Дисертації: "Competence of graduates"

1

Khoury, Ogareet. "Investigating the translation competence of graduates of Bachelor degree programmes in Jordan." Thesis, Aston University, 2017. http://publications.aston.ac.uk/31551/.

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This thesis investigates perceptions of competence held by graduates, translator trainers, and employers. Previous research in Jordan had revealed that graduates struggle to secure a job in translation because translator training programmes do not prepare them sufficiently enough to meet the market requirements (Shunnaq, 2009; Yousef, 2004, Al-Hamad, 2014). This research takes these initial studies further by using the PACTE multi-componential translation competence model (2000, 2003, 2011). The study was conducted at two different phases in consequential procedures, combining quantitative and qualitative analyses. It revealed that while the graduates mildly agree on the development of their translation competence, the teachers and the employers disagree on this development and perceive several ‘core competences’ as lacking in graduates. The study contributes to translator pedagogy in Jordan by providing detailed data on the competences that are underdeveloped in graduates relating them to the suggestions of the teachers on what needs to be stressed in the curriculum. Furthermore, it unveils the competences that are required the most by the employers versus those that are lacking in graduates. Based on the findings, the curriculum design can be amended to ensure more efficient programmes and thus a better development of translator competence. This study also contributes to research into translation competence development by arguing that competence is not only a defined notion or a multi-componential model. Competence is a perception that is governed by a socio-cultural and academic context. In a context where the experts themselves are lagging behind in research and where the stakeholders are working out of sync, the concept of translation competence still seems to be basically determined by the bilingual competence. Furthermore, the study also contributes to translation pedagogy by revealing that when the students’ role is suppressed, the students show poor ability to assess their development, thus over-estimate themselves.

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2

Amerson, Roxanne M. "The influence of international service-learning on cultural competence in baccalaureate nursing graduates and their subsequent nursing practice." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396701/.

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3

Fioramonte, Amy. "A Study of Pragmatic Competence: International Medical Graduates' and Patients' Negotiation of the Treatment Phase of Medical Encounters." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5478.

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Despite advances in medical technologies, interpersonal communication remains the primary tool physicians use to exchange information, make diagnoses, and treat patients (Cameron & Williams, 1997; Groopman, 2007; Ong, de Haes, Hoos, & Lammes, 1995). In the medical encounter effective communication between physician and patient is essential so that beneficial health and wellbeing outcomes are achieved for patients. Taking a discourse analytic approach, this study examined interactions occurring between international medical graduate (IMG) residents, attending physicians, and patients during the treatment advice phase of the supervised medical encounter. The aim of the study was to examine the co-constructed nature of the delivery and receipt of treatment advice and the ways in which physicians and patients managed interpersonal relations through the negotiated activity. The theoretical framework of pragmatic competence was utilized to underpin the study. Physician-patient interactions served as the primary data source. Medical encounter interactions between five different IMG residents and 31 patients were observed and audio-recorded. Observations and a post-medical encounter survey completed by patients served as secondary data sources. The analysis of the data revealed that this medical speech activity embedded within the medical encounter was realized through the use of a variety of discourse strategies and contributions from multiple participants as they attended to the interpersonal and transactional goals associated with the delivery and receipt of treatment advice. Findings provided insights into how multi-party discourse worked to jointly construct and negotiate treatment recommendations. Findings indicated that IMG residents utilized indirect advice giving strategies. Additionally, both IMG residents and patients utilized interrogatives in various ways to engage actively in the treatment decision-making process. Finally, the data revealed how the participants attended to each other's face needs as they worked to enhance, maintain, or challenge face through the dynamic process of negotiating relationships.

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4

Lee, Kathleen F. "Clinical competencies required for graduates of an entry-level associate degree respiratory care program to practice competently." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247887.

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The purpose of this study was to identify the complete scope, cognitive, affective and psychomotor, of clinical competencies required for the successful practice by entry-level associate degree respiratory care graduates entering the workforce. The study was conducted using a Delphi technique. American Association for Respiratory Care House of Delegates nominated a panel of experts to participate in the study. A total of 55 individuals were nominated and 21 agree to participate in the study. The individuals represented both college-based educators and hospital managers and educators. The initial questionnaire requested that each panel member list those cognitive, affective and psychomotor clinical competencies that they believed to be required for successful entrylevel practice. The responses from the first round were grouped into like categories and returned to the panel members to be rated on a four-point scale during the second and third rounds of the study. Consensus was achieved with the third round resulting in a final list of 26 cognitive, 20 affective and 28 psychomotor clinical competencies. The final list of competencies includes the most basic cognitive and psychomotor skills of the profession and did not include many of the areas listed by the National Board for Respiratory Care exam matrix. The study also lists 20 affective attributes as essential for successful practice. There are no current standardized methods in use to evaluate affective skills. Research will need to continue to clarify the skills needed for competent and successful entry-level practice.
Department of Educational Studies

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5

Davids-Latief, Nuraan. "An examination of the e-Competence requirements of potential information systems graduate employers in the Western Cape and the information systems curriculum at University X." University of the Western Cape, 2016. http://hdl.handle.net/11394/5264.

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Magister Commercii (Information Management) - MCom(IM)
Knowledge, skills and competences (KSC) are regarded as the new global currency of the 21st century, without which a country’s investments in other resources will collapse. These strategic skills and competences, which are related to specific requirements of the knowledge-driven economy and information society, are referred to as electronic skills (e-skills) and electronic competences (e-competences). Possessing e-skills and e-competencies allows for a more effective and inclusive participation within a global knowledge-driven economy and broader society. However, with a history of inequity, South Africa has been adversely impacted by globalisation and rapidly progressing Information and Communication Technologies (ICT), resulting in the country lagging behind in global competitiveness and e-readiness. Since e-skills and e-competencies are considered a pre-requisite for securing professional employment in most of the world, there is a need for Higher Education Institutions to determine firstly, which e-competencies are required in today’s society and then to ensure that these e-competencies are sufficiently provided to their students. This statement is premised on the understanding that quality, relevant and adequate e-skills and e-competences are required for a more effective and inclusive participation within a global knowledge-driven economy and broader society. In the context of a regressing youth unemployment crisis in South Africa and with the backdrop of the global mismatch between demand and supply of e-skills and e-competences, this study investigated the alignment between demand and supply of e-competences in South Africa. Thus, the overarching aim of this study was to determine how well the Information Systems curriculum at a South African university (supply) matched the e-competence requirements of potential employers of Information Systems graduates in South Africa, specifically in the Western Cape Province (demand). This was achieved through two specific objectives which were firstly, to develop a conceptual framework that could be used to assess if there was a mismatch between demand and supply and then 2) to use the conceptual framework to make recommendations towards alignment of demand and supply. By achieving these objectives, this study makes a significant contribution to the current e-skills dialogue and existing body of knowledge by positing a conceptual framework ofe-Competences for Information Systems graduates in the South African context, which was developed after an extensive examination of the literature related to the demand and supply of e-competences; and eleven existing e-skills and e-competence frameworks. A holistic perspective of e-competences is illustrated in this e-Competence framework, which suggests a vertical and horizontal view of the knowledge, skill and attitude (KSA) components in the e-competence definition. By using three vertical layers, the framework categorises the combination of fifty specific e-competencies expected of undergraduate and postgraduate Information Systems graduates. The first layer indicates the core competence categories, which are Cognitive Competence, Functional Competence, ICT Competence, Personal Competence (which includes Career Management, Ethical and Emotional Intelligence Competences), Global Competence (which includes Behavioural, Intercultural and Social Intelligence Competences) and lastly Meta-competences, which underscore all the other competences. The second and third layers of the framework allocated fifty specific e-competencies to these core competence categories. The study was positioned within a qualitative, interpretive research paradigm and used a case study design. The research sites were twenty two IS graduate employers in the Western Cape Province who participate in the annual internship programme at the IS department of University X. Convenient sampling was used to collect data over a period of five years, from 2010 until 2014. The study used two data collection instruments, which were performance evaluation forms and follow up interviews. These two instruments provided rich data in both qualitative and quantitative forms and the variety of data allowed for the reliability and validity to be ensured with the qualitative data being triangulated with the quantitative data. Content analysis was used to analyse the data through a three-stage open coding process. Nine findings were identified, which indicate that there was a mismatch between the demand and supply of e-competences in the selected case study. The mismatches were found to be either in the knowledge, skill or attitude component of e-competence. It was noted that twenty one of the fifty e-competencies in the conceptual framework were taught at University X, eleven were assumed to be embedded within the IS curriculum and eighteen e-competencies are not taught at University X. Significantly, most employers regarded attitudes as a more important requirement for e-competence than knowledge and skills.

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6

Bradshaw, Rachael J. "Training and Attitudes of Recent Graduates Regarding the Provision of Culturally Competent Genetic Counseling Services to Latinos." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1089997093.

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7

Ayitey, Kobina. "Exploring the Glocal Competence of Students Through the Global LeadershipCenter : A Qualitative Case Study on the Lived Experience of Graduates." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522961048449413.

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8

Stroupe, Walter E. "A study of West Virginia State Police Academy graduates' perceptions of their degrees of competence and the relevance of the Marshall University Community and Technical College police science curriculum." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=207.

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9

Doucette, Wendy C. "Becoming a Competent Graduate Librarian." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5358.

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As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians. Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.

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10

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

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

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11

Jones, Wittney A. "Health Care Administration Faculty Perceptions on Competency Education, Graduate Preparedness, and Employer Competency Expectations." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1200.

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Health care administration programs have transitioned to using the competency approach to better prepare graduates for workplace success. The responsibility of preparing graduates lies with the program faculty, yet little is known about faculty perceptions of the competency approach. The purpose of this cross-sectional study was to assess the perceptions of graduate-level health care administration faculty about the competency approach, the approach's effect on graduate preparedness, and employer expectations. Adult learning theory and the theory of self-efficacy were used as the theoretical foundations for the study. Faculty demographics related to personal information, workplace/teaching experience, and program information served as the independent variables, while survey item perception ratings were the dependent variables. Nonprobability sampling of graduate-level health care administration faculty (n = 151) was used and data were collected using an online survey developed by the author. Descriptive statistics, independent samples t tests, correlation analyses, and multiple linear regressions were used to examine and describe faculty perceptions. Findings indicated that faculty generally support the use of the competency approach and that it effectively prepares graduates. Teaching in a CAHME-accredited program predicted perceptions about the approach adequately addressing employer expectations (Î² = .343, p < .05). Issues including need for standardization and use for accreditation versus educational purposes were identified. Social change implications include contributing to professional development efforts for faculty and improving the quality of health care administration graduates and the future leadership of the industry.

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12

Grealish, Laurie, and n/a. "Crafting competence: the governance of multiplicity in nursing." University of Canberra. Government, 2009. http://erl.canberra.edu.au./public/adt-AUC20090818.152940.

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Competence and competency assessment in nursing are promoted as necessary to ensure the quality of health care services. The dominant discourse in the international nursing community suggests that competence should be assured through some form of competency assessment, however competence is a controversial concept, with many different definitions. There are significant concerns about the validity and reliability of currently available assessment technologies. Rather than continue the debate about definitions and measurement, I take as my research aim the discovery of how what has come to count as competence became settled. The data for this study was drawn from textbooks, journal articles, meeting minutes, government reports, interviews with senior nurse leaders who were active in the development of the ANRAC Competencies and the ANCI Competency Standards 3e and RN preceptors who assess competence, group interviews with Clinical Development Nurses who assess competence, and observations of newly qualified nurses being assessed by Clinical Development Nurses. Newly qualified nurses were chosen as the focus for this study as they are formally assessed as part of Transition to Practice programs offered by health agencies around Australia. The study focuses on the period 1985 to 2005. Theories from the science, technology and social (STS) discipline informed the analysis. I found that rather than existing as a singular definable reality, competence exists in an undecided set of potentials and is momentarily reified in daily nursing practices in the form of competency standards assemblages. Combined, the semiotic (competence) - material (competency standard) assemblages are created by inventive assessors who work allegorically with multiple competences. This is not the work of assessing competence; rather it is the work of producing competence. The findings of this thesis offer new insight into competence and assessment technologies that can inform further research and development into the practices of competence assessment.

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13

Seidel, Glass Paula E. "Differences Among Undergraduate and Graduate Nursing Students’ Cultural Competency." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/940.

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This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

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14

Wangensteen, Sigrid. "Newly graduated nurses' perception of competence, critical thinking and research utilization." Doctoral thesis, Karlstads universitet, Avdelningen för omvårdnad, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6260.

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Sigrid Wangensteen has the recent years been engaged in doctoral studies at Karlstad University in combination with teaching at the bachelor program in nursing at Gjøvik Universtity College. This doctoral thesis is focused on newly graduated nurses, their perception of competence, critical thinking dispositions, research use and their experiences of being a nurse during their first year as a nurse. Qualitative and quantitative methods were used. The very first period of time was experienced as tough but when looking back the newly graduated nurses appreciated the tough time. They described the need for a supportive environment, and gaining competence through managing challenging situations. The leadership role constituted the main difference between being a student and being a nurse. In the quantitative study the nurses perceived their competence as good, rating the Helping role competence category highest and the Ensuring quality competence category lowest. With respect to critical thinking the CCTDI total scores indicated a positive disposition. As regards the CCTDI subscale scores the nurses reported highest values for intellectual curiosity (Inquisitiveness) and lowest for intellectual honesty (Truth-seeking). The nurses reported a positive attitude towards research, but only 24% were classified as research users. Supportive environment was a significant predictor for research use. Critical thinking was a prominent predictor for attitude towards research, for research use and perception of competence. Nurse leaders in clinical practice and nurse educators in nursing education and clinical practice play an important role in nurturing student nurses and newly graduated nurses with respect to critical thinking. There is a need to assess whether teaching strategies meet the requirements of critical thinking and EBP in nursing education.

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15

Chen, Yu-Fen. "Computer competencies forecast for junior college accounting graduates in Taiwan /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962508.

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16

Durmaz, Tuba. "Competencies Of Instructional Technologists Graduated From Computer Education Andinstructional Technology Department As Required Byinformation Technology Firms." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12614160/index.pdf.

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The purpose of the study was to investigate the current status and competencies of CEIT graduates working in IT firms from the employers&rsquo
point of view. In addition, the cases were evaluated to see whether the graduates have gained competency in their undergraduate education or while working for the firms. In the end the main goal was to identify how well CEIT departments are preparing students for professional practice. The participants of this study were thirteen employers of CEIT graduates working in IT firms in a technopolis. A mixed methods research approach including both quantitative and qualitative research methods was employed as the primary method in order to reach the purpose of this study. Within the scope of this mixed method study, firstly, the quantitative technique was employed in which the data were gathered through a questionnaire to examine the competencies of CEIT graduates. Then, the qualitative part of the study was employed through a follow-up semi-structured interview to confirm and complement the quantitative findings. According to the results of this study, CEIT graduates are average competent at pedagogical, technical and communcation issues. They are more competent within communication and teamwork, and least competent within technical issues according to the employers.

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17

Kamboj, Amritpal K. "Nurse residency| An answer to improve new graduate nurse competency." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560103.

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The Institute of Medicine (IOM) report To err is human: Building a safer health system raised the very important concern of patient safety. The ultimate goal of this report was to provide a call-for-action that promoted patient safety at the point-of-delivery (Kohn, Corrigan, & Donaldson, 2000). Registered Nurses (RNs) represent the largest discipline providing and coordinating patient care redesign. The aim of creating safe and quality care would not be possible without the presence of competent nurses. Conversely, new graduate nurses are prone to errors due to lack of transitional support from academics to practice. With the growing shortage of experienced RNs nationally, there is a need to evaluate and promote programs to assist in the transition, retention, and recruitment of competent new nurses. Structured residency programs offer a means to increase the competency of newly graduated RNs. This study performed secondary data analysis of the Versant 18-Week Residency Program to provide evidence of the success of this approach in assisting new nurses in their transition from academia to practice.

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18

Загородня, Тетяна Миколаївна. "Моделі та інформаційна технологія забезпечення компетентності випускників вищого навчального закладу з урахуванням вимог роботодавця". Thesis, Сумський державний університет, 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/18188.

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Дисертація на здобуття наукового ступеня кандидата технічних наук за спеціальністю 05.13.06 – інформаційні технології. – Національний технічний університет "Харківський політехнічний інститут", Харків, 2015. У дисертаційній роботі вирішена актуальна науково-практична задача обґрунтування та розробки інформаційної технології забезпечення компетентності випускників ВНЗ з урахуванням вимог роботодавця до компетентності фахівців. Проаналізовано наукові досягнення в області підвищення ефективності навчання з урахуванням модульної системи і компетентісного підходу, сформульовано основні вимоги до інформаційної системи підтримки прийняття рішень для викладацького складу з метою вдосконалення процесу навчання студентів технічних спеціальностей, зокрема, майбутніх інженерів. Створено математичну модель представлення компетентності студентів як складної агрегованої характеристики. Розроблено модель багатокритеріальної оптимізації параметрів навчального процесу, яка дозволяє максимізувати функцію компетентності. Розроблено і впроваджено відповідну інформаційну технологію підтримки прийняття рішень, яка дозволяє проводити оптимізацію процесу навчання студентів технічних спеціальностей задля підвищення їхньої компетентності, що відповідає вимогам роботодавців. Здійснено оптимізацію параметрів навчального процесу для студентів заочної форми навчання, які вивчають дисципліну "Теоретичні основи електротехніки", що дозволяє підвищити сформований рівень компетентності на 20-35 %. Результати впроваджено та використано під час організації навчального процесу у провідних закладах вищої освіти України.

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19

Williamson, Loni Serene. "An evaluation of attributes and competencies for manufacturing engineering technology graduates /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1579.pdf.

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20

Williamson, Loni S. "An Evaluation of Attributes and Competencies for Manufacturing Engineering Technology Graduates." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/807.

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The purpose of this study is to determine the required attributes and competencies required for a graduate from a manufacturing engineering technology baccalaureate program. A document called “Competencies of Manufacturing Engineering Technology Graduates” was compiled in October 2004. This document lists twelve attributes thought to be important for MET graduates: Leadership, Professionalism, Creativity and Problem Solving, Management, Materials, Processes, Quality, Systems, Design, Communication, Safety and Environmental Issues, and Global Awareness. Under each attribute is a list of five to seven competencies creating a total of seventy-three competencies for graduates of an MET baccalaureate program. This list of attributes and competencies was converted into a survey for the purpose of evaluation by two manufacturing groups: educators and industry representatives. Overall, educators and industry representatives rated the attributes and competencies as important. Ninety-nine percent of the combined educator's and industry representative's competency questions had a mean response of 3.50 and above. Therefore, the competencies are relevant for MET graduates. It was determined that educators did significantly differ from industry representatives for their ratings of the attributes, but educators did not significantly differ from industry representatives for their ratings of the competencies. Generally, industry representatives rated attributes less highly than educators; however, the pattern of responses was similar across educators and industry representatives. The rankings of each attribute section from those rated most important to those rated least important were as follows: Professionalism, Communication, Creativity and Problem Solving, Manufacturing Processes, Design, Safety and Environmental Issues, Quality, Materials, Leadership, Management, Manufacturing Systems, and Global Awareness. Current literature mentions aspects of manufacturing that are considered important and these include: global or international awareness, lean manufacturing, life long learning, and communication. This survey indicated that the Global Awareness section was rated the least important of any section. The lean manufacturing competency had an average ranking out of all seventy-three competencies. Communication has been an important concern for MET graduates since the earliest studies and the survey results suggest that communication continues to be highly valued. MET educational programs should provide many opportunities for students to improve their communication skills.

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21

Wanner, Christopher Frederick. "The identification of competencies necessary for totally blind high school graduates /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726085949809.

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22

Chien, Tien-chen. "Technical competency needs assessment for the graduates of telecommunication systems at UW-Stout." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999chien.pdf.

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23

Farabaugh, Jessica. "Perceptions of New Graduate Nurses Competency| Are Hospital Orientation Programs Enough?" Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840346.

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The assessment of new graduate nurses’ competency is an important outcome of orientation. Nurse managers and nurse preceptors are important stakeholders in the transition of new graduate nurses and are often responsible for assessing the competency of new graduate nurses. This study used the New Graduate Nurse Performance Survey to assess the perceptions of nurse managers and nurse preceptors related to new graduate nurse competency post orientation.

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Park, Jennifer S. "Assessing Spiritually Competent Practice Across Mental Health Graduate Students." Thesis, Regent University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739778.

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Standards for integration of spirituality and religion within mental health training continue to be ambiguous. Although increased attention has incorporated such diversity into multiculturalism, proficiency remains inadequate among non-religiously affiliated individuals and institutions. This study examined competence levels utilizing the Revised Spiritual Competence Scale II (SCS-R-II) and the Spiritual and Religious Competency Assessment (SARCA). Participants were 125 students attending accredited counseling, psychology, and social work schools in the United States. Counselor trainees scored highest on both measures as did students with very strong personal religious affiliation and attendees of Christian affiliated schools. Implications and future recommendations are discussed.

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Загородня, Тетяна Миколаївна. "Моделі та інформаційна технологія забезпечення компетентності випускників вищого навчального закладу з урахуванням вимог роботодавця". Thesis, НТУ "ХПІ", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/18178.

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Дисертація на здобуття наукового ступеня кандидата технічних наук за спеціальністю 05.13.06 – інформаційні технології. – Національний технічний університет "Харківський політехнічний інститут", Харків, 2015. У дисертаційній роботі вирішена актуальна науково-практична задача обґрунтування та розробки інформаційної технології забезпечення компетентності випускників ВНЗ з урахуванням вимог роботодавця до компетентності фахівців. Проаналізовано наукові досягнення в області підвищення ефективності навчання з урахуванням модульної системи і компетентісного підходу, сформульовано основні вимоги до інформаційної системи підтримки прийняття рішень для викладацького складу з метою вдосконалення процесу навчання студентів технічних спеціальностей, зокрема, майбутніх інженерів. Створено математичну модель представлення компетентності студентів як складної агрегованої характеристики. Розроблено модель багатокритеріальної оптимізації параметрів навчального процесу, яка дозволяє максимізувати функцію компетентності. Розроблено і впроваджено відповідну інформаційну технологію підтримки прийняття рішень, яка дозволяє проводити оптимізацію процесу навчання студентів технічних спеціальностей задля підвищення їхньої компетентності, що відповідає вимогам роботодавців. Здійснено оптимізацію параметрів навчального процесу для студентів заочної форми навчання, які вивчають дисципліну "Теоретичні основи електротехніки", що дозволяє підвищити сформований рівень компетентності на 20-35 %. Результати впроваджено та використано під час організації навчального процесу у провідних закладах вищої освіти України.
Thesis for a Candidate Degree in Technical Sciences, Specialty 05.13.06 – Information technologies. – National Technical University "Kharkiv Polytechnic Institute", Kharkiv, 2015. In the dissertation the relevant scientific and practical problem is solved, which is related to study and development of information technology for ensuring competencies of graduates to meet the requirements of the employer for the competence of professionals. Scientific achievements in the field of improving of learning efficiency based on a modular system and the competence approach were analyzed. The basic requirements to decision support information system for teaching staff were formulated in order to improve the learning process of students of technical specialties, including future engineers. A mathematical model of competence representation as a complex aggregated characteristic was created. The model of multicriteria optimization of the parameters of learning process was developed, which allows to maximize the competence function. The decision support information technology was developed and deployed. It allows to optimize the learning process of students of technical specialties for improvement of their competence and satisfaction of employers requirements. The optimization of parameters of learning process for students of low residence education was performed. It was done for discipline «Theoretical Foundations of Electrical Engineering» and allowed to increase the level of competence by 20–35 %. The results were used for organization of learning process in leading universities of Ukraine.

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Hollimon, Matthew T. Carney Jamie S. "Perceived competence and attitudes of counseling psychology graduate students regarding people with disabilities." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Counselor_Education,_Counseling_Psychology,_and_School_Psychology/Dissertation/Hollimon_Matthew_52.pdf.

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27

Shinn, Larry L. "The expected entry-level job competencies and attitudes of high school graduates as reported by employers." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495288.

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Employers have criticized the secondary education program stating graduates are not meeting expected entry-level job competencies and attitudes. Recent surveys of employers indicated wide dissatisfaction with the educational quality of high school graduates and confirmed much of the general criticism which has been made of American education.The purpose of this study was to obtain data to answer the following research questions:1. What are the entry-level job competencies and attitudes needed by high school graduates?2. What effect does the number of employees have the entry-level job competencies and attitudes required?3. What effect does the type of business have on the entry-level job competencies and attitudes required?Data were collected from 679 employers by the use of a mailed questionnaire.Major Findings In response to all three research questions, employers indicated an entry-level employee did not need understand basic economic/free enterprise concepts to be successful in an entry-level position. According to the responses to Research Questions No. 1 and 3, employers rejected the need for an entry-level employee to have the ability to speak critically and constructively in the exchange of ideas and to know the terminology of the business/industry. Employers rejected other questionnaire items but at a lower frequency rate than noted above.Conclusions1. A list of competencies and attitudes was established as being needed by an entry-level employee.2. The number of employees and type of business/industry did have an effect on the competencies and attitudes needed by an entry-level employee.

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Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

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29

Dryden, Tracy L. "Analysis of the job search competencies for business education students at Western Wisconsin Technical College." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005drydent.pdf.

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30

Short, Candice, C. Mullins, Victoria Pope, and Marah Wise. "Graduate Nursing: Evaluation of a Faculty Guided Clinical Competency Exam Practice Session." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7355.

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31

Hewlett, L. R. Scott. "The linguistic competencies of early French immersion graduates : an investigation of parental expectations /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47455.pdf.

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32

Al, Awaisi Huda S. "The experience of Sultan Qaboos University newly graduated nurses during their first year of practice in the Sultanate of Oman." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-experience-of-sultan-qaboos-university-newly-graduated-nurses-during-their-first-year-of-practice-in-the-sultanate-of-oman(07d3cf1b-4740-416a-9bc6-e64ae57d6d12).html.

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Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.

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33

Bothma, Stefan Frans. "Developing project management competencies in graduate engineers in the construction industry." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29385.

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Graduate engineers are often thrown in at the deep end when they start a career in the construction industry and they may be expected to manage a team of workers almost from the day they start. This could be a problem because of a lack of management education in their undergraduate degrees, compounded by the fact that there are few structured development programmes they can follow. In many cases, engineers from a mostly technical background are promoted into project management positions without any formal development or structured training in team or project management. One of the biggest effects of this is the poor management of construction projects.The study aimed to establish the most relevant project management competencies that graduate engineers in the construction industry need to be exposed to prior to leading large sections on a construction site. This aim was met by interviewing seven graduate engineers within two years after joining the construction industry, two human resources senior managers, and eight senior project managers, directors and managing directors of a large South African-based construction company. The data from the interviews were combined with data from a literature review to design questionnaires, which were distributed, and more data were obtained from 29 graduate engineers, 16 human resources professionals, and 42 senior project managers, directors and managing directors.The study identified seven competencies deemed the most important ones to be developed in graduate engineers – no significant difference in opinion on these competencies were found between the various respondent groups. The study also identified six methods that would be well suited to develop these, but found a significant difference in the opinions of the different respondent groups on which methods would be best suited. It seems that one of the main differences between the views held by the graduate engineers and those held by the more senior personnel is their opinion about physically working on a construction site and gaining experience in that way, as opposed to receiving formal training early on in their careers.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted

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34

Roberts, Rachael. "Graduate Student Competencies in Working with Lesbian, Gay, and Bisexual Youth." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1552341774701615.

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35

Graham, Stephanie R. Carney Jamie S. "Counseling competency with lesbian, gay, and bisexual clients perceptions of counseling graduate students /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1762.

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36

Holmes, Leonard Michael. "Towards a relational perspective on higher-level learning and skill : graduate employability and managerial competence." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006649/.

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The thesis presents a critique of the learning and competence agenda', ie currently-dominant approaches to graduate employability and managerial competence expressed in terms of learning as a process, and of transferable skills, competence, etc as outcomes of learning. The thesis argues that this agenda is based on a set of assumptions, referred to as the `conventional model of learning and competence', which is highly contestable. Key assumptions include that of learning as an individualised process sui generis, resulting in outcomes ('skills', `competencies' etc), causally related to behaviour or performance. Using both primary and secondary evidence, the claims made for the conventional model are shown not to be upheld. This is taken as warranting more fundamental consideration of the conventional model. It is argued that the `common sense' appeal of the model arises from the systematic ambiguity of the term `learning' (and other word-forms from the verb `to learn'). Conceptual analysis and clarification shows that the language of `learning', `skills' and so on relates to ways of expressing aspects of behaviour or performance. The thesis argues that performance is not objectively observable, but requires the construal or interpretation of activity as performance-of-a-kind. Drawing on various interpretive and constructionist traditions within the social sciences, this analysis is taken forward to develop a relational perspective on learning and competence. It is argued that, the notions of (social) `practices' and `emergent identity' are critical to such a perspective. The relational perspective is applied to the reconsideration of interviews with recent graduates and novice managers, particularly in respect of analysing career trajectories in terms of `modalities of emergent identity'. The forms of warranting of identity claim are also examined. The thesis concludes with a consideration of implications of the relational perspective, for further research, for policy and for pedagogic practice.

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Guzman, Nicole A. "Perceptions of Short-Term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532359634274784.

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38

Shearer, Jessica B. "Examining Content Validity of the Nurse Competence Scale in the United States." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6585.

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Nursing competence is a necessity as it affects public health, safety and welfare; however there are very few reliable and valid tools that measure nursing competence. The Nurse Competence Scale has been used in many different countries outside of the United States and is based on Benner’s Novice to Expert theory. The purpose of this study was to examine the content validity of the Nurse Competence Scale using a mixed methods approach. Descriptive statistics were used to report results of the frequency of use scale and the critical to practice scale. Nursing faculty indicate Prioritizing My Activities Flexibility According to Changing Situations in the Managing Situations category of the Nurse Competence Scale as most frequently used. Nursing faculty rated Acting Appropriate in Life Threatening Situations as most critical to practice. Based on the results from this study, there is evidence to support the content validity of the Nurse Competence Scale in the United States. Results may be used to assess students prior to National Council Licensure Examination and may further the discussion on how nursing competence is measured globally. Additional research is need on the use of the NCS in the United States.

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39

Patria, Bhina [Verfasser]. "Identification of Problem-based learning components and their effects on graduates' competencies / Bhina Patria." Kassel : Universitätsbibliothek Kassel, 2014. http://d-nb.info/1053541031/34.

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40

Grigoriadis, Nikolaos. "Skills and competencies employers require from supply chain graduates : A job advertisements content analysis." Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37173.

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Background: The skills and competencies of the professionals in the supply chain sector have been highlighted since the 1960s as an area of academic interest. In modern days there are reports and articles highlighting a “skills-gap” between employers’ requirements and business graduates. In the meanwhile youth unemployment is a contemporary, acknowledged European problem and therefore there shouldn’t be a gap between supply and demand of young talents. Therefore it raises questions as to why employers report lack of young talents and at the same time youth unemployment is on the rise. Purpose: The present thesis will answer part of the abovementioned questions. More specifically it will measure the part of employers’ expectations. For that reason it will investigate in a transparent and systematic way, the requirements that employers state they expect from business graduates within the supply chain function through published job advertisements. Method: Empirical data consist of 60 publically available job advertisements aiming at supply chain graduates. The collected empirical data were analysed by the means of quantitative content analysis and then cluster analysis.Results and conclusion: The contemporary supply chain graduate is expected to demonstrate an all-around personality. The most frequently requested skills were teamwork, problem-solving ability, effective communication, English, and having a responsible, mature and professional attitude. Suggestions for future research: A longitudinal study in a broader linguistic context would raise awareness on emerging skills and track changes over time.

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Williams, Jr Charles Jerry. "A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/988.

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The willingness to work and a high school diploma were once all that was needed to start one's career. The problem is that on the twentieth anniversary of the reports by the Secretary's Commission on Achieving Necessary Skills (SCANS), high school graduates may still lack what business and education leaders require for success in entry-level employment or post-secondary studies. The research question included understanding how prepared graduates from at-risk high schools are for post-secondary work or study. The study used a Likert-scaled survey to assess participant work readiness in 36 skill or competency areas. The sample consisted of recent graduates from three at-risk high schools in one school district. Graduate responses to the survey indicated that 64% were not work ready. Statistically, results were consistent with the SCANS report that indicated that 51% of all American high school graduates were underprepared. Pearson correlations were detected between the graduates' level of academic study (i.e., special education, tech-prep, college-prep, or honors) and work-readiness, and between pre-graduation work-experience and work-readiness. Implications for positive social change include improved graduate work readiness.

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42

Diki, Mary Kristin. "The Internationalization of Higher Education: International Graduate Students' Perspectives on How to Enhance University Stakeholders' Glocal Competence." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596721422243909.

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43

MaAlister, Melanie Larkin Vivian M. "A preliminary study of faculty and graduates perceptions of vocational evaluation competencies in the educational curriculum." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/MCALISTER_MELANIE_13.pdf.

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44

Henderson, Ramar. "EXAMINING CROSS-RACIAL MENTORSHIP THROUGH THE LENS OF GRADUATE STUDENT HUMAN SERVICE PROFESSIONALS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1753.

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The primary aims of this study are two-fold: (a) to understand what role the racial identity of African American graduate students plays in how they perceive the multicultural competence of their faculty mentor; (b) to understand how both the racial identity of African American graduate students and their perception of their faculty mentors’ multicultural competence play in their overall satisfaction in the mentoring relationship. African American participants who are in cross-racial faculty mentoring relationships—will be recruited from programs in rehabilitation counseling, counseling psychology, clinical psychology, and counselor education. The instruments for the study will include the Cross Racial Identity Scale (CRIS), the Alliant Intercultural Competence Scale (ACIS), and the Relationship Assessment Scale (RAS). It is hoped that this study will begin to address current gaps in the literature concerning what constitutes a culturally competent mentor and satisfaction from the protégé’s perspective.

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45

Gore, Catherine A. "A study of practice skill competencies expected of graduates of accredited baccalaureate social work programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995215.

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46

Asakawa, Akihiro. "Internationalisation of universities and its positive effect on local students: case of the Graduate School of International Development, Nagoya University." Academic Consortium for the 21st Century (AC21), 2012. http://hdl.handle.net/2237/16710.

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47

Sitepu, Ied Veda Rimrosa [Verfasser]. "Competencies of Higher Education Graduates: A Case of Universitas Kristen Indonesia / Ied Veda Rimrosa Sitepu." Kassel : Universitätsbibliothek Kassel, 2013. http://d-nb.info/1037849906/34.

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48

Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.

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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar. The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distance graduate students have changed or improved based on the recommendations made in a previous study. A census of the Doc@Distance students was taken for this study. Thirty students submitted an argument writing sample that they wrote during the orientation week of their program in August 2003. The conclusions of this study found that 68.8% of the 2004 Doc@Distance Cohort suggested inadequacy in writing an argument paper, and 71.4% of the 2007 Doc@Distance Cohort suggested inadequacy in writing an argument paper. Ending Cohort `04 demonstrated weakness in coherence, argument, summary, and grammar. Beginning Cohort `07 demonstrated weakness in coherence, audience awareness, summary, and grammar. As a result of this study, it is recommended that a follow-up study be conducted on Cohort `07 in two years to determine if writing abilities for argument papers have changed and to assess the overall changes in argument-writing for this cohort. It is recommended that a study be conducted on Cohort `10 upon admission to determine their argument-writing ability. Ending Cohort `07 and Beginning Cohort `10 should be tested to determine if a difference exists between students completing the program and students entering the program. It is recommended that undergraduate agricultural education students be tested to determine their argument-writing competencies. It is recommended to compare and contrast on-campus agricultural education students and distance education students at Texas A&M University. Finally, it is recommended that Cohorts `07 and `10 be evaluated on their competencies to write data reports, narratives, and informative and research analysis papeers.

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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.

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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.

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McLarty, Roy W. "An examination of graduate skills and competencies within small and medium sized enterprises." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398816.

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This thesis explores and explains the outcomes from a research programme, which examined the linkages between graduates and small/medium sized enterprises, through the medium of an intemet brokerage service. It considers the graduate contribution to SMEs relating to types of firm most likely to employ graduates, furthermore, it also includes an examination of skills deployed by graduates who elected to operate their own enterprises. There are four main parts to this work. Firstly there is a comprehensive critical analysis statement which explores the whole field of skills, competencies and attributes and these concepts are related to the employment arena of SMEs. Secondly is a comprehensive review of all ten published works. Thirdly there is an overview of findings and contribution to knowledge, thereafter the thesis concludes with an exhibition of the works. A wide field of knowledge is explored in the published works, which commence with the authenticated final report delivered to the sponsors of the research project namely, the UK Governments, Department for Education and Employment. This extensive work, embracing many dimensions, is built upon within the succeeding published journal papers. A fascinating set of findings is presented (see Part 3), all of which make a significant contribution to knowledge for graduates and policy makers.

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