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Journal articles on the topic 'Collaborative competencies'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Getha-Taylor, Heather. "Identifying Collaborative Competencies." Review of Public Personnel Administration 28, no. 2 (2008): 103–19. http://dx.doi.org/10.1177/0734371x08315434.

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Zorko, Tadej. "DIGITAL TRANSFORMATION THROUGH COOPERATIVE LEARNING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 16, no. 1 (2024): 69–79. http://dx.doi.org/10.48127/spvk-epmq/24.16.69.

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In today’s complex world, a continuous upgrade of knowledge is crucial. Digital literacy, as one of the key competencies of the 21st century, is becoming more critical since it enables an efficient use of digital devices and tools. The European Union has set five key competencies for digital literacy, including informational and data literacy, digital content creation and communication and collaboration. In education, communication is widely accepted as a crucial skill for achieving common goals. Collaborative learning has proven to be a practical approach to teaching since it encourages the a

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Janssen, Marijn, Cornelia R. M. G. Fluit, Margaretha H. Sagasser, Loes H. J. Kusters, Nynke D. Scherpbier-de Haan, and Jacqueline de Graaf. "Competencies for collaboration between general practitioners and medical specialists: a qualitative study of the patient perspective." BMJ Open 10, no. 7 (2020): e037043. http://dx.doi.org/10.1136/bmjopen-2020-037043.

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ObjectivesTo explore the patient view of competencies essential for doctors to provide good collaboration at the primary–secondary care interface.DesignWe used a qualitative research approach. Focus groups with patients were conducted to explore their opinions of doctors’ competencies to provide good collaboration between primary and secondary care doctors. Transcripts were analysed using thematic analysis.SettingDutch primary–secondary care interface.ParticipantsSixteen participants took part in five focus groups. Patients treated in both primary and secondary care, defined as having a minimu

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Dwipoyanti, Nur Atmi, Supeno Supeno, and Ulin Nuha. "Development of Collaboration Script-Based Worksheets to Improve Collaborative Skills and Learning Outcomes in Junior High Schools Science Learning." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 15, no. 2 (2024): 209–22. http://dx.doi.org/10.37640/jip.v15i2.1818.

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Science learning is expected to be capable of various competencies following curriculum demands, including students' collaborative skills. Collaborative skills provide many benefits to students. However, the facts show that the collaborative skills achieved by students in current learning are still low because the learning process is not directed at achieving the desired targets. Thus, this research was conducted to develop a collaboration script-based worksheet to improve junior high school students' collaborative skills and learning outcomes in science learning. This type of research is deve

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English, Donald E., Edgar Manton, and Janet Walker. "AACSB College Of Business Deans Perception Of Selected Communication Competencies." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (2011): 35. http://dx.doi.org/10.19030/ctms.v3i4.5584.

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The purpose of this study was to determine AACSB college of business deans perception of selected communication competencies. The business communication competencies studied were 1. writing and speaking, 2. Interpersonal/collaborative competencies and 3. global communication competences. A questionnaire was developed and mailed to AACSB college of business deans. The study analyzed deans views on selected communication competencies. The questionnaire identified 44 competencies. The deans were asked to evaluate each of the listed 44 competencies. The two competencies that ranked the highest wer

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Kolesnikova, G., and N. Pustovalova. "Collaborative environment in inclusive education and professional competencies." Pedagogy and Psychology 49, no. 4 (2021): 159–65. http://dx.doi.org/10.51889/2021-4.2077-6861.18.

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The article is devoted to the issue of organizing a collaborative educational environment in the context of inclusive education at a University. The analysis of the study of theoretical sources and practical experience allows us to conclude that there is insufficient training of teachers in the field of inclusive education, the formation of professional competencies. The authors give an essential characteristic of the concept of "collaborative environment", which is an innovative approach in the preparation of future bachelors of education on the basis of collaborative interdepartmental intera

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Moradi, Sina, Kalle Kähkönen, and Kirsi Aaltonen. "Project Managers’ Competencies in Collaborative Construction Projects." Buildings 10, no. 3 (2020): 50. http://dx.doi.org/10.3390/buildings10030050.

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Collaborative delivery methods in construction projects provide a new operational environment, which can foster effective interaction and cooperation between different project stakeholders. Project managers are one of the most important players in this environment, who therefore need to possess appropriate competencies. Collaborative construction projects and their managerial solutions are still a relatively new field and, thus, special aspects such as competencies of project managers in such projects have been limitedly studied. The present research aimed to evaluate project managers’ compete

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Rodriguez-Salvador, Marisela, and Pedro F. Castillo-Valdez. "Promoting Collaborative Learning in Students Soon to Graduate through a Teaching–Learning Model." Education Sciences 13, no. 10 (2023): 995. http://dx.doi.org/10.3390/educsci13100995.

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For students to compete in the globalized world, it is essential to be proficient not only in knowledge but also in soft skills. Students should know how to work collaboratively towards a common goal; in this sense, it is recommended for educators to enhance collaborative learning competency, particularly in students in the final part of their studies. Important efforts have been made to study collaborative learning; however, those that focus on collaborative competencies in engineering students close to finishing their studies have not yet been explored. In this context, this research propose

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Self, Trisha L., Linda M. Mitchell, Sean Hess, Karissa J. Marble, and Jeffrey Swails. "Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder." Communication Disorders Quarterly 38, no. 3 (2016): 185–92. http://dx.doi.org/10.1177/1525740116655774.

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Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE)

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Rosas, João, Patrícia Macedo, and Luis M. Camarinha-Matos. "Extended competencies model for collaborative networks." Production Planning & Control 22, no. 5-6 (2011): 501–17. http://dx.doi.org/10.1080/09537287.2010.536622.

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Samuel, Karine Evrard, and Alain Spalanzani. "Developing collaborative competencies within supply chains." International Journal of Information Technology and Management 8, no. 2 (2009): 146. http://dx.doi.org/10.1504/ijitm.2009.023297.

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Harper, Joann C. "IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?" Journal of Nursing Education and Practice 9, no. 7 (2019): 46. http://dx.doi.org/10.5430/jnep.v9n7p46.

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The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. Howeve

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Anjara, Sabrina G., Éidín Ní Shé, Marie O'Shea, et al. "Embedding collective leadership to foster collaborative inter-professional working in the care of older people (ECLECTIC): Study protocol." HRB Open Research 3 (March 3, 2020): 8. http://dx.doi.org/10.12688/hrbopenres.13004.1.

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Background: The National Integrated Care Programme for Older People (NICPOP), formerly NCPOP aims to support older people to live well in their homes by developing primary and secondary care services for older people, especially those with complex needs. The programme develops integrated intermediate care which traverses both hospital and community settings through multidisciplinary and interagency teams. This team-based approach to the integration of health services is a novel innovation in Irish health service delivery and will require, over time, a shift in cultures of care to allow for the

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Maziarz, Magdalena. "Tłumaczenie kooperatywne – kompetencje 4K i koncepcja projektowania procesu uczenia się w XXI w. (21stCLD) w dydaktyce tłumaczenia." Applied Linguistics Papers 3/2024, no. 28 (2024): 30–47. https://doi.org/10.32612/uw.25449354.2024.3.pp.30-47.

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The article addresses the issue of non-linguistic competencies of translators (Małgorzewicz) and explores the concept of collaborative translation in the context of developing the “4Cs” competencies (critical thinking, creativity, communication, and cooperation) and the “21st Century Learning Design” (21stCLD). A key reference point is the European Master&#39;s in Translation (EMT, 2022) framework. The article describes the didactic process based on collaborative work in film subtitle translation, as demonstrated in the course &quot;Collaborative Translation&quot; as a part of the

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Kim, Seon, and Haejung Chon. "Analysis of the Relationship The Core Competence and Problem-solving Ability in College Students Majoring in Beauty." Korean Society of Culture and Convergence 45, no. 9 (2023): 945–56. http://dx.doi.org/10.33645/cnc.2023.09.45.09.945.

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The purpose of this study was to analyze the relationship between the core competencies and problem-solving skills of college students majoring in beauty and to provide basic data for the development of programs to strengthen their abilities. For this, a questionnaire survey was performed against college students majoring in cosmetology from March 14 to April 17, 2023. A total of 448 copies were used for final analysis. The collected data were analyzed using SPSS 21.0. The conclusion of the study is as follows. First, among the competencies, the level of collaboration competency and confidence

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Susanto, Ahsanul Huda, Anam Sutopo, Murfiah Dewi Wulandari, and Minsih Minsih. "Supervisi Akademik sebagai Strategi Penguatan Kompetensi Guru Dalam Pembelajaran Kolaboratif." Cetta: Jurnal Ilmu Pendidikan 8, no. 3 (2025): 110–21. https://doi.org/10.37329/cetta.v8i3.4196.

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Collaborative learning is important because it can enhance student engagement and support the development of critical thinking skills. However, to implement it effectively, teachers require guidance in designing and executing these teaching strategies. This study aims to explore the role of academic supervision in strengthening teachers' competencies in collaborative learning at SD Negeri 03 Wukirsawit. The study employs a qualitative approach with data collection techniques through observation, in-depth interviews with teachers, and document analysis. The findings show that academic supervisi

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TAN, JENNIFER PEI-LING, IMELDA SANTOS CALEON, CHRISTIN REKHA JONATHAN, and ELIZABETH KOH. "A DIALOGIC FRAMEWORK FOR ASSESSING COLLECTIVE CREATIVITY IN COMPUTER-SUPPORTED COLLABORATIVE PROBLEM-SOLVING TASKS." Research and Practice in Technology Enhanced Learning 9, no. 3 (2022): 411–37. https://doi.org/10.58459/rptel.2014.9411-437.

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Creativity and collaboration are increasingly recognised as 21st century skills that schools should foster in learners. To understand how groups, organisations and communities innovate over time, these competencies need to be more effectively cultivated and assessed in individuals and groups. Assessing these competencies, however, has proven challenging, especially in K-12 learning contexts. In the field of CSCL, where the pedagogical premise is that knowledge and competencies are fostered through social interactions and dialogic negotiations, contemporary research has pointed to the affordanc

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Rahmawati, Syarifah, Iskandarsyah Madjid, Muhammad Azry Bin Khoiry, et al. "Enhancing student competencies through entrepreneurship and cultural collaboration: A community engagement approach." Journal of Community Service and Empowerment 4, no. 3 (2023): 652–63. http://dx.doi.org/10.22219/jcse.v4i3.29805.

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Entrepreneurship plays a crucial role in the global economy, Driving job creation, fostering innovation, and contributing to economic growth. However, Indonesia faces challenges in increasing the number of entrepreneurs and enhancing economic productivity. This article presents a case study on the Faculty of Economics and Business at Syiah Kuala University's community engagement activities aimed at developing students' entrepreneurial and cross-cultural competencies. The activities encompass experiential learning, mentorship, networking, and cultural collaboration, aligning with achieving Sust

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Matern, Silvia. "E-Platform to Maintain Digital Competencies for Collaborative Network Organisations." Information & Security: An International Journal 46, no. 1 (2020): 114–24. http://dx.doi.org/10.11610/isij.4608.

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Moradi, Sina, Kalle Kähkönen, Ole Jonny Klakegg, and Kirsi Aaltonen. "A Competency Model for the Selection and Performance Improvement of Project Managers in Collaborative Construction Projects: Behavioral Studies in Norway and Finland." Buildings 11, no. 1 (2020): 4. http://dx.doi.org/10.3390/buildings11010004.

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Collaborative work practices are getting more common in construction projects. Consequently, new project delivery models have emerged and new practices have also entered the world of traditional delivery models. The resultant collaborative construction projects provide a different working environment compared to the traditional construction delivery models. This different environment seems to require project managers with certain types of competencies, but there is currently very limited research-based knowledge concerning this subject. This study aims at identifying such competencies, which p

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Coiro, Julie, Jesse R. Sparks, Carita Kiili, Jill Castek, Changhee Lee, and Beth R. Holland. "Students Engaging in Multiple-Source Inquiry Tasks: Capturing Dimensions of Collaborative Online Inquiry and Social Deliberation." Literacy Research: Theory, Method, and Practice 68, no. 1 (2019): 271–92. http://dx.doi.org/10.1177/2381336919870285.

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Multiple-source inquiry that involves collaboration and deliberation is a complex construct; accordingly, valid measurement of these related competencies should require students to demonstrate their collaborative inquiry and social deliberation skills as part of an integrated performance. In this article, we report findings from the first phase of an assessment project designed to develop and evaluate the use of a virtual world platform that simultaneously captures collaboration, online inquiry, and social deliberation in the context of a single scenario-based task. Mixed methods were employed

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Islawati, Islawati, and Muhammad Yunus. "Strategi Pengembangan Keterampilan Kolaboratif Mahasiswa Melalui Model PjBL: Review Teoritis." Indo-MathEdu Intellectuals Journal 6, no. 4 (2025): 5422–32. https://doi.org/10.54373/imeij.v6i4.3460.

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Collaborative skills are essential 21st-century competencies that university students, particularly in science-based disciplines such as chemistry, must acquire. This article aims to examine strategies for enhancing students’ collaborative skills through the implementation of the Project-Based Learning (PJBL) model. This study employed a theoretical literature review method by analyzing 10 scholarly articles published in reputable national and international journals between 2014 and 2024. Data sources were collected systematically from academic databases such as Google Scholar, Scopus, DOAJ, a

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MCgrath, Pam, Jennifer Anastasi, Stephanie Fox-Young, Don Gorman, Lorna Moxham, and Joanne Tollefson. "Collaborative voices: Ongoing reflections on nursing competencies." Contemporary Nurse 22, no. 1 (2006): 46–58. http://dx.doi.org/10.5172/conu.2006.22.1.46.

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Molitor, Whitney Lucas, Allison Naber, Angela MacCabe, and Julie Johnson. "Increasing Interprofessional Collaborative Competencies in OT Education." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (2019): 7311505198p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po7039.

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Trotter, Kathryn, Melinda Blazar, Virginia C. Muckler, Michele Kuszajewski, and Margory A. Molloy. "Perinatal IPE simulation can improve collaborative competencies." Journal of Interprofessional Education & Practice 15 (June 2019): 30–33. http://dx.doi.org/10.1016/j.xjep.2019.01.011.

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Ngo, Thye Peng, Claire Burke Draucker, Roxie L. Barnes, Kyungbin Kwon, and Deanna L. Reising. "Peer Collaborative Clinical Decision Making in Nursing Simulation: A Theoretical Framework." Journal of Nursing Education 63, no. 7 (2024): 435–43. http://dx.doi.org/10.3928/01484834-20240505-08.

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Background: Collaboration and decision making among nursing students are essential competencies in nursing education. However, how students collaborate and make decisions in simulation is a complex phenomenon and not well understood. This study aimed to develop a framework that describes peer collaborative clinical decision making (PCCDM) among nursing students in simulation. Method: Charmaz's constructivist grounded theory method was used. The sample included 32 participants (16 dyads) from two nursing programs. Results: The PCCDM framework described three interrelated functional domains (cog

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Frías Pérez, Edisson Andrés. "La gestión estratégica de los recursos humanos: una mirada desde las competencias en las ciencias humanas." Revista Científica de Ciencias Humanas y Sociales RECIHYS 1, no. 2 (2023): 17–22. http://dx.doi.org/10.24133/recihys.v1i2.3211.

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The strategic management of human resources: a view from the competencies in the human sciences, addresses the complex relationship between human resources management and competencies in the human sciences. The research focuses on understanding the analysis of those key competences that foster professional performance in the field of human sciences. The importance of strategic management in the field of human management is highlighted, emphasizing learning and continuous development. The study also identifies challenges such as resistance to change and the relevance of training. The conclusion

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Skinner, Kimberly, Barbara Maxwell, Amanda Baskerville, and Jovan Milanović. "Audiology, an Important Contributor to Interprofessional Holistic Care: An Interprofessional Collaborative Case Example." American Journal of Audiology 31, no. 1 (2022): 204–10. http://dx.doi.org/10.1044/2021_aja-21-00118.

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Purpose: Interprofessional collaboration improves health outcomes, enhances health care satisfaction, and facilitates more effective use of resources. Interprofessional collaborators increasingly understand and value other professions. A.T. Still University provides students from multiple programs with opportunities to develop interprofessional collaboration skills. This research note presents details of one such interprofessional education (IPE) opportunity, a collaborative case. Audiology was part of this case in two ways: Audiologic details of the simulated patient were provided to all stud

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Getha-Taylor, Heather, Jeannette Blackmar, and Erin L. Borry. "Are Competencies Universal or Situational? A State-Level Investigation of Collaborative Competencies." Review of Public Personnel Administration 36, no. 3 (2016): 306–20. http://dx.doi.org/10.1177/0734371x15624132.

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Caniglia, Guido, Beatrice John, Martin Kohler, et al. "An experience-based learning framework." International Journal of Sustainability in Higher Education 17, no. 6 (2016): 827–52. http://dx.doi.org/10.1108/ijshe-04-2015-0065.

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Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability co

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Nurviyani, Vina, Jauhar Helmie, Trini Handayani, Muhamad Syamsul Taufik, and M. Budi Mulyadi. "IMPLEMENTATION OF COLLABORATIVE MULTIMODAL TEACHING TO DEVELOP STUDENT TEACHERS’ COMPETENCIES." Publikasi Pendidikan 13, no. 2 (2023): 143. http://dx.doi.org/10.26858/publikan.v13i2.28743.

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Abstract: In the digital era, learners gain knowledge from various modes or multimodal. However, it is not in line with the Indonesian teachers’ competencies, particularly in conducting multimodal teaching. For the reasons, this study explored the development of student teachers’ competencies through collaborative multimodal teaching using VR. Moreover, it investigated the difficulties encountered by student teachers in developing the teacher competencies through collaborative multimodal teaching. The teacher competencies consist of the pedagogical, professional, social, and personal competenc

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Alamsyah Alamsyah, Apriliano Chandra Diva, Irwan Syah, Alif Kautsar, and Mustofa Abi Hamid. "Peningkatan Kompetensi Siswa SMKN 1 Kramatwatu dalam hal comunication, critical thingking, collaboration dan creative pada kegiatan Kihajar STEM Tingkat Nasional 2023." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 2, no. 1 (2023): 281–90. http://dx.doi.org/10.61132/sadewa.v2i1.528.

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The author provides training and guidance aimed at improving student competence in terms of communication, creative thinking, collaboration and creativity at the 2023 national level Ki Hajar STEM activities. This research uses quantitative research methods with a quasi-experimental type. There are two stages in this research, the preparation stage, namely the preparation stage before the competition and the implementation stage, namely the stage of participating in the Kihajar STEM competition activities. The innovation they created, namely a cellphone device or automatic sprinkler based on so

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Djalil, Muslim A., Syafruddin Chan, Teuku Roli Ilhamsyah Putra, Mirza Tabrani, and Maulidar Agustina. "Unraveling the Impact of Collaborative Competency on Collaborative Governance in Public Sector Organizations." Revista de Gestão Social e Ambiental 19, no. 1 (2025): e010755. https://doi.org/10.24857/rgsa.v19n1-030.

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Objective: The study investigates the influence of collaborative competency on collaborative governance, with innovative governance serving as a mediator, in the provincial government agencies of Aceh Province, Indonesia. Theoretical Framework: the application of innovative governance to mediate the influence of collaborative competency on collaborative governance in the public sector. Method: The research utilizes the Amos software as a data processing instrument to employ the Structural Equation Modeling (SEM) quantitative model. The investigation was conducted with 242 government officials

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Ernawati, Desak Ketut, and Desak Ketut Indrasari Utami. "The impact of inteprofessional education to health students’ collaborative competencies." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 660. http://dx.doi.org/10.11591/ijere.v9i3.20489.

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One of the aims of Interprofessional education (IPE) is to foster collaboration amongst healthcare professionals. IPE has been adopted at Udayana University by involving seven health courses at Udayana University, Bali, Indonesia. These students were assigned to 49 groups which composed the seven health course students. They learned working in collaboration from cases identified in the community. The activities spanned for five semesters. At the beginning of their activities the students received interprofessional collaboration competencies attainment survey (ICCAS). The survey has been valida

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Desak, Ketut Ernawati, and Ketut Indrasari Utami Desak. "The impact of inteprofessional education to health students' collaborative competencies." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 660–64. https://doi.org/10.11591/ijere.v9i3.20489.

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One of the aims of Interprofessional education (IPE) is to foster collaboration amongst healthcare professionals. IPE has been adopted at Udayana University by involving seven health courses at Udayana University, Bali, Indonesia. These students were assigned to 49 groups which composed the seven health course students. They learned working in collaboration from cases identified in the community. The activities spanned for five semesters. At the beginning of their activities the students received interprofessional collaboration competencies attainment survey (ICCAS). The survey has been valida

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Karimi, Hirou, and Guita Farivarsadri. "Exploring the Collaboration Skills among Architecture Students: A Quantitative Study in North Cyprus." Buildings 14, no. 7 (2024): 1984. http://dx.doi.org/10.3390/buildings14071984.

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This research investigates the collaboration competencies among architecture students at Eastern Mediterranean University, in North Cyprus, highlighting the necessity for curricular enhancements to foster teamwork skills essential for professional practice. A structured questionnaire was administered to 77 final-year students, evaluating their knowledge, abilities, and experiences in collaborative settings. Factor analysis revealed twelve key components of collaboration, indicating moderate skill levels overall. Notably, students excelled in work quality, self-reflection, and time management y

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Agborbechem, Peter Tambi, and Afor Betek Mary Espouse Tanyi Nkongho Orok. "An Assessment of Collaboration Competencies as a Correlate for the Career Development of Workers with Hearing Impairment in Fako Division South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 1180–88. https://doi.org/10.5281/zenodo.3892915.

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This study assessed Collaboration Competencies as a Correlate for the Career Development of Workers with Hearing Impairment in Fako Division, South West Region of Cameroon. Specifically, the study examined the extent to which certain indicators of collaboration competencies such as the ability to understand others, participatory ability, collaborative problem solving ability, team spirit and the ability to be tolerant can influence the career development of workers with hearing impairment in Fako Division South West Region of Cameroon. To achieve this, a case study research design was used and

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Pata, Kai, and Külli Kori. "Cross Academia and Public Citizen Engagement for Developing Active Citizenship Competences." Interaction Design and Architecture(s), no. 57 (June 20, 2023): 152–66. http://dx.doi.org/10.55612/s-5002-057-009.

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This paper explored the effect of the different open cross-university and public knowledge building activities on participants’ active citizenship competencies. A survey was conducted with the participants from 7 activities in higher education context in the INOS project. The results report that active citizenship competences could be better developed in cross-academia and public citizen engagement activities that target collaborative knowledge building and data management rather than in more individual crowdsourcing activities. The results indicate that the politico-legal competencies were th

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Oktarina, Rahmi, Anni Faridah, Rahmiati, et al. "Designing a CSCL-Based Instructional Model in E-Commerce Education to Promote Academic Help-Seeking in Higher Education." Salud, Ciencia y Tecnología 5 (July 7, 2025): 1878. https://doi.org/10.56294/saludcyt20251878.

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The integration of Computer-Supported Collaborative Learning (CSCL) in E-Commerce education aims to address the challenges of fostering academic help-seeking behaviors, which are often hindered by traditional teaching methods. Help-seeking is essential for academic success, but factors such as fear of embarrassment and lack of peer interaction limit students' engagement. This study aims to design, implement, and evaluate a CSCL-based instructional model to encourage help-seeking behaviors and enhance collaborative competencies in E-Commerce education. A quantitative causal research design was

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Jung, Dukyoo, Jennie C. De Gagne, Eunju Choi, and Kyuri Lee. "An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study." JMIR Medical Education 8, no. 1 (2022): e34171. http://dx.doi.org/10.2196/34171.

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Background Given the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments. Objective We a

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Pohan, Albert Efendi, Noviarti Noviarti, and Mukmin Saipul. "Legitimazing of Collaborative Learning as a recommended learning model in society 5.0 era in Indonesia." CAHAYA PENDIDIKAN 9, no. 1 (2023): 42–53. http://dx.doi.org/10.33373/chypend.v9i1.4893.

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A suitable learning model greatly reassurances the learning effective, learning outcomes and students’ competencies in dealing uncertainty changes in society 5.0 era. This study drives to legitimize strongly that the collaborative learning model is a suitably model which urgently to be set-off to advance students' competence in fronting the society 5.0 era in Indonesia. To achieve the research ambitions, a qualitative method which systematic literature review design was orchestrated. Research data was poised by collecting 20 previous research judgement from the internet approximately the resul

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Al-Salloum, Jumana, Dixon Thomas, Ghada AlAni, and Baljinder Singh. "Interprofessional Care of Emergency Department Doctors and Pharmacists: Crossing a Collaboration Chasm." INNOVATIONS in pharmacy 11, no. 2 (2020): 12. http://dx.doi.org/10.24926/iip.v11i2.3259.

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Role clarity of emergency department doctors and pharmacists is essential to provide collaborative care. Evidence is available that interprofessional care of doctor-pharmacist collaboration improves patient care in emergency settings. Pharmacists need to improve their knowledge and skill in emergency practice to be more productive and sought after. Team dynamics, training, and administrative support are critical. Interprofessional collaboration should not be programmed to fail for the short-term convenience of any profession. With more considerable effort from different stakeholders, once a co

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Hye-young, Ka, and Lee, Sin-Bok. "The impact of university students' communication characteristics on team performance through entrepreneurial competencies." Edelweiss Applied Science and Technology 9, no. 3 (2025): 2946–59. https://doi.org/10.55214/25768484.v9i3.5892.

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This study investigates the impact of university students’ communication characteristics on team performance through entrepreneurial competencies. The research categorizes communication characteristics into clarity, interactivity, empathy, timeliness, and digital affinity, and examines their influence on entrepreneurial competencies, namely problem-solving, collaboration, and managerial knowledge. The study further explores how these competencies contribute to team performance. The findings reveal that clarity, interactivity, and empathy significantly enhance problem-solving and collaboration,

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Mena-Guacas, Andrés F., Jesús A. Meza-Morales, Esther Fernández, and Eloy López-Meneses. "Digital Collaboration in Higher Education: A Study of Digital Skills and Collaborative Attitudes in Students from Diverse Universities." Education Sciences 14, no. 1 (2023): 36. http://dx.doi.org/10.3390/educsci14010036.

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The current study examines the relationship between digital competencies and collaboration attitudes among higher education students. To do so, data from 1316 students from 10 Spanish universities were analyzed and collected through a questionnaire named “Basic Digital Skills 2.0 of University Students” (COBADI®—Registered Trademark: 2970648). To provide context for the sample involved in this study, it is noteworthy that 50.5% of participants typically prefer to access the internet from home. Furthermore, it was observed that most of the respondents engage with the internet for over nine hour

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Vajarintarangoon, Kovit, Phaophongphat Bunkanan, Sittichai Deelon, Sripen Poldech, and Kittiwat Thauyngam. "The Development Process PLC Competencies for School Administrators in Buriram Province." International Education Studies 12, no. 6 (2019): 148. http://dx.doi.org/10.5539/ies.v12n6p148.

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The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional learning community in Buriram Province. The researcher utilized focused interview sessions, group interview questionnaires, and Professional Learning observation within school to determine how the school colleagues perceived the implementation of professio

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Haefner, Judy, and Marilyn Filter. "Educating Mental Health Nurse Practitioners on Interprofessional Collaboration and Preparing Them for Collaborative Practice." Journal of Doctoral Nursing Practice 15, no. 1 (2022): 3–10. http://dx.doi.org/10.1891/jdnp-2021-0006.

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BackgroundAlthough interprofessional collaboration (IPC) has been discussed for over 40 years, in nursing education as well as the majority of health professionals, education continues to primarily take place in silos with curricula that is discipline specific. Educators need to implement models of education that are linked to collaborative practice and team-based care.ObjectivesTo introduce the principles from the Core Competencies for Interprofessional Collaborative Practice, the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice and th

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GIL GIL, IVAN, MANUEL DOMINGUEZ SOMONTE, and MARIA DEL MAR ESPINOSA ESCUDERO. "COLLABORATIVE ENGINEERING AND ITS IMPLICATION IN THE ORGANIZATIONAL ENGAGEMENT IN THE INDUSTRIAL SECTOR." DYNA 97, no. 1 (2022): 14–17. http://dx.doi.org/10.6036/10186.

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As suggested by several previous studies, employee and managerial engagement is a key factor in an organization's productivity and performance. Positive leadership styles, social support and autonomy, among others, have been proposed as predictors of engagement. Collaborative learning has multiple advantages over learning in competitive and individual situations, including the development of high-skill social competencies, and collaboration and teamwork per se. This paper analyses the correlation between the level of engagement, employees' perception of collaboration and other common predictor

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Prasad, Acklesh, and Peter Green. "On Information Technology Competencies for Collaborative Organizational Structures." Communications of the Association for Information Systems 38 (2016): 375–99. http://dx.doi.org/10.17705/1cais.038122.

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Prasad, Acklesh, and Peter Green. "On Information Technology Competencies for Collaborative Organizational Structures." Communications of the Association for Information Systems 38 (2016): 375–99. http://dx.doi.org/10.17705/1cais.03822.

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Tathavadekar, Viraj P. "Building Collaborative Networks for Collective Impact in Supply Chain Management and Social Change." Advances in Consumer Research 2, no. 4 (2025): 606–16. https://doi.org/10.61336/acr/25-04-02.

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The objective of this study is to enhance SCM through the collaborative networks approach for social change and collective impact. This is achieved by making use of the theory of social network and structural equation modeling while looking at competencies at various levels, which include individual, organizational, and inter-organizational levels. The research examines the importance of organizational awareness, supply network competence, and collaborative awareness concerning how these competencies influence strategic partnerships and overall firm performance. Social exchange theory (SET) is

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