Relevant bibliographies by topics / IT Competencies

Academic literature on the topic 'IT Competencies'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "IT Competencies"

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Gutiérrez-Martín, Alfonso, Ruth Pinedo-González, and Cristina Gil-Puente. "ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model." Comunicar 30, no. 70 (January 1, 2022): 21–33. http://dx.doi.org/10.3916/c70-2022-02.

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This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.
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Sahin, Mehmet, and Selda Koca. "European Union lifelong learning key competences in early childhood education." International Journal of Innovative Research in Education 3, no. 3 (June 15, 2017): 135–42. http://dx.doi.org/10.18844/ijire.v3i3.1854.

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The Key Competencies dealt with in this study is within the framework of “Education and Training 2010” work programme as a white paper “Key competences for lifelong learning: A European reference framework”. This document mentions eight key competencies: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology), digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. This article uses a qualitative approach and aims to find out and analyze the activities in common practice, related to the Key Competencies, carried out at Early Childhood Education level, using observation and document analysis. Keywords: Lifelong learning, early childhood education, key competencies
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Hammouch, Hanane, Andreas Makoto Hein, and Helene Condat. "A CONCEPTUAL MODEL FOR ORGANIZATIONAL COMPETENCES." Proceedings of the Design Society 1 (July 27, 2021): 41–50. http://dx.doi.org/10.1017/pds.2021.5.

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AbstractOrganizational competences are one of the main assets of companies. Models of these competences would allow for systematic reasoning for exploring technological innovations, enabled by combining and transposing organizational competences. Today, the literature linking organizational competencies to engineering design and systems engineering remains limited. In particular, a generic modelling approach for organizational competencies for engineering design and systems engineering seems to be missing, although first frameworks have been proposed for specific purposes. This paper presents a generic conceptual model of organizational competences. The objective is to link technology, product, and systems development with the corresponding organizational competencies and their future evolution in order to allow for a joint design of competencies and technologies, products, or systems. The conceptual model provides the basis for a competence combination framework which allows for modeling competence combinations in an organization. Finally, we validate our conceptual model using a case study from the automotive industry.
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Chang, Eunha, and Daeyeon Cho. "The needs analysis on adult competencies for the elderly in Korea." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 627–46. http://dx.doi.org/10.22251/jlcci.2022.22.23.627.

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Objectives This study aims to examine the discrepancy level of the elderly competencies and to assess the educational needs in order to enhance essential competencies for the elderly in Korea. Methods Data were collected from 315 adults with age range of 60 to 69 through online survey questionnaire on 19 adult competencies developed in the prior research. First, gap analysis was carried out to identify discrepancy between perceived importance of each competence and the current level of attainment of each competence using t-test and Borich needs assessment formula. Then, the Locus for Focus model was utilized to rank the competences, thus to determine the highest priority of the competences. Results As a result of the analysis, two competencies, which include health-management competence and finance-management competence, were identified as the highest-priority competencies for the Korean elderly to develop. The study also found that the elderly males and females showed different levels of educational needs on each competence; for example, the level of educational needs on health-management competence and digital-utilization competence were higher for the elderly males than the elderly females while no particular competence was identified as the highest-priority competence for the elderly females. In addition, different educational needs on 19 adults competencies were also shown between the employed and the unemployed. Conclusions The suggestions and practical implications of the study for developing policies and educational programs for the elderly in Korea are as follows. First, competency diagnostic system needs to be established for the Korean elderly to develop the highest-priority competencies identified in this study. Second, a variety of teaching methods can be utilized for developing digital-utilization competence of senior adults. Lastly, financial and administrative support at the institutional and local governmental level is suggested for enhancing art & cultural competence among the elderly in Korea.
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Calderón, Antonio, Diego Martínez de Ojeda, and Antonio Méndez. "Formación permanente y percepción del profesorado sobre el desarrollo de las competencias básicas con el modelo de Educación Deportiva (In-service education and teachers’ perception about key competences development with Sport Education)." Retos, no. 23 (March 7, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i23.34564.

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El objetivo de este trabajo consistió en analizar la percepción de profesores de educación física sobre las posibilidades de trabajo de las competencias básicas, de una metodología de enseñanza concreta. Para ello, doce docentes de Secundaria y de Primaria, realizaron un curso de formación permanente sobre dicho modelo, y una vez finalizado, implementaron una unidad didáctica en sus respectivos centros escolares. Fue entonces cuando por medio de un cuestionario elaborado ad-hoc, se les preguntó sobre su percepción del grado de desarrollo de las competencias básicas, en función de las fases del modelo de Educación Deportiva, y de sus características principales. Para comprobar si existieron diferencias en la percepción de los profesores, se calcularon las medias y desviaciones típicas del total de las variables registradas, y se utilizó la Prueba U de Mann-Whitney para dos muestras independientes. Los docentes analizados ven grandes posibilidades de trabajo competencial mediante el modelo de Educación Deportiva fundamentalmente de la competencia social y ciudadana, aprender a aprender, y autonomía e iniciativa personal.Palabra clave: Educación física, Competencias básicas, Modelos de enseñanza, Educación Deportiva.Abstract: The purpose of this paper was to analyze the perception of physical education teachers on job opportunities of key competences of a particular teaching model. To this end, 12 teachers, Secondary and Primary, conducted an in-service education course on the model, and once completed, implemented a teaching unit in their respective schools. It was then through a questionnaire, they were asked about their perception of the development of key competences. To check whether there were differences in the perception of teachers on the development of each of the core competencies, it was calculated means and standard deviations of all variables recorded, and used the Mann-Whitney U test for independent samples. Teachers see great potential to work competence through Sport Education Model primarily on social and civic competence, lifelong learning, and autonomy and personal initiative.Key words: Physical education, Key competences, Teaching models, Sport Education.
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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.

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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.
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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.

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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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Kovaliuk, Tetiana V., Volodymyr V. Pasichnyk, Nataliia E. Kunanets, and Nataliia V. Veretennikova. "УПРАВЛІННЯ ПРОФЕСІЙНИМИ КОМПЕТЕНТНОСТЯМИ ІТ ФАХІВЦІВ ВІДПОВІДНО ДО ВИМОГ ІНДУСТРІЇ НА ОСНОВІ КОГНІТИВНИХ КАРТ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 253. http://dx.doi.org/10.33407/itlt.v64i2.2002.

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The article analyzes and summarizes competences of the IT professions defined by the European Competence Framework and competencies declared by higher IT education standards. The authors carried out a comparative analysis of competencies identified by modern educational IT standards in order to determine the commonalities and differences in the content of IT specialists training in Ukraine with international standards. With the help of cognitive cards, a simulation of the development of professional IT competencies was carried out within the framework of the cognitive modeling methodology. As designations of concepts at the vertices of the cognitive graph, the notions of competences defined in the notation of the European competence framework are taken. Building cognitive cards to manage the competencies of IT professionals and imitation on their basis of managerial influences allow exploring the subject area and developing strategies close to optimal for organizing the learning process in order to improve the quality of training specialists for the IT industry.
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Kāpiņa, Lelde, and Kristīne Mārtinsone. "SELF-ASSESSMENT OF PROFESSIONAL COMPETENCY OF SUPERVISORS OF LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 121. http://dx.doi.org/10.17770/sie2020vol5.4908.

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In 2019, a new Professional Standard of Supervisor of Latvia was developed and adopted, defining and describing the supervisor's professional competencies. It was necessary to find out whether supervisors who have been certified over the past five years and come from a different background recognize the importance of defined competencies. The aim of this study was to identify the self-assessment of the importance and attainability of professional competence of certified supervisors of Latvia. Two stage mixed method research design was used: (1) qualitative document analysis and expert study in order to develop a questionnaire; (2) quantitative online survey of professional competence of certified supervisors. Supervisors evaluated the importance and attainability of 34 professional competencies on a 5-point Likert scale. For data analysis the descriptive statistical methods, Kolmogorov-Smirnov test and Wilcoxon signed-rank test were used. The study indicated high importance of professional competence (22 of 34 competences as very important and 12 as rather important). The indicators of the attainability of professional competence varied from average to fully attainable, but most (28 of 34 competences) were estimated as mostly attainable. The results showed statistically significant differences between the evaluations of importance and attainability in 17 professional competences. The least important and the least attainable competence was “Ability to carry out research activities for the development of supervision theory and methods”. This study shows that Latvian certified supervisors consider most of defined professional competencies as very important and mostly attainable.
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Dissertations / Theses on the topic "IT Competencies"

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

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Determining core competence has been increasingly considered as a vital strategic approach towards a sustainable competitive advantage by researchers and decisionmakers. Although its importance is widely recognised, the identification process appears complex. Therefore, sound theoretical systematic identification processes are still sought. In addition, the underlying components of core competence such as individuals' competencies have implications and need to be investigated. The contribution made by individuals' competencies in the content and form of organisational core competences is critical. In response, this research aims to examine the potential link between core competences and individuals' competencies. To meet this goal, this thesis complements and extends a previous work (Hafeez et al, 2002a-c) which introduced a structured framework to identify core competence. In particular, it intends to develop the Hafeez et al (2002a) core competence identification framework at the individuals' level. In addition, the CIPD (2004) competency headings framework comprising seven competencies is used. Therefore, an integrated structured framework to link the relevant individuals' competences with the identified core competences is developed. The context of this study is the utility, construction, oil services, and manufacturing industries. A combined methodology of structured questionnaire-based interviews and a postal survey involving fifteen organisations is performed. Data is at times subjectively collected and analysed. However, the AHP technique with its related software (EXPERT CHOICE) is used through all the stages of the proposed framework to eliminate subjective inconsistencies and enable this author to obtain solid results and conclusions. The study recognised that the composition of core competences for the majority of surveyed organisations leans towards the human contribution. In addition, individuals' competencies influence and contribute towards the core competences. This confirms a strong relationship between individuals' competencies and core competences. However, the relative importance of the examined individuals' competencies against the identified core competences was rather different. On average, the prevalence of Team orientation followed by People management competencies was relatively the highest. The research concluded that the nature of the industry and the organisation's context has an impact on the portfolio of individuals' competencies to be linked with core competences. This research has made four main contributions to knowledge. First, the Hafeez et al. (2002a-c) framework is re-tested within other industries, namely, utility, construction, oil services, and manufacturing. Second, the framework is developed at the individuals' competencies level. Third, the composition of identified core competences in terms of human, organisational, and technological contributions is evaluated. Fourth, the relevant portfolio of related individuals' competencies to be linked with core competences is determined. The outcomes of this research may help organisations to make key strategic decisions such as how to invest to develop particular organisational core competences and individuals' competencies.
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Catlin, Mary Ellen Vandeberg. "Assessing leadership competencies /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153779.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-144). Also available for download via the World Wide Web; free to University of Oregon users.
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Chase, Linda Kay. "Nurse manager competencies." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2681.

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Building on a previous 1994 study, this descriptive study reflects on the ever-shifting sands of the nurse manager role. This national survey is based on the Katz (1955) conceptual framework of interrelated technical, human and conceptual competencies. An instrument developed by the investigator for determining important nurse manager competencies was validated using an expert panel of AONE nurse manager Fellows. The research used a web-based survey to collect information from hospital nurse managers via a self-administered competency instrument. Eighty one completed the online survey with complete data for a response rate of thirteen percent. Findings suggest the highest self-reported nurse manager competency ratings included effective communication, retention strategies, effective discipline and decision-making. In contrast, the lowest self-reported nurse manager competencies included nursing theory, case management and the research process. The associations of nurse manager competencies with individual and organizational variables were studied. The impact of organizational variables of hospital size and span of control had a medium effect. Magnet status impact was unremarkable. Individual variables of gender, age, education, tenure as an RN, and tenure in current position also did not significantly impact competency ratings. A large and medium effect was noted between tenure in the management role on all the competency ratings within the five constructs. The Chase Nurse Manager Competency Instrument underwent psychometric testing as none had been done since the original 1994 study. The 1994 and the 2010 study data was used to determine reliability and validity assessments with positive results. A crosswalk was also completed between the Chase Instrument and the 2005 AONE Nurse Manager Leadership Collaborative Framework and due to the similarities in the five categories the Chase Instrument was revised to reflect the parallel similar headings support the consistencies between the models. Study findings reveal Nurse managers have to deal with finance and budgeting, patient safety, quality improvement, staff retention, and many other tough topics. They are expected to achieve a blend of clinical and business management with little to no training. Based on the findings the following ten recommendations are provided and include, Provide realistic expectations of the role; Provide a skill assessment and form a plan based on competency development; Provide a structured orientation and development program which includes 30/60/90 day checkpoints; Establish long term mentorship building on the key ingredients of inspiration and role modeling; CNO involvement is critical; Teach Influence; Teach implementation strategies; Create the culture; Invest in Nurse Manager support for Development of Staffing, Financial Acumen and Compliance; Enhance communication skills at every level. Among nursing leadership, the nurse manager role has been identified as critical in the provision of high-performing, effective and efficient care in the patient care delivery setting. This individual is the unit-based CEO responsible for quality, safety, satisfaction and financial performance in alignment with regulatory and accrediting body requirements. Excellence in horizontal and vertical communication is required as this role represents the voice of the direct care nurse at the leadership table as well as the voice of the board of trustees at the unit level.
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Budiakova, O. "Competencies of restaurant staff." Thesis, Oktan-Print s.r.o, 2020. https://er.knutd.edu.ua/handle/123456789/17761.

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The problem of competence of restaurant staff is very relevant, including because it has not received wide coverage in scientific publications. Today the market of restaurant services is not an easy situation. There is an increase in competition, lack of customers due to lower incomes, rising prices for products. In addition, due to the COVID-19 pandemic, quarantine was introduced, which directly affected the closure of restaurants and the inability to work due to restrictions, which led to a decrease in the profitability of restaurants.
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Dang, Yue. "The Contribution of Multicultural Counseling Competencies to Multicultural Supervision Competencies Among Counseling Supervisors." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1496967532380558.

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Schreiber, Eva. "The management of natural competencies." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17069.

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Management science, as well as psychology, has tended to avoid the issue of why people like different activities, and why they tend to be good at the activities they like. The aim of this thesis is to tackle this issue by motivating and introducing a construct, called “natural competencies”, and exploring it empirically. “Natural competencies” are defined as resources that enable activities that are inherently rewarding or exciting for the subject, thereby creating positive emotions. Performing them is viewed as being part of their personal identity which transcends the social roles in which a person engages. Utilizing “natural competencies” may also result in feelings of fulfilment. It is hypothesized that natural competencies tend to appear in leisure (non-working) activities, that is, activities chosen by the subject because they are pleasurable and, therefore, motivating. So, leisure activities should be a source of information regarding an individual’s natural competencies. Ideally, occupational activities reflect natural competencies too, but alienation may prevent this. An empirical investigation was performed by in-depth-interviewing 20 subjects whose hobby it is to collect art. Collecting art may stimulate informal learning and may be intellectually challenging; so it might elicit pleasure, engagement, and ultimately fulfilment, thereby being relevant to natural competencies. Analysis of interviews was performed by “modified grounded theory”, an approach blending inductive and deductive, theory-driven methods. By combining the interviews with observations, a triangulation method was also utilized. The results are preliminary and qualitative, but they indicate that subjects experiencing and utilizing their natural competencies at occupational activities will experience a greater level of fulfilment. This basic result is stated in the “competency fulfilment model”. A basic practical implication of the work is that non-working activities may be fruitful for identifying and developing competencies in working adults. However, more work is needed to test and develop the competency fulfilment model in other domains, and to continue sharpening the concepts involved
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Randlesome, Collin. "Changing management competencies in Germany?" Thesis, Cranfield University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323914.

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Pulham, Emily Bateman. "K-12 Blended Teaching Competencies." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/8793.

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This dissertation centers on competencies for K-12 online and blended teaching. Article 1, published in Distance Education, is the literature review, which compares K-12 online and blended teaching competencies. We found that online and blended teaching share personalization as the most salient competency, but that blended teaching competencies emphasize pedagogical skill sets and online teaching competencies emphasize managing the online course. Article 2, published in the Journal of Online Learning Research, is an analysis of selected literature from Article 1, which analyzes the modality in which competencies occur (online or digital context, face-to-face context, generic, or blended). Over half of the competencies analyzed were deemed generic, or not specific enough to denote which modality in which they occur, and 30% of competencies were for an online or digital context, and a very few competencies were specifically for face-to-face modality, and blended competencies made up Article 3 is a description of the validation of a Blended Teaching Assessment of five competency areas associated with blended teaching: (a) technology skills, dispositions, and digital citizenship, (b) technology-mediated interactions, (c) blending online and in-person learning, (d) personalization, and (e) real-time data practices. While the confirmatory factor analysis showed minimal evidence of validity, we believe this is an important first step to building an objective assessment of blended teaching skills, and the assessment should be refined and further analyzed if it is to be used for summative purposes.
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Dwyer, Edward J. "Enhancing Comprehension Competencies Through Questioning." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3330.

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O'Connor, Thomas Karli Michelle. "Development of the Gerontological Counseling Competencies Scale: A Self-report Measure of Counselor Competence with Older Adults." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341672223.

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Books on the topic "IT Competencies"

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Caird, Sally. Enterprise competencies. Stirling: Scottish Enterprise Foundation, 1989.

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Kale-Smith, Geri. Administrative competencies. Baltimore, MD: Lippincott Williams & Wilkins, 2008.

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Buchman, Michelle. Clinical competencies. Baltimore, MD: Lippincott Williams & Wilkins, 2008.

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Ertelt, Bernd-Joachim, William E. Schulz, and Andreas Frey. Counsellor Competencies. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87413-1.

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Grisso, Thomas. Evaluating Competencies. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8.

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Lab competencies. Baltimore: Lippincott Williams & Wilkins, 2008.

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Whiddett, Steve. The competencies handbook. London: Institute of Personnel and Development, 1999.

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Weightman, Jane. Competencies in action. London: Institute of Personnel and Development, 1994.

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Wynne, Bernard. Competencies: A practical guide to understanding and applying competencies. Hitchin: Technical Communications(Publishing Limited, 1996.

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

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Book chapters on the topic "IT Competencies"

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Laverack, Glenn. "Competencies." In A–Z of Health Promotion, 30–33. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_11.

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Cox, Peter. "Competencies." In Cycling, 120–39. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315533698-7.

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Faivre-Tavignot, Bénédicte. "Individual Competencies to Organizational Competencies." In Social Business and Base of the Pyramid, 75–86. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119261193.ch3.

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Grisso, Thomas. "Problems in Assessments for Legal Competencies." In Evaluating Competencies, 1–13. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_1.

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Grisso, Thomas. "Competency to Consent to Treatment." In Evaluating Competencies, 311–43. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_10.

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Grisso, Thomas. "Developing and Using Forensic Assessment Instruments." In Evaluating Competencies, 344–63. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_11.

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Grisso, Thomas. "Legally Relevant Assessments for Legal Competencies." In Evaluating Competencies, 14–30. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_2.

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Grisso, Thomas. "Empirical Assessments for Legal Competencies." In Evaluating Competencies, 31–53. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_3.

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Grisso, Thomas. "Reviewing the Instruments." In Evaluating Competencies, 54–61. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_4.

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Grisso, Thomas. "Competency to Stand Trial." In Evaluating Competencies, 62–112. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_5.

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Conference papers on the topic "IT Competencies"

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Ņikitina, Tatjana, and Inga Lapiņa. "THE CONCEPT OF MANAGER: CRITICAL ANALYSIS AND COMPETENCIES REQUIRED." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.27.

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The aim of the research is to analyse manager’s competence groups, a manager role in modern enter-prise and clarify what competences are required for managers in knowledge intensive business service (KIBS) organizations. Authors assumed that natural changes in the external environment lead to ap-pearance and development of new managerial activities and competences or manifestation of a cer-tain set of competencies. Previous researchers reveal that new context of teams that are diversified in terms of locations, disciplines and social groups require managers to act differently. Other researchers emphasize acceleration of technological novelties and presence of new organizational forms such as small and medium enterprises (SMEs) also creates new operational processes and managerial activi-ties. Business society and labor market expect a professional who acts in different roles of entrepre-neur, leader, and manager simultaneously. The authors conducted literature overview and identified ten leading competencies that are necessary for a manager in KIBS.
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Karatkevich, A. V. "ACTIVE FORMS AND METHODS OF LEARNING IN THE FORMATION OF UNIVERSAL COMPETENCES OF STUDENTS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-134-138.

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The use of the competence-based approach in higher education presupposes the formation of a structure of universal competencies among students. Formed competencies make it possible to apply the acquired knowledge in practice, solving various kinds of professional, social and civic tasks. The system of active forms and methods of teaching should become the guiding principle of the formation of the structure of universal competences. It is necessary to introduce such forms of the educational process, innovative pedagogical systems and technologies, methods of active learning, methods of diagnosing the level of formation of competencies, which contribute to the combination of theoretical knowledge with practical skills.
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Kusainov, Gabit Mukanaevich, and Svetlana Seitzhanovna Mnaidarova. "DEVELOPMENT OF COMPETENCIES AND COMPETENCIES OF TEACHERS IN MODERN CONDITIONS." In All-Russian Scientific and Methodological Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-100289.

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The article discusses the concepts of “competence” and “competence” of a teacher, their distinctive characteristics, reveals effective ways of forming pedagogical competencies and competence in the process of using collective training sessions.
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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.
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Neretin, Oleg P. "Intellectual property competencies for librarians’ professional development." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-97-100.

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The goal is set and the necessity is substantiated of developing the intellectual property competencies in librarians and information specialists. The corresponding competence model is introduced. The experience of London Business & IP Center of the British Library is discussed. The examples of teaching intellectual property competencies within the framework of library bachelor and master degree programs and within continuing professional education system, are provided.
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Ciolfi, Alberto, and Annalisa Di Benedetto. "Competencies and higher education: evidences and returns. The TECO project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9308.

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The aim of this work is to present the state of progress and the main features of the TECO (TEst of COmpetence) project, promoted by the (Italian) National Agency for the Evaluation of Universities and Research Institutes with the aim to assess students’ learning outcomes in the higher education contest. The results of the 2017-2018 TECO survey (which involved voluntarily over 12,500 nursing, physiotherapy and medical radiology students), showed that attending a university programme makes a difference in development of some competencies, especially for the disciplinary sphere. The analysis will focus on the connections between the characteristics of the students at the beginning of their study career and the achieved level of tested competences. The return of the test results to the students and study programmes’ coordinators will be presented and discussed, considering their possible uses in a self-assessment perspective. TECO results and the new indicators that will be originated from this project could prove to be reliable tools for university programmes self-assessment, encouraging the use of evidence-based strategies for higher education improvement.
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Salomova, A. M. "Formation of pedagogical competencies of preschool children’s parents." In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.50.59.

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This article deals with the problem of formation of pedagogical competencies in parents of preschool children. In modern realities, the pedagogical competence of parents is one of the key factors in the upbringing of a child
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Goncharova, Yana, Tatyana Savchenko, and Olga Sheveleva. "Security Competence as an Integral Part of Competence-Based Learning Approach: Russian and European Experience." In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2021. http://dx.doi.org/10.26439/ciis2021.5581.

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Since the end of the 20th century, educational standards have been changing, and many countries have switched from a traditional approach to a competence-based one. Despite the numerous works on the issue, there is still no standardized definition of competencies and their components. The study of the competencies, including new digital competencies, is necessary because education within the framework of the competence-based approach helps to reduce the gap between theory and practice, which makes it possible to train specialists ready to work in a new digital era, where one of the main tasks is the formation of the digital economy. The digital economy implies the development and creation of digital, high-tech products within the country. The ability to safely operate digital products is reflected in security competence, which is important not only in professional activities but also when using the internet, computer programs, and so on, for personal purposes. In this article, we will analyze different approaches to the concept of security competence within the prism of competence-based learning in Russia and Western countries, including European and American experiences.
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Dashko, Y. V., O. V. Vitchenko, and M. I. Kadomtsev. "MATHEMATICAL MODEL OF FUZZY MULTIPARAMETRIC ASSESSMENT OF COMPETENCIES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.428-432.

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The article describes one of the possible models of fuzzy multiparametric assessment of students' competencies. The mathematical apparatus of the model is described, taking into account the requirements of fuzzy logic. The concept of competence indicators as generalized characteristics of competencies and as learning outcomes is specified; their comparability with labor functions and (or) labor actions and with the set of KS (Knowledge skills) is taken into account. This model is considered in the synthesis of the "discipline" - "project" categories in the education system.
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Reports on the topic "IT Competencies"

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Wong, Leonard, Stephen Gerras, William Kidd, Robert Pricone, and Richard Swengros. Strategic Leadership Competencies. Fort Belvoir, VA: Defense Technical Information Center, August 2003. http://dx.doi.org/10.21236/ada631451.

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Brown, Allison, Emily Cole, Adrian Ho, Amanda Hurford, Melanie Kowalski, Ally Laird, Jessica Lange, et al. Library Publishing Competencies. Purdue University, April 2020. http://dx.doi.org/10.5703/1288284317123.

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

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

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Ford, Laura A., Heather M. Wolters, Karen O. Moriarty, Michael J. Cullen, and Don Forrest. Identification of Company Command Competencies. Fort Belvoir, VA: Defense Technical Information Center, June 2013. http://dx.doi.org/10.21236/ada587475.

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

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Blocklage, Brian F. George Washington's Strategic Leader Competencies. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada377181.

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Wolters, Heather M., Patrick G. O'Shea, Laura A. Ford, Matthew S. Fleisher, Mary A. Adeniyi, Clair E. Conzelman, and Russell J. Webster. Identification of Brigade Command Competencies. Fort Belvoir, VA: Defense Technical Information Center, June 2011. http://dx.doi.org/10.21236/ada548193.

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Marty, Stephen A. Navy Health Care Executive Competencies. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada473552.

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Rahman, Fazil A., Kadir Arifin, Azlan Abas, Mahfudz Mahfudz, Muhammad Basir Cyio, Muhammad Khairil, Muhammad Nur Ali, Ilyas Lampe, and Muhammad Ahsan Samad. Safety competencies: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0146.

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