relationships between knowledge components should be best managed to achieve ERP implementation success in business reality.
9
Pokpas, Carlynn. "Towards a framework for the development of e-skills for digital inclusion in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4216.
Full textAbstract:
Magister Commercii (Information Management) - MCom(IM)Digital inclusion, through the development of appropriate e-skills, is widely recognised as an essential means of capitalising on the opportunities presented by the information age for social and economic advancement. However, South Africa has not yet clarified its policy of digital inclusion. It has only just begun to tackle the challenge of developing an e-skilled society. As yet there is not an enabling e-skills framework and national implementation strategies are still at an early stage. The conceptual framework for the delivery of e-skills for digital inclusion specifically in the Western Cape of South Africa, which was developed as part of this study, could therefore make a substantial contribution to local research. Certain areas surveyed in this study have been overlooked, underestimated or have yet to be explored by local researchers, while existing research on related areas is generally fragmented and studied in isolation, despite the high interrelationship between the various areas. The conceptual framework that has been compiled offers a coherent holistic perspective, and depicts the logical flow from digital exclusion to inclusion in the Western Cape context. It identifies: (i) the groups most in need of focused inclusion efforts; (ii) significant barriers to inclusion; (iii) specific e-skill clusters for digital inclusion; (iv) guidelines for delivering these e-skills; and (v) the objectives of digital inclusion that the Western Cape should strive to attain. Each of these research areas has been investigated in the context of an on-going provincial e-skills for digital inclusion initiative, focused on training (largely marginalised) community e-centre employees. The qualitative research used semi-structured interviews with ten recently trained individuals, as well as three programme facilitators. Overall, digital inclusion in the Western Cape is conceived as a gradual process, initially concerned with achieving relatively basic objectives such as enabling citizens to access information and increasing the use of ICT in the province. It is envisioned that these short-term outcomes will eventually translate into longer-term advantages for individuals as well as the larger society. Having the appropriate knowledge and attitudes is as important for digital inclusion as having skills. Therefore the term ‘digital competence’ is preferable to ‘e-skills’. The competence areas include combinations of technical and cognitive abilities, the latter being more relevant to the broader inclusion impacts, yet more challenging to instil. These findings, which have been combined with strongly learner-centred guidelines, are presented in the conceptual ‘Digital Competence for Digital Inclusion’ framework. It is hoped that curriculum developers will give serious consideration to this framework and the recommendations contained in this study. It could form a useful basis for the development of digital inclusion throughout the country and e-skills related academic research.
10
Bhamra, Raninder Singh. "The nature of competence and resource based concepts within UK manufacturing SMEs : an exploratory study and framework." Thesis, Cranfield University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273585.
Full text
11
Ilosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.
Full textAbstract:
Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.
12
Elemam, Samar Muftah. "Pragmatic Competence and the Challenge of Speech Expression and Precision." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525350709914137.
Full text
13
Kyeyune, Catherine. "Towards the Development of a Cultural Competence Framework for Human Resource Development Professionals in International Business: A Study of Best Practice Learning and Diversity Companies." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/654.
Full textAbstract:
In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the performance of HRD professionals. This study sought to define cultural competence and determine how it could be developed and assessed. The theoretical framework used was an intercultural perspective of intercultural competence, studies in HRD that focus on a training-culture context fit, and professional definitions of cultural competence. A mixed research method utilizing survey and personal interviews was employed to study Best Practice Learning and Diversity companies. Thirty-nine companies credited as American Society for Training and Development (ASTD) Best Award winners for workplace learning and performance were surveyed. The sample represented various sectors in the corporate industry such as information technology, financial services, manufacturing and retail. Due to a low response rate, eight senior global diversity officials from companies credited as Best Diversity companies by DiversityInc. were interviewed. Five of the companies studied were among the leading Top 10 global diversity companies. The other three ranked highly among the Top 50 diversity companies. The data collected was analyzed using grounded theory. Using this theory, the study identified attributes that describe cultural competence, and various approaches that are used to develop and assess it. Based on the study results, an HRD theory of cultural competence was developed. This theory includes: (a) a definition of cultural competence; (b) a cultural competence framework that provides performance indicators for HRD professionals; organizations, its leaders and employees; and (c) an assessment guide that provides a cultural competence inventory for HRD professionals. To ensure study validity, the survey instrument used in the study was pilot-tested among business scholars. In addition, the study addressed the issues of theoretical sensitivity such as the role of the literature reviewed, the researcher's biases, and the analytical process that was used for theory development. This study has implications for higher education and professional practice. The cultural competence framework developed in this study contributes to the standardization of HRD practices such as education, training and non-training HRD programs. The assessment guide provides a cultural competence inventory for HRD professionals. The results of this study would also be useful for companies that regularly benchmark their operations against best practices. In this way, the study contributes to the effort of aligning HRD practices to theory developed through HRD cross-cultural research
14
Fahrenbach, Florian, Alexander Kaiser, and Andreas Schnider. "A Competency Perspective on the Occupational Network (O* Net)." ScholarSpace University of Hawaii at Manoa, 2019. http://epub.wu.ac.at/6792/1/0561.pdf.
Full textAbstract:
The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning.
15
Poklar, Ashley E. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.
Full text
16
Thekiso, Thabo Abel. "Management performance measurement of business educated managers in the North West and Vaal triangle areas / Thekiso T.A." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7613.
Full textAbstract:
The age of industrialisation in the nineteenth century and the subsequent emergence of
large corporations called for new approaches to the way in which organisations are
managed. Business today operates in a world of constant change. Technology and
society are changing more rapidly than ever before. The workplace has become
increasingly diverse, as pressure is mounting for the previously disadvantaged and
women to ascend the echelons of organisations. Concern for the environment has forced
companies to think about how their actions affect the quality of the air, land, and water.
Competition is more fierce than ever, because companies from all over the world now try
to sell their products and services to the same customers. All these changes not only
require of those who manage these organisations to be in procession of relevant
professional skills, but it also require of them to be competent in conducting their business
of managing.
The aim of the study was to construct a conceptual framework to measure the identified
skills for management competence. The study builds a conceptual framework using
identified skills and also presents the interrelationships between the skills. The primary
theoretical background and concepts about skills for managerial competence for this
study, range from the historical perspective of MBA education as it is the cutting edge of
business education to management models identified from the literature.
The extensive review of the literature and three different management models and the
key common managerial competencies led to the development of an initial model based
on the literature wherein the required skills for managerial competence were identified as
self awareness skills (SA), self directed career planning skills (SP), general interactive
skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and
managing change skills (MC).
The empirical study which followed was conducted among a sample of 395 business
administration students from the three campuses of the North West University business
school in Mafikeng and the Potchefstroom Business School. The empirical study based
on the seven skills for managerial competence yielded results that measured the strength
of each managerial skill and the interrelationship among different skills.
The results were analysed by the process of factor analysis and it was clear from the
analysis that there are a number of unreliable factors which led to a number of questions
having to be discarded. As a result the original model had to be restructured to develop
an alternative managerial skill model.
After the initial model was restructured, the results wherein thirteen factors loaded heavily
on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that
loaded heavy and had to be restructured again in order to make sense of the data. Once
a further restructuring was done the results were that factor 1 had three sub factors that
loaded heavy on the factor which led to the conclusion that the alternative managerial skill
model comprised thirteen factors wherein factor 1 had three sub factors.
The value of the study lies in the fact that managerial models identified in the literature
are orthodox in nature, and they do not progress further to explore skills for managerial
competence. Given the orthodox nature of models identified in the literature, this study
purports to suggest a framework that could be adapted to measure skills for management
competence. This study further contributes to the discipline of organisational leadership
and management, particularly with regard to practices regarding leader and manager
development within the context of a dynamic, changing organisational environment.Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.
17
Aktan, Timucin. "Compensatory Nature Of Mixed Stereotypes: An Investigation Of Underlying Mechanisms In The Framework Of Stereotype Content Model." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614349/index.pdf.
Full textAbstract:
The present dissertation aims to investigate cognitive and motivational underpinnings of stereotype contents in differing contexts. This dissertation consisted of two related sections. In the first section, comparison was suggested as the cognitive process underlying the implicit competence and warmth attributions toward businesswomen and homemakers. Four studies using Go/No Go Association Task were conducted to investigate the comparison process. Findings of the studies indicated that comparison has a significant impact on implicit mixed stereotypes. Implicit mixed stereotypes were not observed when target groups and attributes were presented in non-comparative context (Study 1). However, implicit stereotype contents were obvious in comparative context (Study 2). Finally, implicit stereotype contents of homemakers and businesswomen were shaped in accordance to the part of the context that was comparative (i.e. group comparison in Study 3 and attribute comparison in Study4). In the second section of the dissertation, comparison process was related to individuals&rsquocompensation tendency. Two studies were conducted to examine the compensation tendency in the framework of System Justification Theory. In the first study (Study 5), presentation order of the target groups was manipulated. By this way, participants were not aware of the second group. Findings indicated that participants tended to compensate their first ratings toward homemakers and businesswomen. Furthermore, ambivalent sexism moderated the compensation tendency. In the second study (Study 6), both groups were presented together. Neither order of presentation nor its interactions were significant. Findings of the studies were discussed in the light of relevant literature.
18
Florian, Gaviria Beatriz Eugenia. "Technology-enhaced support for lifelong competence development in higher education." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/101517.
Full textAbstract:
A trace of lifelong-learning qualifications has become more mandatory at the European and even at world level. However, for higher education courses, the former could imply complex learning designs and abundance of data to monitor, analyze, and report. This work combine the ideas of personalized, competence-based, and social learning by providing course lifecycle support through competence-based design, outcome based assessment, social learning context analytics, and open student modeling visualizations. A series of studies using a virtual learning environment exploited the idea of the approach and revealed promising results. These results demonstrated the approach helped students and teachers to trace learning outcomes of the European Qualifications Framework (EQF) in higher education courses. Thus, this thesis extends the approach of higher education to a larger collection of learning objects for designing, assessing, and analyzing courses. Moreover, this approach verifies its capability of supporting social context visualization for online and blended personalized education.Un rastreo del aprendizaje a lo largo de la vida es cada vez más obligatorio en Europa y el mundo. Sin embargo, en educación superior, esto implica diseños de cursos más complejos y abundancia de datos para rastrear, analizar e informar. Este trabajo combina aprendizaje personalizado, basado en competencias y social, apoyando diferentes instantes de los cursos universitarios a través de diseño basado en competencias, evaluación basada en resultados, analíticas del contexto social del aprendizaje y modelos abiertos del estudiante. Una serie de estudios exploró el enfoque revelando resultados prometedores. Se demostró el apoyo a estudiantes y maestros para monitorizar el aprendizaje según el EQF en sus cursos. Así, esta tesis extiende la educación superior a una colección más grande de objetos de aprendizaje para el diseño, la evaluación y el análisis de cualificaciones. Además, brinda visualización del contexto social para educación personalizada en ambientes mixtos y en línea.
19
Poch, Jürgen. "Analyse von Qualitätsindikatoren zur Identifizierung von Kompetenzen und Einordnungsmöglichkeiten von Weiterbildungsgängen in bestehende Qualifikationsrahmen am Beispiel der Versorgungstechnik." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-78176.
Full textAbstract:
This dissertation reflects on both the analysis of quality indicators for the identification of competencies and on the classification tools used to place German further vocational training courses into existing qualification frameworks, using the example of the field of engineering and study path “Supply Engineering”.
The objective of this dissertation is to develop a competence model for “planning competence” that allows evaluation and classification of a range of competencies. This planning competence is determined by the categories “complexity”, “cross-linkage”, and “quality” of the process followed in the creation of certain planning documents.
Of special focus in this dissertation is the planning competence and its (sub-)competencies exhibited by the college graduates in the study path “Supply Engineering” at the State College for Construction, Business and Logistics (State College) in Gotha / Thuringia. This planning competence ought to be evaluated, classified and placed into a qualification frame such as the European Qualification Frame (EQF).
In order to do this, quality indicators are developed and applied to tender documents for a drinking water supply system in a kindergarten, which were presented by the college graduates as their final project. Using these indicators it is possible to identify the quality of these documents and consequently identify the planning competence of the future planning engineer. The quality of the plans is evaluated as a category and they are also looked at to see if they have a certain complexity. This category of complexity is defined as interconnected layers within a system, for example, regarding hot and cold water systems or the circulation water system. Cross-linkage is the third category, which determines both the planning of the project and the resulting planning competence. This cross-linkage is defined as the connection of the drinking water system to third parties, for instance to other planning projects, planning partners, or other technical systems such as heating or electrical systems.
In addition, surveys among college graduates from the State College Gotha, their employers, and college alumni, shall indicate and bring to light certain competencies necessary for the planning of above mentioned systems and work as a planning engineer.
Combining both the identified competencies of the exploration process using the above mentioned quality indicators and the results of the surveys, the author makes suggestions on how to classify and place the study path “Supply Engineering” at the State College Gotha / Thuringia and other German further vocational training courses into the EQF.
20
Barros, Robson Santos. "Competências digitais para o trabalho na sociedade conectada: estudo de caso em uma organização pública." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16728.
Full textAbstract:
Submitted by ROBSON BARROS (barros.robson@gmail.com) on 2016-07-22T01:44:57Z
No. of bitstreams: 1
VersaoFinal_Robson_Barros+Ficha_catalografica_enviadaFGV.pdf: 2332513 bytes, checksum: d0418b5184fda518c09332acceb2a273 (MD5)Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2016-07-28T19:15:03Z (GMT) No. of bitstreams: 1 VersaoFinal_Robson_Barros+Ficha_catalografica_enviadaFGV.pdf: 2332513 bytes, checksum: d0418b5184fda518c09332acceb2a273 (MD5)
Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2016-08-02T18:14:24Z (GMT) No. of bitstreams: 1 VersaoFinal_Robson_Barros+Ficha_catalografica_enviadaFGV.pdf: 2332513 bytes, checksum: d0418b5184fda518c09332acceb2a273 (MD5)
Made available in DSpace on 2016-08-02T18:21:09Z (GMT). No. of bitstreams: 1 VersaoFinal_Robson_Barros+Ficha_catalografica_enviadaFGV.pdf: 2332513 bytes, checksum: d0418b5184fda518c09332acceb2a273 (MD5) Previous issue date: 2016-07-14
The goal of this paper is to identify the insertion of digital competence in the competence management model of a Brazilian public organization nationwide. To do so, a group of investigation techniques was used. Initially, there was the documentary analysis of the competence model of a public organization, in order to correlate it to the digital competences framework proposed within the DigComp project, developed by the European Community and that, in this paper, is taken as the theoretical reference for the analyses of the collected data. The content analysis as proposed by Bardin (1977) allowed identifying if this document brought traces of the digital competences of the reference used. After that, through Google Forms app, a 'structured' questionnaire was applied to 27 respondents, located in a state-run of the organization. The data collected allowed identifying the importance given by the respondents to the digital competences reference and were more fully exploited in a focus group conducted among four employees who exercise the leadership role in the same unit. Results show employees and leaders’ perception of the importance of the digital competences, even with no identification of these inserted competences as fundamental competences in the competence management model of the organization studied. On the other hand, they also show the difficulties of these employees and leaders in the application of these competences in daily tasks.
O objetivo deste trabalho é identificar a inserção das competências digitais no modelo de gestão de competências de uma organização pública brasileira de abrangência nacional. Utilizou-se, para tanto, de um conjunto de técnicas de investigação. Inicialmente, realizou-se a análise documental do modelo de competência da organização pública, objetivando relacioná-lo ao quadro de competências digitais proposto no âmbito do projeto DigComp, desenvolvido pela European Community e que, neste trabalho, é tomado como referência teórica para a análise dos dados coletados. A análise de conteúdo nos moldes propostos por Bardin (1977) permitiu identificar se esse documento trazia vestígios das competências digitais do framework utilizado. Em seguida, por meio do aplicativo Google Forms, um questionário estruturado foi aplicado a 27 respondentes, lotados em uma gerência estadual da organização. Os dados coletados permitiram identificar a importância atribuída pelos respondentes às competências digitais do framework e foram mais intensamente explorados em um grupo focal conduzido junto a quatro empregados que exercem a função de liderança na mesma unidade. Os resultados apontam para uma percepção da importância das competências digitais pelos empregados e líderes, mesmo que sua presença não tenha sido identificada no modelo de gestão de competência da organização estudada. Por outro lado, apontam também para a dificuldade desses empregados e líderes na aplicação dessas competências nas tarefas cotidianas do trabalho.
21
Cruz, Carla Francisca dos Santos. "Tradução e adaptação transcultural do instrumento de avaliação de competências do farmacêutico "Global Competency Framework (GbCF)" para o português do Brasil." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/3938.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorWith the growing need to prepare pharmacy students for clinical practice and ensure the quality of care, evaluation comes to play a essential role in graduation. However, there are little validated instruments to assessment of pharmacist´s clinical competencies and essential components for effective patient education. On the above, the aim of the present study was Cross-cultural adaptation of the "Global Competency Framework (GbCF)", making it an assessment tool of pharmacist clinical skills for the Portuguese of Brazil. Therefore, a systematic review was conducted to determine how the clinical competencies of pharmacists and/or pharmacy students are conceptualized and measured. A review was conducted into the databases, Scopus, Lilacs, Eric, and PubMed. With the keywords: "Clinical competence", "Pharmaceutical Care" and Pharmaceutical Education". The literature search identified 2,979 articles. After the exclusion process, 60 studies met the inclusion criteria. A total of 30 studies (50%) focused on general clinical skills, while the others examined specific clinical skills. Seventeen studies (28.3%) used the Objective Structured Clinical Examination (OSCE) as the method of clinical competence assessment. The instruments used in the studies varied greatly, with only eight studies (13.3%) using the same assessment instrument, which was the General Level Framework (GLF). This review concluded that there is a need for a validated assessment instrument to ensure that pharmacists´ competencies are globally applicable, transferable, accessible, and transparent. In addition, the cultural translation process GbCF instrument for Brazil started with the stages of translation and back translation. These were satisfactory to comply conceptual requirements, considering the linguistic aspects and the meaning of the content in the Brazilian reality. The combination of techniques Delphi and nominal group were employed to obtain a consensus on the items of the instrument is the most important aspects to be used in the evaluation of clinical skills of pharmacists. At this stage the judges proposed the modification of 65 items, including 41 textual changes, 22 exclusions, two groups and three reallocations of items in the four basic groups of skills that the instrument is divided. Version 3 generated was evaluated for semantic and idiomatic equivalence by the Judges Committee "A" formed by experts of this theme. The result showed that 31% of the items showed less than 80% agreement between judges and suffered semantic changes. Version 4 of the instrument was submitted to the cultural and conceptual equivalence by the expert committee "C" formed by experts of this theme, natives and / or residents of each of the five regions. According to the evaluation of this committee, there was need for modification of 29 items. The results showed concordance less than 80% to 80.60% of the items. The procedure resulted in the Portuguese version of the instrument entitled: General guidelines for assessment of pharmacist´s clinical competencies.
Com a crescente necessidade de preparar os estudantes de Farmácia para a prática clínica e assegurar a qualidade da atenção, a avaliação passou a ter um papel fundamental na graduação. No entanto, ainda há poucos instrumentos validados de avaliação de competências clínicas do farmacêutico e dos componentes essenciais para a orientação efetiva ao paciente. Diante do exposto, o objetivo do presente trabalho foi Adaptação transcultural do Global Competency Framework (GbCF) , tornando-o um instrumento de avaliação de competências clínicas do farmacêutico para o Português do Brasil. Para tanto, foi realizada uma revisão sistemática para investigar como estão sendo avaliadas as competências Clinicas do Farmacêutico. A busca de artigos foi realizada nas seguintes bases de dados: Scopus, Lilacs, Eric e PubMed. Com as palavras-chaves: Clinical competence , Pharmaceutical Care e Pharmaceutical Education . A pesquisa bibliográfica identificou 2,979 artigos. Após o processo de exclusão, 60 estudos preencheram os critérios de inclusão. Um total de 30 estudos (50%) estavam focados em competências clínicas gerais enquanto que os demais estavam relacionados à competências clínicas especificas. Destes, 17 estudos (28,3%) empregaram o exame clínico objetivo estruturado (OSCE) como metodologia de avaliação de competências clínicas. Os instrumentos utilizados nos estudos variaram muito com apenas oito estudos (13,3%), usando o mesmo instrumento de avaliação, o General Level framework (GLF). Essa revisão concluiu que há necessidade de instrumentos validados para avaliação de competências, de forma a garantir que as competências dos farmacêuticos sejam aplicáveis, transferíveis, acessíveis e transparentes globalmente. Ademais, o processo de tradução transcultural do instrumento GbCF para o Brasil foi iniciado com as etapas de tradução e retrotradução. Estas foram satisfatórias em cumprir exigências conceituais, considerando os aspectos linguísticos e o significado do conteúdo na realidade brasileira. A combinação das técnicas Delphi e grupo nominal foi empregada para obtenção de um consenso sobre os itens do instrumento que constituem os aspectos mais importantes para serem utilizados na avaliação de competências clínicas de farmacêuticos. Nesta etapa os juízes propuseram a modificação de 65 itens, incluindo 41 alterações textuais, 22 exclusões, dois agrupamentos e três realocações de itens nos quatro grupos básicos de competências que o instrumento está divido. A versão 3 gerada foi avaliada quanto à equivalência semântica e idiomática pelo comitê de Juízes A formado por experts desta temática. O resultado mostrou que 31% dos itens apresentaram menos que 80% de concordância entre os juízes e sofreram alterações semânticas. A versão 4 do instrumento foi submetida à avaliação da equivalência cultural e conceitual pelo comitê de juízes C formado por experts desta temática, nativos e/ou residentes de cada uma das cinco regiões brasileiras. De acordo com a avaliação deste comitê, houve necessidade de modificação de 29 itens. Os resultados revelaram concordância igual ou superior a 80% para 80,60% dos itens. O procedimento descrito resultou na versão em Português do instrumento intitulado: Diretrizes gerais de avaliação de competências clínicas do farmacêutico.
22
Schnabel, Deborah Bianca Larissa [Verfasser], and Augustin [Akademischer Betreuer] Kelava. "Intercultural Competence : Development and Validation of a Theoretical Framework, a Cross-Cultural Multimethod Test, and a Collaborative Assessment Intervention / Deborah Bianca Larissa Schnabel ; Betreuer: Augustin Kelava." Tübingen : Universitätsbibliothek Tübingen, 2015. http://d-nb.info/1163397490/34.
Full text
23
Schnabel, Deborah [Verfasser], and Augustin [Akademischer Betreuer] Kelava. "Intercultural Competence : Development and Validation of a Theoretical Framework, a Cross-Cultural Multimethod Test, and a Collaborative Assessment Intervention / Deborah Bianca Larissa Schnabel ; Betreuer: Augustin Kelava." Tübingen : Universitätsbibliothek Tübingen, 2015. http://d-nb.info/1163397490/34.
Full text
24
Salmela, Markus, and Rickard Ström. "Implementing Automated Trading Systems in The Swedish Financial Industry : Establishing a Framework for Successful Diffusion." Thesis, Jönköping University, JIBS, EMM (Entrepreneurship, Marketing, Management), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12641.
Full textAbstract:
Purpose: Our main purpose is to explore, describe and analyze the organizational conduct when implementing automated trading systems (ATS) in companies, investigate the organizational challenges arising from this, and the effects these have on a successful diffusion. As the extent of implementing ATS in the Swedish financial industry has not been explored to any greater extent, it is therefore also imperative to explore this; which will be seen as a secondary purpose to this article. Background: The study is based on innovation and diffusion theories, as well as those of power structures and organization. Further, an explanation of ATS and its dynamics is provided and discussed to facilitate a definition of the term. Method: The research has been carried out as an exploratory, descriptive and analytical qualitative study. We have conducted case studies of 7 companies that are implementing, or evaluating the implementation, of ATS. The data was collected through interviews. Conclusion: The majority of the case companies are in the clarifying and routinizing stages of the innovation process. What is found unique with ATS is that it can be implemented partly. The dimensions found central to a smooth diffusion in the companies are the required level of competence-sharing and complexity of implementation.
25
Minani, David Muhangwa. "Software developer competency framework." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1360.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree
Master of Technology: Information Technology
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
2013The application of software systems in business organizations continue to increase as the Internet technology grows. Business processes that previously required manual interventions are becoming automated using software systems. The use of software systems is fundamental to electronic processing of business transactions. More business organizations, large and small, are utilizing information technology in order to have competitive advantage in the business arena. Software is ubiquitous. Among areas where software plays core roles are e-Banking where software systems are used to process banking transactions, e-Health where software systems are used to facilitate activities in the health sector, e-Commerce where software systems are used to facilitate online business transactions, e-Government where software system are used to facilitate government activities and e-Learning where software systems are used to facilitate the teaching and learning process. Nevertheless, the large number of failing software projects and the increase in software security problems coupled with shortage of skilled software developers are still major obstacles in the software development industry. Among others, the solution can be achieved by improving the competency of software developers so that software systems developed are of good quality, safe, robust, and support business objectives. Software companies and business organizations stand a big chance to increase their return on investment (ROI), if competencies of software developers are improved. A software developer plays critical roles in software development projects. A software developer, however, requires specific skills and knowledge in order to develop software systems that solve problems and deliver solutions. This research is about competencies of software developers. The research focuses on software development activities performed by software companies and business organizations within the Western Cape Province. The unit of analysis is software developers. Data pertaining to tasks performed by software developers, tools used by software developers and skills required were collected, examined and analysed. The objective of the research is to develop a competency framework for software developers. It can be used by institutions and the industry to provide better education. Most importantly, the industry will have access to competent software developers who can perform their job well. As justified in this research, knowledge of a competency framework for software developers is extremely essential.ÿ
26
Ekelund, Martin, and Erik Pettersson. "Make or buy? : Developing a generic framework for make-or-buy decisions at Cardo AB." Thesis, Linköping University, Logistics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57288.
Full textAbstract:
Cardo AB is an international corporate group that has performed major organizational changes the last few years. These changes utilize possible synergies that exist in a corporate group. One of the initiatives is that Cardo wants to develop a model for make-or-buy decisions. Therefore, the purpose of this thesis is stated as:
The study’s purpose is to develop a generic model for make-or-buy decisions at Cardo.
To develop the model, a theoretical study was conducted, where four main aspects were identified: core capability, risk, cost and relationship. For each aspect, a tool to define what the aspects consist of was identified. The aspects were combined together into a model, called model version 1. To enhance and adjust the model to suit Cardo’s situation, an empirical study was conducted. In the empirical study, it was investigated how different sites within Cardo are currently working with make-or-buy decisions. Moreover, in the empirical study it was also revealed how Cardo is dealing with each of the aspects identified in theory. The combination of theory and empirical study formed the enhanced model, called model version 2. The last step in the procedure was to let several end-users review the model and suggest improvements. After this step, the final model was formed, called model version 3.The model combines the best practices from Cardo with the latest theoretical aspects. Using this model will help Cardo deal with make-or-buy decisions in a structured way. The model highlights the importance of connecting business strategy with the core capabilities of Cardo and provides a tool to identify this connection. Furthermore, the model highlights risks connected to outsourcing and provides tools to identify these risks. The model also applies a total cost approach. To calculate the different costs, a model is presented that functions as a guide when quantifying costs. Lastly, the model shows the importance of developing a proper relationship with the supplier according to the strategic importance of the product.Cardo AB is an international corporate group that has performed major organizational changes the last few years. These changes utilize possible synergies that exist in a corporate group. One of the initiatives is that Cardo wants to develop a model for make-or-buy decisions. Therefore, the purpose of this thesis is stated as:The study’s purpose is to develop a generic model for make-or-buy decisions at Cardo.To develop the model, a theoretical study was conducted, where four main aspects were identified: core capability, risk, cost and relationship. For each aspect, a tool to define what the aspects consist of was identified. The aspects were combined together into a model, called model version 1. To enhance and adjust the model to suit Cardo’s situation, an empirical study was conducted. In the empirical study, it was investigated how different sites within Cardo are currently working with make-or-buy decisions. Moreover, in the empirical study it was also revealed how Cardo is dealing with each of the aspects identified in theory. The combination of theory and empirical study formed the enhanced model, called model version 2. The last step in the procedure was to let several end-users review the model and suggest improvements. After this step, the final model was formed, called model version 3.The model combines the best practices from Cardo with the latest theoretical aspects. Using this model will help Cardo deal with make-or-buy decisions in a structured way. The model highlights the importance of connecting business strategy with the core capabilities of Cardo and provides a tool to identify this connection. Furthermore, the model highlights risks connected to outsourcing and provides tools to identify these risks. The model also applies a total cost approach. To calculate the different costs, a model is presented that functions as a guide when quantifying costs. Lastly, the model shows the importance of developing a proper relationship with the supplier according to the strategic importance of the product.
27
Martins, Adérito Leitão. "A decisão de adoção de sistemas de informação, a aquisição de competências e a obtenção de vantagens relativas." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14488.
Full textAbstract:
Mestrado em Gestão de Sistemas de InformaçãoA adoção de sistemas de informação por parte das pequenas e médias empresas tem sido estudada pela comunidade académica que tenta identificar as razões que estão na origem das decisões de adoção. Da adoção de sistemas de informação verifica-se a aquisição de competências novas e destas competências há obtenção de vantagens relativas para as empresas. Este estudo pretende verificar qual o impacto que a obrigação de comunicação de documentos à Autoridade Tributária e Aduaneira (AT) teve na decisão de adoção de sistemas de informação pelas pequenas e médias empresas utilizando a TOE framework e se essa adoção gerou obtenção de novas competências e se estas geraram vantagens relativas. Este estudo concluiu que as empresas adotaram sistemas de informação em virtude da necessidade de comunicação de documentos à AT. Mas enquanto algumas empresas optaram pela adoção de sistemas que apenas utilizam para comunicação dos documentos, outras optaram por implementar sistemas de informação mais abrangentes que visaram satisfazer mais necessidades das empresas. As empresas que apenas adotaram um sistema de comunicação de documentos à AT justificam a sua decisão pelos custos de cumprimento fiscal e pela pressão externa e as empresas que adotaram sistemas mais abrangentes fizeram-no por razões de compatibilidade e por aquisição de conhecimentos de fontes externas. Em qualquer das situações as empresas conseguiram novas competências das quais resultaram vantagens relativas.
The adoption of information systems by small and medium enterprises has been studied by the academic community that aims identify the reason that originates the adoption decisions. From the adoption of information systems there is competence acquisition and from this acquisition companies gain relative advantages. This study aims to verify the impact that the mandatory communication of documents to the Tax and Customs Authority (AT) had in the decision of information systems adoption by small and medium enterprises using the TOE framework and to see if that adoption generated new competences and consequent relative advantages. The present study concluded than enterprises choose to adopt information systems due to the need of documents communication to AT. But while some enterprises decided to adopt simple systems just to perform the documents communication, others decided to implement bigger systems aiming to satisfy more enterprise needs. The adopters of simple systems did it due to the tax compliance costs and coercive pressure while the other companies did it for compatibility reasons and due to external sources learning. Either way, the enterprises did get new competences from which they got relative advantages.
info:eu-repo/semantics/publishedVersion
28
Lindeberg, Anna, Claudia Dina, Håkan Augustsson, and Mariana Vasileva. "Importance of Leadership Competencies for the Transition to Sustainable Healthcare in Sweden." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-20027.
Full textAbstract:
Our unsustainable way of living has created a precondition for the emergence of more and new illnesses, jeopardizing the overall health of society. The Swedish healthcare system faces complex challenges that threaten its ability to live up to its obligations as stated in the law. It is proven that leaders in public organisations can have a substantial function in leading towards sustainability. Leadership competencies have a big role to play in that journey.This thesis explores the complex challenges administration leaders in the healthcare sector of two Swedish public organisations – Region Blekinge and Västra Götalandsregionen face when it comes to sustainability. The Framework for Strategic Sustainable Development is used to analyse the complexity and the sustainability within the study’s context. The Framework of Sustainability Research and Problem-solving Competence is utilized to understand the application, the relevance of the key competencies in sustainability in leadership, as well as the barriers in applying them, to deal with challenges. The conclusions are based on documentary analysis and semi-structured interviews. The results show the need for all key competencies, with biggest emphasis being put on systems thinking, interpersonal, intrapersonal and implementation. The findings reveal potential enablers and barriers for the organisations in moving society towards sustainability.
29
Majos, Katarina. "Språkstimulerande pedagogisk verksamhet : En empirisk fallstudie utifrån ett sociokulturellt perspektiv på lärande." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8955.
Full textAbstract:
It is important that children develop their communicating skills to be able to interact withother persons in different social contexts. Without the necessary skills, the child will struggleto understand others, as well as to be understood. My qualitative research takes place in a preschoolclass at a primary school in Stockholm, where I from a sociocultural perspective onteaching and learning aim to clarify how the students’ ability to develop their linguisticperformance and their communicative competence is stimulated within this primary preschool’seducational framework. Empirical data was collected both through observations ofthe daily activities in the pre-school class as well as through interviews of three employedteachers. My research indicates that the educational framework in this pre-school class is structured tocomply with the official Swedish Curriculum, Lpo. 94. The students’ linguistic performanceand their communicative competence were well stimulated through a diverse set of organizedactivities and their own unstructured play. My research also concludes that the educationalframework was built around a constant interaction and collaborative measures between theteachers and the students, as well as among the students themselves. I can from thesociocultural perspective hence conclude that the students are given all the tools needed todevelop their linguistic performance and their communicative competence.
30
Minami, Masahiro. "Reconstructing multicultural counselling competency : construct explication approach." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2729.
Full textAbstract:
This conceptual study aimed at refining the conceptual rigor of D. W. Sue’s
tricomponential model of multicultural counselling competency, and enhancing with an
addition of new attitude component. This study anchored its theoretical basis on a
concept of nomological network (Cronbach & Meehi, 1955). Construct explication
approach (Murphy & Davidshofer, 1998) was taken to develop full explication of four
componential model of MCC, containing attitude-awareness-knowledge-skills
components. Comprehensive literature review was conducted in the area of multicultural
counselling competency to develop working definitions of awareness-knowledge-skills
component. Another review was conducted to develop a working definition and a
conceptual model of attitude. Under the four-componential framework, a total of 284
characteristic descriptions previously developed under the tricomponential model were
conceptually re-examined and re-categorized. Result of the analyses revealed a total of 13
subcategories under the four components. Full construct explication of the four
componential model was developed. Research implications of the new model to MCC
measurement studies and practical applications to training models will be discussed.
31
Beard, Jeffrey L. "Theoretical framework for determinants of A/E/C firm value, strategy and continuity: an analysis incorporating corporeal, volitional and knowledge assets." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/43605.
Full textAbstract:
This research project endeavors to frame a methodology that can be used to categorize firm value strategies (production logics) and choices of factor inputs (tangible and intangible assets), which are used to fuel production cycles for goods and services outputs. A secondary goal of the research is to attempt to determine what asset group combinations (resources) are combined by various classes of firms to produce sustainable outcomes for the A/E/C firms in the survey.
The National Bureau of Economic Research recently issued a system of national accounts (acknowledging both tangible and intangible assets) that reflects the macro-economy but at the same juncture, lamented the fact that a firm-level micro-economic schema did not exist to mirror the national system. This study makes an effort to redress that void by investigating how such a system of accounts - measured on the input side of the ledger -- could begin to fill in a gap in information and understanding as pointed out by participants in the National Academy of Sciences symposium of 2009 entitled "Intangible Assets: Measuring and Enhancing Their Contribution to Corporate Value and Growth."
In brief, the research represents an effort to make a contribution to a growing body of knowledge about intangible assets by solidifying a framework within which both tangible and intangible assets may be more appropriately conceptualized and more adequately measured for purposes of current and future investigations. The research also provides a methodology for beginning to understand how some design and construction industry firms rely on specific asset categories for operating success, corporate stock value and business continuity. It is conceivable that managers would use a variation of the methodology to better balance ongoing investments in their firm's portfolio of tangible and intangible resources.
The mixed methods used in this research support the following conclusions:
1) In terms of rank order of asset deployment categories by firms, intangible assets appear to have a modest edge over tangible assets for deployment by value shop firms (architecctural and engineering design firms), but these emphases are not consistent among value chain-oriented (construction) firms.
2) Although pronounced differences were expected, there was little evidence of differences in rank order of asset category accumulation and deployment by firms (according to the Delphi panel) regardless of whether the firm was focused on continuity and longevity or (alternatively) short-term profit maximization.
3) Because of their ambidexterity in production logic, the expert panel had difficulty placing EPC (Engineer - Procure - Construct), design-build and integrated services firms in a single Stabell - Fjeldstad value logic category, and a new composite category was posited based on Delphi panel feedback.
32
Schubert, David Alan. "An Instructional Designer Competency Framework for Complex Learning Designs." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1085.
Full textAbstract:
Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self-reported as having experience creating CLDs. The purpose of phase one was to identify competencies that instructional designers felt were most important to the creation of complex, technology-mediated learning designs.
The preliminary CLD framework was constructed during phase two, based on analysis of the ETMCS survey results. Measures of central tendency were used to identify competencies considered essential and desirable. Additionally, competencies were categorized into seven domains In phase three, semi-structured interviews were conducted with a subset of survey participants. The purpose was to gain deeper insight into the participant’s perception of the design complexities involved with each of the competencies included in the preliminary framework. In phase four, the preliminary framework was internally validated using an expert panel employing the Delphi method to build consensus. Three rounds were required to achieve consensus on all competencies within the framework. This consensus resulted in 79 competencies including 30 essential and 49 desirable competencies from the set identified as the preliminary framework during phase two.
Several conclusions emerged from the creation of this framework. Though technology is often a trigger for many types of CLDs, specific technologies are certainly desirable, but not essential. The research also revealed that communication and collaboration competencies are almost universally essential due to the complexity of the designs which typically necessitates the formation of multi-discipline teams. Without these competencies, the team’s cross-profession effectiveness is often hindered due to differences in terminology, processes, and team member geographic location.
33
Tuckwood, Debbie Ann. "QCF qualifications as a catalyst for learning and performance : an investigation into the link between vocational qualifications and skills." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11009.
Full textAbstract:
During the 2000s, the former UK Government introduced the Qualification and Credit Framework (QCF) in an attempt to increase the relevance of qualifications and the qualification level of the UK labour force (HMSO 2006). However views about the value of the QCF and qualifications generally are contested. Through longitudinal case study research, the thesis finds a vocational purpose for qualifications that supports a culture of continuous improvement. This results in models that contribute to thinking about vocational learning and the role of qualifications, and provide a conceptional bridge between paradigms of workplace learning and concepts of organisational excellence. The thesis explores common understanding of learning and skills to explain issues relating to National Vocational Qualifications (NVQs) and the QCF. In particular the thesis identifies significant implementation problems for the QCF due to differing ontological and epistemological understanding of the meaning of skills and their measurement, and requirements for different delivery and assessment models. In addition, the study identifies that rapidly changing organisational arrangements and regulation hinder the establishment of a more diverse and inclusive QCF. The thesis concludes that the QCF best fits Hager’s (2002) concept of learning that encompasses learning of many different kinds. Also the QCF is valuable as a flexible framework that establishes a degree of order in complex, rapidly changing learning environments. However the qualifications require broadly specified assessment criteria, and links to external communities of practice and associated learning packages.
34
Inga, Carol, Francois Ochoa, and Julio Farje. "Competency management model to resolve conflicts with external stakeholders in construction projects." Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656410.
Full textAbstract:
El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.The real estate sector in Peru has been experiencing sustained growth during the last 10 years, however, due to the constant problems that occur during the development of a project, construction as an investment is increasingly far from being the best option in the market, generally reducing its opportunity cost compared to other more specific investments. To find out what these problems are, a survey was conducted of 25 real estate project managers in Lima, establishing that one of the most recurring problems in the construction sector is conflicts with external stakeholders, mainly with the neighbors surrounding the work, and how these tend to worsen due to inadequate management by project team members who are assigned to resolve the conflict situation.In this sense, this study focuses on knowing the competences that workers have within an organization and what they need to efficiently manage problems with neighbors, and then propose a management model by competences focused on improving the performance of workers of a construction company developing a set of strategies and activities that increase their competitiveness in the face of confrontation between both parts. The results obtained from a real estate construction project indicated that the proposed model manages to reduce or prevent conflicts with neighboring homes, improving the achievement indicators of the aforementioned project under analysis.
35
Clarke, Maureen. "A grounded theory approach to Standards of Leadership competency framework development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ54550.pdf.
Full text
36
Ansong-Gyimah, Kwame. "Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77955.
Full textAbstract:
Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests.Ph. D.
37
Jacobsz, Johannes Marthinus. "Riglyne vir die effektiewe assessering van dosente in hoër onderwys binne die nasionale kwalifikasieraamwerk / Johannes Marthinus Jacobsz." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10414.
Full textAbstract:
This study focuses on the composition of guidelines for the effective
assessment of lecturers - hence the emphasis is on the principle that
assessment may be regarded as indispensable for professional development
and for making a meaningful contribution towards ensuring quality in the context
of the National Qualification framework.
To this end a literature study was firstly undertaken regarding the nature of and
criteria for effective assessment. The literature indicated that a variety of
changes took place in South Africa since 1994, amongst others in the area of
education, training and development. There have been numerous debates
about this on stages and in political council halls, schools, colleges, technikons,
universities, the press and the general workplace. Often the debates also
centred on the low levels of competence and performance of workers in South
Africa. Sometimes even the abilities, competence and performance levels of
graduates and diplomandi have been questioned. In the context of these doubts
people started investigating the role played by higher education, and more
specifically lecturers, in ensuring that competent human resources leave the
higher education environment for the professional world. As a result the
purposeful assessment of lecturers has been identified as imperative.
Furthermore, certain important factors that may influence the nature of and
criteria for assessment, are discussed in this study. These include, amongst
others, issues such as the education and training system, outcomes-based
education and training, competence, knowledge escalation, the assessment of
competence arid performance, the professional development of the lecturer, the
concept assessment, the relation between assessment and ensuring quality,
Bloom's taxonomy, different assessment instruments, the management of
quality and the appointment of lecturers.
The assessment of lecturers is viewed from a development-oriented
perspective, where the focus is on continuous assessment that may be
beneficial for individual, professional and organisational development. It is
shown that a variety of qualitative and quantitative assessment instruments may
be optimalised during formative as well as summative assessment, with which
the training, needs, abilities, skills, competencies, capacity and performance of
lecturers may be determined. The assessment of lecturers is regarded as a
contributing factor in delivering and ensuring quality. It is also shown that the
process should be undertaken in a managerial manner in order to continuously
promote quality.
Thereupon a discussion of assessment practices follows. In this discussion the
focus is on the roles of lecturers in government-supported higher education
institutions. The discussion is guided by the context which is determined by the
implementation of the principles of the National Qualification Framework. A
number of actors are identified who are directly or indirectly involved in the
assessment of lecturers' competencies, outputs and performance in the higher
education environment. It is also indicated that the implementation of the
National Qualification Framework is guided by a number of legislations of which
government-supported higher education institutions must give account in the
performing of their tasks and functions.
From literature it is clear that countries like the United Kingdom, the USA,
Australia and New Zealand use assessment practices to ensure quality in the
higher education environment. The role of the lecturer in that process is
highlighted, and it is indicated that the assessment of the lecturer is indirectly
addressed in the process.
An empirical study was performed to establish, in the first instance, whether
lecturers have been subjected to effective and appropriate training regarding
the implementation of the National Qualification Framework. The second
objective of the empirical study was to identify the implications of the
assessment of lecturers attached to government-subsidised or public higher
education institutions for all stakeholders.
It is found in this study that a distinction should be made between the
competence and performance assessment of lecturers. In addition it is indicated
that the competence certification of lecturers must be regarded as imperative in
order to facilitate performance-oriented functioning in the higher education
environment. It is also found that lecturers must to a large extent cope with the
process of giving account of all the new legislations and resulting expectations -
sometimes under great pressure and amidst uncertainty and insufficient
competence levels because of inadequate training, assessment and feedback.
As a result lecturers do not experience the implementation of the National
Qualification Framework as effective.
In order to accommodate the changed and changing environment of the higher
education sector, a conceptual model is composed to serve as a guide for the
assessment of lecturers. In this model it is indicated that systems being
developed for the assessment of lecturers should make provision for and
account for a variety of factors, such as quality, primary and secondary actors,
legislation, and the abilities, skills, competencies, capacity and performance
levels of lecturers, assessment instruments, proactive, reactive, formative,
summative, qualitative and quantitative assessment interventions. The
synchronization and purposeful structuring of these factors may make a
contribution towards creating a context which is beneficial to the professional
development of the lecturer and consequently to performance in the higher
education system.Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
38
Von, Meding Jason Kyle. "NGO competency-based framework for the delivery of post-disaster reconstruction projects." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602955.
Full textAbstract:
With the expected increase in the magnitude and frequency of natural disasters in coming years, more people than ever will be faced with post-disaster reconstruction (PDR) scenarios. Within a complex and turbulent environment it is essential that responding agencies deploy appropriate configurations of competencies to mitigate project barriers that arise. The objectives of this research are a) to examine how theory from disaster management, strategic management and project management can be integrated to develop a theoretical framework for the delivery of PDR projects, b) to investigate current practices of NGOs in delivery of PDR projects, c) to identify appropriate competencies to be deployed by NGOs, including the various configurations that will lead to successful PDR projects and d) to develop a competence-based framework derived from a system dynamics model that will lead to more efficient and effective projects in PDR. Within a mixed-methods approach, the study incorporates 4 case studies in post-tsunami Sri Lanka and 4 case studies in post-cyclone Sidr Bangladesh. Exploratory interviews with expert NGO participants are combined with direct observations, with the resultant data analysed in Decision Explorer. An embedded quantitative element within the case studies allows values to be assigned to a system dynamics model, with mechanisms emerging that contribute to the final theoretical model. The study reveals that NGOs face numerous barriers; organisational, political, economic, ethical, community, professional and environmental. In order to effectively develop and implement strategies to address these barriers, organisations must deploy certain configurations of organisational and operational competencies. These competencies have been categorised into the following clusters: leadership, communication/presentation, creative drive, technical, co-operation, analysis/judgement, organization, adaptation. The theoretical framework and system dynamics model demonstrate how the utilisation of these competencies, deployed in targeted clusters, has the potential to create positive outcomes for beneficiaries as measured by PDR Project Success Indicators (PDRPSls).
39
Haugøy, Grethe. "Sharing learning across diversity: Immigrant employees’ inclusion in communities of practice." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113816.
Full textAbstract:
In Norway research on immigrants and the labour market has to a large degree focused on immigrants’ shortcomings, be it their lacking knowledge, competence and skills (KCS) or their failures in being recruited to available jobs. This study seeks to refocus current academic interest and investigates the potential benefits of recruiting immigrant employees. It explores highly skilled immigrants and how their KCS is valued, shared and used in a Norwegian workplace. In this study seven immigrant employees in a State organisation (the Directorate) are interviewed about their experiences with having their KCS validated, shared and used. In addition they reflect on the Directorate’s framework conditions for sharing learning, and whether the organisation is able to expand the organisational culture to embrace immigrants’ values, opinions and practices. The study adopts a socio-cultural view on learning and operationalises this approach through the use of Lave and Wenger’s concept of communities of practice (CoPs). Employees in the Directorate are thus seen as members of CoPs and new immigrant employees as novices going through a participative process to gain access to the CoPs’ repertoire of accepted practices. Findings indicate that the negotiation of meaning taking place when new, immigrant KCS enters CoPs is a contested process in which both new employees and veteran members go through a process of identity formation. Findings also indicate that although an organisation may have an inclusive work environment regarding surface-level diversity, the inclusion of foreign values, opinions and practices and the development of a diverse learning environment is dependent on a conscious strategy on harvesting foreign KCS.
40
Engelbrecht, Frederik Daniel Jakobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia /." Link to the online version, 2007. http://hdl.handle.net/10019/624.
Full text
41
Haccius, Mark. "The use of frameworks in teaching tense /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/7/.
Full text
42
Dockrat, Leila. "An investigation into the competency framework required for the responsible pharmacist in the pharmaceutical manufacturing sector in South Africa." Thesis, The University of the Western Cape, 2017. http://hdl.handle.net/11394/6464.
Full textAbstract:
>Magister Scientiae - MScThe pharmaceutical manufacturing sector operates within a highly regulated environment, with companies accountable to South African statutory bodies. The responsible pharmacist (RP) is responsible for their company’s adherence to the legislation requirements. Whilst the Pharmacy and the Medicines Acts outline the RP’s, there is no mandatory training requirement prior to registration as an RP, nor thereafter. This study investigated the role and competencies required of newly registered RPs in meeting their professional responsibilities in the pharmaceutical manufacturing sector. An online survey questionnaire elicited responses from RPs (n=102) about views and perceptions pertaining to their role and responsibilities. In addition, semi-structured interviews were conducted with statutory (n=3) and non-statutory representatives (n=5). Survey findings indicated that the majority (89,5%) of RPs felt competent and that they possessed the necessary skills and training. Almost two-thirds of respondents (63,2%) were experienced RPs who shared some reservations, that RPs may be excluded from far-reaching decisions with potential consequences for the company and patients. They added that RP performance monitoring was not regular, which may indicate that some companies view the RP as an appointment of convenience. The majority of respondents (89,5 %) were in favour of the development of training guidelines Findings from the semi-structured interviews indicated that RPs were not fully aware of their scope of duties and the implications thereof. The interviewees were also concerned that some companies, by not giving the RP role the level of importance and authority it required, were practicing tokenism. Further, that not all RPs had the necessary in-depth knowledge of the applicable laws, regulations, guidelines and codes. A competency framework for newly appointed RPs is needed to streamline their roles and responsibilities in the pharmaceutical manufacturing sector
43
Patel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.
Full textAbstract:
This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.
44
Bruno, Andreia Fradinho. "The feasibility, development and validation of a global competency framework for pharmacy education." Thesis, UCL Institute of Education (IOE), 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586727.
Full textAbstract:
For healthcare professionals, the capacity to improve therapeutic outcomes, patients' quality of life, scientific advancement and public health imperatives is dependent on a foundation of competence. Likewise, a competent practitioner workforce is an essential pre-requisite for all healthcare professions and pharmacy is no exception. Despite this shared understanding, the very definition and domains of competence in pharmacy practice, across countries and cultures, has never been investigated. The aims of this project were to explore the feasibility of developing a global pharmacy competency framework and, if feasible, to create and validate this framework. The hypothesis for the research is that there is a common, shared platform for competency development in pharmacy that has global relevance and resonance. A multi-method analysis was used in all phases of the research project. To research the feasibility of the development of a Global Competency Framework (GbCF), an international workshop was conducted to explore cultural influences on competence. Following this, two global cross-sectional surveys were conducted to understand the prevalence of national competency frameworks for pharmaceutical services and the pharmacy student's learning experience in developing generic and independent learning skills related to professional competence. This research comprised a literature review and a content analysis in the development of a draft version of the GbCF following standard methodologies. The draft GbCF contains a core set of behavioural competencies synthesised from documents and deemed to be generally applicable for the pharmacy workforce worldwide. Subsequently, validation panels were used to review and assess the validity of the developed GbCF via consensus developmental panel, content validation panel, respondent validation and a further global cross-sectional survey assessed the relevance of the derived competencies and behaviours. This research provides evidence that a global competency framework can be developed that describes relevant and valid transnational competencies for pharmacy practice.
45
Dang, Tram Quynh. "The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2328.
Full textAbstract:
In response to the pressing demand for English as an international lingua franca for socio-economic development, the Vietnamese government has recently undertaken the reform of foreign language education through the National Foreign Language 2020 Project. As part of this reform, English classes have been made compulsory from year 3 of primary school and a new English syllabus was introduced. An English textbook series for primary education was developed, based on a communicative language teaching approach, focussed on developing speaking and listening components and featured tasks reflecting child-focussed methods. Given training courses and seminars on the new curriculum and textbooks, primary English language teachers were put under pressure to implement the new syllabus and pedagogy, so that ELT changes would happen in primary schools across Vietnam.
This multiple case study investigated how primary language teachers enacted the new English curriculum and its suggested pedagogy to develop learners’ oral English competence. Five English language teachers from three teaching contexts were involved as the cases of the study. The three research sites included one city school, one outskirts school, and two remote schools located in three provinces in the north mountainous region of Vietnam. At each site, data were collected through structured observations, analysis of teaching materials, and interviews with teachers and their students. A case-by-case analysis was undertaken, then findings were compared through a cross-case analysis to answer the research questions.
Findings of the study indicated surface changes of English language teaching, but critical issues remaining at the deep level of the enactment of the pedagogies required. At the surface level, the primary language teachers across the three teaching contexts gained some knowledge of the new curriculum and teaching methods required after professional training courses. The study also found that primary ELT content and materials were consistent and child-focused across the different contexts of the case studies. This might have been a result of the teachers’ strong assumption that textbooks should drive the teaching. However, there was little evidence that teachers fully understood the intentions of the new curriculum and textbooks; and enacted the materials with pedagogical changes as expected. Analysis of classroom data showed that the quality of CLT practice and child-focused tasks promoted by the English language textbooks was generally poor. The study findings indicate that this lack of quality was related to the teachers’ lack of understanding of a CLT approach in practice and how to apply appropriate methods to teach ESL to young learners. It was also evident that the spoken English competence of the participating teachers, despite some improvement because of the reform process, remained inadequate to support teaching in English and conducting highly interactive CLT activities. Finally, the study identified factors that would support teachers in the implementation process including in-service training courses, new child-friendly textbook and electronic materials, and a few teaching facilities in schools. Those constraining teachers’ practice of the new pedagogies included the preservation of educational norms on language classes, such as teacher-centred approach, textbook driven teaching, centralising classroom management and noise intolerance. The teachers also reported other restraints, such as lack of ELT expertise supports, or lack of teaching aids to assist the teaching of English communicatively to young learners.
The study identified core competences which would enable EFL teachers to implement a CLT syllabus. These are presented as a model which highlights the importance of a high level of spoken English language competence for EFL teachers. The other three areas of competence are knowledge of the subject, of the learners, and about the teaching method proposed by ESL literature.
The study is significant in providing suggestions for Vietnamese ELT reform based on research evidence of classroom teaching practice. It is also worth presenting voices from teacher-implementers to Vietnamese top-down policy makers of what worked and what needed further actions.
46
Tarrini, Mauro G. "The Development and application of a bespoke organisational learning competency framework in a global organisation." Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/113.
Full textAbstract:
Organisational Learning has been conceptualised and measured in various ways. The two studies reported in this thesis sought to take a new, bespoke approach to Organisational Learning in a global air transport company undergoing substantial organisational and strategic change. The research sought to develop a bespoke competency framework of Organisational Learning and apply it within the organisation to investigate employees' perceptions of the Organisational Learning climate. The research applied both qualitative and qualitative methods: semi-structured interviews and a 68-item self-completion questionnaire survey. Factor Analysis yielded a clear, conceptually sound six-factor solution. Organisational Learning climate perceptions were compared across occupational, departmental and geographical subgroups. The results indicated that there were no statistically significant occupational or geographical differences in perceptions of the Organisational Learning climate although some departmental differences were observed. The relationaship between perceived Organisational Learning climate and organisational commitment was explored and a clear link between them was found.
47
Rizvi, Farhan. "Integrating Competency Frameworks and Goal Setting in an Individual Development Plan Process." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843466.
Full textAbstract:
The purpose of this study was to design an integrated goal and competency framework based individual development plan process. Interviews with eight employees who had been through the process were conducted. Competency frameworks have been shown in existing literature and this study to be an effective tool for leveraging for employee development and driving discussions that employees value. Findings showed that using competency frameworks provides more than enough benefits to justify people managers investing the time to understand it, socialize it within their teams, and use it as a core piece of this process. Future studies should look at multiple teams with different managers to explore that variable further.
48
Mereigh-Frederick, Florianne. "Nursing Faculty's Integration of Quality and Safety Competencies as a Curricular Framework." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5378.
Full textAbstract:
The call to better prepare nurses in safety and quality performance resulted from the concern of the Institute of Medicine regarding egregious gaps and errors in U.S. hospitals that resulted in serious injuries and patient deaths. Quality and safety education for nursing (QSEN) competencies were set forth in 2005 to enhance nursing curricula and nursing students' preparation for practice; however, QSEN's integration and implementation have been gradual and inconsistent. This qualitative interpretive study was guided by Senge's principles of the learning organization and Benner's professional development model. Using face-to-face interviews, the perspectives of 9 full-time nursing faculty members at 2 private nursing colleges in the Northeast United States were obtained about QSEN integration into their curriculum. Data analysis employed the use of open in vivo coding, categorizing, and the formation of themes. The results indicated that QSEN integration was perceived as complex and daunting due to faculty's limited knowledge about QSEN, lack of adequate preparation to develop and employ instructional strategies, lack of adequate time to teach, and limited learning opportunities at clinical sites to develop competencies such as teamwork and collaboration and informatics. Meaningful reform in nursing education may occur as leaders engage faculty members in meaningful dialogue to better understand the complexity and challenges of QSEN integration, including faculty members' needs for successful implementation. Nursing students may then be better trained to understand the nature and consequences of human and system errors and appreciate higher standards of care that will result in a decrease in preventable injuries, medication errors, and patient deaths.
49
Clark, Thomas George. "Defining a competency framework to shape the professional education of national security master strategists: a web-based Delphi study." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3249.
Full textAbstract:
The purpose of this study was to develop a competency framework to shape
development of a professional education program for master strategists in national
security. The research problem focused on the absence of a competency framework
to guide professional education of strategists who must be capable of conceptualization
and innovation master strategists. The outcome of this study was a set of the
most important components that constitute a professional education framework for
master strategists.
This Web-based study followed a RAND Delphi heuristic model that is
qualitative in nature. Instrumentation for the first round consisted of a short vignette
that placed panelists in a unique situation of being able to engage a "time traveler" from 20 years in the future. The time traveler represented a source of perfect knowledge,
but could provide only a "yes" or "no" response to panel member questions
concerning master strategist professional education needs in the year 2022. In the subsequent two Delphi rounds, the instruments consisted of panel member questions
from the previous round. The panel of experts consisted of 12 professional strategists
in the field of national security strategy.
The results of the study provided support to the description of master strategists as
strategic leaders, strategic theoreticians, and strategic practitioners. Panelists
highlighted four content domains of personal attributes, security framework, theorybased
knowledge, and culture and values that encompass the range of competencies
for a master strategist professional education framework. Panel members detailed a
need for master strategists to have a higher order temporal perspective to conceive
time as epochs and ages, defined as shifts in development punctuated by events and
prominent periods in progress, respectively. Panelists described a master strategist
professional education framework that mirrored the theory of profound knowledge
with meta-competencies as the basic building blocks.
50
Clary, Elaine D. (Elaine Devenport). "Superintendents' and Special Education Directors' Perceptions Regarding a Minimum Competency Testing Framework in Texas." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332142/.
Full textAbstract:
The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.