Academic literature on the topic 'Competency Based Interview'
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Journal articles on the topic "Competency Based Interview"
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Hasim, Djamil. "Practical Model of Organizational Personnel Competence Initiation Via Competency Based Interview." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 2 (February 4, 2020): 287. http://dx.doi.org/10.26858/jiap.v9i2.12309.
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The phenomenon of the quality of human resources in organizations, commonly discussed in a broad general framework. Even the arguments presented in the general context even tend to lose practical focus, including when examining the competence of organizational personnel. In this study, experimentation is carried out by placing competencies as initial access to the quality of organizational personnel resources, then the focus is directed at the recruitment program. This study considers that the recruitment program is the first opportunity for the organization to pay attention to the ability (quality of HR) of prospective personnel who will work later. This perspective brings us to the importance of professional recruitment filtration design and integrity in its implementation. The two aspects support one another, including in; (1) The recruitment filtration process that applies the interview mechanism requires the design of competency-based interviews whose details are examined; (2) Competency-based interview design is implemented with blind professional integrity. For this reason, this study presents a practical model of competency-based interview design that is ready to be implemented with a single condition, blind professional integrity.
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Sheehan, Beth J., and Mark A. McDonald. "An Examination into the Impact of an Experience-based Course on Students’ Emotional Competency Development." Sport Management Education Journal 5, no. 1 (October 2011): 44–64. http://dx.doi.org/10.1123/smej.5.1.44.
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Scant research has been conducted on the relationship between experience-based courses and emotional competency development (Ashkanasy & Dasborough, 2003; Brown, 2003; Clark, Callister & Wallace, 2003; Jaeger, 2002). The current study utilized a mixed method design to determine if students’ emotional competency could be developed during only one semester without any formal instruction in emotional intelligence theory. Changes in the experimental group and differences between experimental and comparison group students’ emotional competency were investigated using quantitative (ECI-U) and qualitative (Critical Incident Interview and exit interview) methods. Study results supported the contention that an experienced-based course can positively impact students’ emotional competency development.
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Kratochwill, Thomas R., Kurt R. VanSomeren, and Susan M. Sheridan. "Training behavioral consultants: A competency-based model to teach interview skills." Professional School Psychology 4, no. 1 (1989): 41–58. http://dx.doi.org/10.1037/h0090570.
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Soerjowardhana, Aloysius, and Raden Arief Nugroho. "Developing English Job Interview Skill by Self-Access Language Learning through Audio Podcast-Based Learning Media." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 2 (December 25, 2017): 179. http://dx.doi.org/10.24167/celt.v17i2.1115.
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In the era of ASEAN Economic Community (AEC), Indonesian job seekers must have English competency. Without mastering English language, they will be defeated by foreign ready-to-use job seekers. It can be detected in the job interview that their English competency is low. It is caused by a serious condition that they have no effective time to learn English in formal or non-formal English schools. Hence, an effort to improve their English speaking skill is needed. One of the ways to improve English speaking skill is by Self-Access Language Learning (SALL) through audio podcast-based learning media. By using audio podcast-based learning media, the job seekers can practice their English speaking ability by themselves anytime and anywhere. This research conducted an action research to investigate the improvement of English job interview skill of an interviewee with intermediate level of English, which was focused on the improvement of the interviewee abilities to answer the interviewer’s questions. To assess the quality of the English job interview, the researchers used an interview quality parameter designed by Overseas Programming and Training Support (OPATS) Peace Corps (2005). It is based on the assessment of function and content. The result shows that after two treatments, the job seeker (interviewee) improves her English job interview skill. The improvement can be seen from the changes according to the functional ability; it is shown from the change of answer style from descriptive into narrative way and the changes according to the content; it is shown from the change of answer content from daily routine into professional rational. Therefore, the researchers recommend the Indonesian job seekers to use audio podcast-based learning media by SALL to develop their English job interview skill.
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Chemagosi, Mary Jebii. "Teachers Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya." International Journal of Scientific Research and Management 8, no. 04 (April 24, 2020): 1292–303. http://dx.doi.org/10.18535/ijsrm/v8i04.el04.
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The competency based curriculum was introduced in Kenya in 2016 as pilot study for the new curriculum but adapted in 2019 in all pre-schools and lower primary school levels. The curriculum is viewed as a panacea in solving problems of unskilled school leavers with knowledge based to practical based curriculum. The objective of the study was to establish teachers’ preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi counties, Kenya. The study used descriptive research design. Data was collected by use of questionnaire, interview schedule and observation schedule. The sample used was 48 head teachers, 48 teachers that were purposively selected. A pilot study was conducted in two schools one from each of the two Counties to pre-test the instruments. The study made use of teachers’ questionnaire, head teachers interview schedule and observation schedule to collect and analyse data from the participants. Validity was ensured by face and content validity while Split-half technique ensured reliability. The quantitative and qualitative data were simultaneously analysed in order to triangulate the findings of the study. The results shows that the overall model is significant (F=6.006, p<0.05) and the coefficient also shows that teacher preparedness contributes significantly on implementation of competency based curriculum (β=0.342, t=7.985, p>0.05).This implies that teacher preparedness significantly influence implementation of competency based curriculum and therefore the hypothesis that there is no significant difference between teachers’ preparedness and implementation of competency based curriculum was rejected. The study recommended that the Ministry of education to ensure teachers are equipped with requisite skills, knowledge and teaching and learning resources to adequately prepare teachers for competency based curriculum.
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Carlin, Kathleen, Michel Silberfeld, Raisa B. Deber, and Frederick Lowy. "Competency Assessments: Perceptions at Follow-up." Canadian Journal of Psychiatry 41, no. 3 (April 1996): 167–74. http://dx.doi.org/10.1177/070674379604100307.
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Objectives: To report on the perceptions of assessment of competency and its consequences on a group of clients and significant others at follow-up. Methods: Ninety-five interviews were conducted using a carefully developed semistructured telephone interview of 24 clients and 71 family/caregivers, representing the perceptions of about 80 clients. Results: There was general satisfaction in the competency assessment process. There was a perception that interests and rights were protected. Clients were seen to be less involved in all spheres of decision making rergardless of capacity outcome. Clients and families were satisfied with how decisions were made. Conclusions: Follow-up study of competency assessment does not support the conclusions previously drawn based on court record studies that assessments are deleterious and frequently result in violations of rights.
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Cheung, Warren J., Teresa M. Chan, Karen E. Hauer, Robert A. Woods, Jill McEwen, Lynsey J. Martin, Catherine Patocka, Sandy L. Dong, Munsif Bhimani, and Tamara McColl. "CAEP 2019 Academic Symposium: Got competence? Best practices in trainee progress decisions." CJEM 22, no. 2 (March 2020): 187–93. http://dx.doi.org/10.1017/cem.2019.480.
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ABSTRACTBackgroundCompetence committees play a key role in a competency-based system of assessment. These committees are tasked with reviewing and synthesizing clinical performance data to make judgments regarding residents’ competence. Canadian emergency medicine (EM) postgraduate training programs recently implemented competence committees; however, a paucity of literature guides their work.ObjectiveThe objective of this study was to develop consensus-based recommendations to optimize the function and decisions of competence committees in Canadian EM training programs.MethodsSemi-structured interviews of EM competence committee chairs were conducted and analyzed. The interview guide was informed by a literature review of competence committee structure, processes, and best practices. Inductive thematic analysis of interview transcripts was conducted to identify emerging themes. Preliminary recommendations, based on themes, were drafted and presented at the 2019 CAEP Academic Symposium on Education. Through a live presentation and survey poll, symposium attendees representing the national EM community participated in a facilitated discussion of the recommendations. The authors incorporated this feedback and identified consensus among symposium attendees on a final set of nine high-yield recommendations.ConclusionThe Canadian EM community used a structured process to develop nine best practice recommendations for competence committees addressing: committee membership, meeting processes, decision outcomes, use of high-quality performance data, and ongoing quality improvement. These recommendations can inform the structure and processes of competence committees in Canadian EM training programs.
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Davies, Alan, Julia Mueller, Alan Hassey, and Georgina Moulton. "Development of a core competency framework for clinical informatics." BMJ Health & Care Informatics 28, no. 1 (July 2021): e100356. http://dx.doi.org/10.1136/bmjhci-2021-100356.
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ObjectivesUntil this point there was no national core competency framework for clinical informatics in the UK. We report on the final two iterations of work carried out in the formation of a national core competency framework. This follows an initial systematic literature review of existing skills and competencies and a job listing analysis.MethodsAn iterative approach was applied to framework development. Using a mixed-methods design we carried out semi-structured interviews with participants involved in informatics (n=15). The framework was updated based on the interview findings and was subsequently distributed as part of a bespoke online digital survey for wider participation (n=87). The final version of the framework is based on the findings of the survey.ResultsOver 102 people reviewed the framework as part of the interview or survey process. This led to a final core competency framework containing 6 primary domains with 36 subdomains containing 111 individual competencies.ConclusionsAn iterative mixed-methods approach for competency development involving the target community was appropriate for development of the competency framework. There is some contention around the depth of technical competencies required. Care is also needed to avoid professional burnout, as clinicians and healthcare practitioners already have clinical competencies to maintain. Therefore, how the framework is applied in practice and how practitioners meet the competencies requires careful consideration.
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Hasanah, Viena Rusmiati. "ANALISIS KEBUTUHAN KOMPETENSI DAN PENYUSUNAN MODEL AWAL PELATIHAN IN-SERVICE BERBASIS KOMPETENSI DALAM MENINGKATKAN PROFESIONALISME BABY SITTER." JIV-Jurnal Ilmiah Visi 7, no. 1 (July 20, 2017): 65–76. http://dx.doi.org/10.21009/jiv.0701.6.
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Baby sitters, at the present, though they are distributed through workers distribution services and have completed the training, all parties have not yet acknowledged their standards of competency. This research aims at analyzing the needs of competency and investigating competency-based in-service training model in order to improve baby sitters’ professionalism. This research utilizes qualitative research method with observation, interview and FGD (Forum Group Discuss) as the technique. The research was conducted at three of training institute for baby sitter in Bandung, West Java from January 2011 until August 2011. The results show that: 1) the analysis of competency’s needs shows that baby sitters at present need a training that can help them improve their ability and knowledge as well as competency based on the field’s needs and standards referring to standard imposed. 2) The conceptual model of competency-based in-service training comprises the development on mix standard competencies that are built, the determination of training management strategy, the strategy and learning method in the training, and various apparatus of training needed. The research concludes that baby sitters at present need improvement in their competencies in order to be professional in future.
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Lee, Calvin KC, and Bo-Wah Leung. "Factors in the motivations of studio-based musical instrument learners in Hong Kong: An in-depth interview study." International Journal of Music Education 38, no. 3 (June 3, 2020): 400–414. http://dx.doi.org/10.1177/0255761420926663.
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In this study, we investigated the factors affecting the motivation of studio-based instrumental learners in Hong Kong. We interviewed a total of 13 participants who learnt the violin and/or the piano. We analyzed the interview data by selective coding accordingly to the three basic needs in the conceptual framework of Basic Psychology Needs Theory, which is one of the mini-theories from Self-Determination Theory. The thematization of basic needs are (1) autonomy, (2) relatedness, and (3) competency. We found relatedness and competence were more related to our participants. This study contributes to the understanding of studio-based, learning-environment characteristics as well as specific motivation factors attributed to the distinctions between the violin and the piano learning environments in Hong Kong. We also discussed the issues of music learning in school and teacher's style of teaching practice.
Dissertations / Theses on the topic "Competency Based Interview"
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Cheng, Si. "Translation competence development among learners : a problem-solving perspective." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/translation-competence-development-among-learners-a-problemsolving-perspective(5150de6a-54a8-4860-b675-b69a426e0fe4).html.
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In recent decades, the conceptualisation of translation competence and its development has attracted significant attention from translation researchers. Existing literature on translation competence is characterised by the prevalence of multi-componential models of translation competence, with inadequate attention paid to the interplay between competence components in the translation process. Therefore, this doctoral research sets out to re-conceptualise translation competence from a problem-solving perspective so as to understand translation competence and its development in the translation process. By re-defining and re-modelling translation competence with inspiration from problem-solving studies, this research proposes a conceptualisation of translation competence and its development that accommodates the translation process and the learning process. In order to validate the relevance of the proposed theoretical framework, a longitudinal study was conducted among a small group of Chinese students from an MA translation programme, using the translation task-based interview as the main research instrument. Findings from the empirical study have demonstrated the relevance and strength of the theoretical framework as well as revealing individual and shared paths of translation competence development among the learners. This research enriches the current understanding of translation competence and its development. It introduces a fresh perspective for conceptualising translation competence, proposes an effective instrument for empirical competence research, and identifies possible directions for further research. It also has practical implications for translation pedagogy, offering theoretical and empirical support for some recent approaches and trends in translator education and training.
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Röding, Karin. "University admission based on tests and interviews : implementation and assessment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-244-6/.
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Tolley, Rebecca, and Wendy Doucette. "Actions Speak Louder Than Resumes: How Performance-Based Interviews Facilitate Hiring the Best Library Candidates." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7659.
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This case study describes an academic library search committee's decision-making, practice, and assessment of using performance-based interviews as part of a national search for lecturer-level positions with a primary focus of reference and research services and minimal expectations of teaching information literacy in the classroom. The search committee determined performance-based interviews were successful in establishing candidates’ depth of skill in simulated reference transactions. The authors recommend incorporating an element of unscripted job simulation to employment interviews in libraries of all types.
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Knifsund, Camilla. "Rektorers arbete med kompetensutveckling av lärares erfarenhetsbaserade undervisning." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78611.
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Syftet med denna studie är att få en förståelse för hur rektorer väljer att organisera kompetensutveckling för lärare gällande erfarenhetsbaserad undervisning. Min empiri är insamlad med hjälp av datorstödda mailintervjuer. I och med detta söker jag mönster i respondenternas olika svar utifrån en fenomenografisk ansats. Studiens resultat har gett svar på de frågeställningar som studien utgår ifrån och resultatet visar på en stor variation. Dels finns det variation i respondenternas tolkning av begreppet erfarenhetsbaserad undervisning och det finns även variationer kring deras tolkning av styrdokumenten. Det går också att se olikheter gällande den kompetensutveckling som rektorer organiserar för lärare. På grund av de variationer som råder i samtliga utsagor så kan det bli aktuellt att lyfta vikten av centraliserad tolkning av bärande begrepp på nationell nivå för att komma så nära likvärdig undervisning som möjligt.The aim of this study is to gain an understanding how the principals choose to develop teacher competence in experience-based teaching. I seek patterns in the different interview answers based on phenomenographic approach. My empirical data was collected with the help of computer-aided mail interviews. The results of the study have given answers to the questions on which the study is based upon and the results show a great variation. Variation in the interpretation of the concept of experience-based teaching and the governance document. But the results also vary regarding the skills development the principals offers teachers. Due to the variations that seem to prevail in all statements, it may be relevant to emphasize the importance of centralized interpretation of key concepts at the national level, in order to get as close to equivalent teaching as possible.
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Ospina, Garcia Santiago. "Les effets de l’enseignement de stratégies de communication orale en cours d’espagnol, langue étrangère en France." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100108.
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Dans cette recherche-action nous avons mis en place un dispositif pédagogique visant à faire développer la compétence stratégique orale d’un groupe d’étudiants plurilingues apprenant l’espagnol au Campus Européen Franco-Allemand de Sciences Po Paris, situé à Nancy (France). Nous avons enseigné des stratégies de communication orale spécifiques dans le but d’étudier les effets de cet enseignement à partir, d’un côté, de l’utilisation des stratégies par les étudiants, avant et après notre intervention et, d’un autre côté, de leurs opinions sur le dispositif pédagogique. Plusieurs instruments de recherche ont été utilisés dans le but de recueillir un nombre important de données qui ont permis de répondre aux quatre questions de recherche : (1) Quelles sont les stratégies de communication orale utilisées par les étudiants en début et en fin de recherche ? (2) L’enseignement de stratégies de communication orale spécifiques fait-il augmenter l’utilisation de ces stratégies ? (3) Quel apport fait l’entretien rétrospectif à la recherche sur l’enseignement des stratégies de communication orale ? (4) Quel bilan font les étudiants de l’enseignement/apprentissage des stratégies de communication orale spécifiques en cours ? Les analyses ont été faites sur quatre tâches langagières monologales avant et après notre intervention pédagogique. Les résultats montrent que les étudiants ont utilisé davantage les stratégies enseignées et diminué l’utilisation des stratégies qui n’ont pas été enseignées. On observe également que le niveau de langue s’est amélioré. En ce qui concerne l’apport de l’entretien rétrospectif, cette technique nous a donné accès à des données « invisibles » qui nous ont aidé à comprendre une partie des processus mentaux qui ont amené les étudiants à produire différentes stratégies de communication orale. Enfin, les apprenants ont dit qu’ils ont apprécié et tiré profit de cette expérience pédagogiqueIn this action research we have designed a pedagogical program aimed at developing the strategic competence of a group of multilingual students learning Spanish at the European Franco-German Campus of Sciences Po Paris in Nancy (France). We taught specific oral communication strategies in order to study the effects of this learning experience based, on the one hand, on students’ use of strategies before and after our intervention and, on the other hand, on their opinions and attitudes towards the learning of strategies in the classroom. We used several research instruments to collect a significant amount of data that allowed us to answer our four research questions: (1) What are the oral communication strategies used by the students at the beginning and end of the research? (2) Does the teaching of specific oral communication strategies raise the use of these strategies? (3) What impact do retrospective interviews have on our research? (4) What are the students’ attitudes towards the teaching of specific oral communication strategies? The data analyzed was collected from four monological language tasks before and after our intervention. Results show that the use of taught strategies increased whereas the use of non-taught strategies decreased. It was also observed that students’ language proficiency improved. Regarding the contribution of the retrospective interviews to our research, this technique helped us to access “invisible” data that allowed us to understand some of the mental processes that led learners to produce a range of communication strategies. Finally, students stated that they enjoyed and learned from this learning experience
En esta investigación-acción, hemos creado un dispositivo pedagógico destinado a desarrollar la competencia estratégica oral de un grupo de estudiantes multilingües que aprenden español en el Campus Europeo Franco-Alemán de Sciences Po Paris, ubicado en Nancy (Francia). Hemos enseñado estrategias de comunicación oral específicas para estudiar los efectos de esta enseñanza a partir, de un lado, del uso de estrategias por parte de los estudiantes, antes y después de nuestra intervención y, de otro lado, de sus opiniones sobre el dispositivo pedagógico. Se utilizaron varios instrumentos de investigación para recoger una gran cantidad de datos a fin de responder a las cuatro preguntas de investigación: (1) ¿Cuáles son las estrategias de comunicación oral utilizadas por los estudiantes al principio y al final de la investigación? (2) ¿La enseñanza de estrategias específicas de comunicación oral hace aumentar el uso de estas estrategias? (3) ¿Qué aporta la entrevista retrospectiva a la investigación sobre la enseñanza de estrategias de comunicación oral? (4) ¿Qué balance hacen los estudiantes de la enseñanza/aprendizaje en clase de estrategias de comunicación oral específicas? Los análisis se realizaron en cuatro tareas orales (monólogos) antes y después de nuestra intervención pedagógica. Los resultados muestran que los estudiantes usaron más las estrategias enseñadas y disminuyeron el uso de estrategias que no fueron enseñadas. También observamos que el nivel de lengua mejoró. Con respecto al aporte de la entrevista retrospectiva, esta técnica nos dio acceso a datos “invisibles” que nos ayudaron a comprender algunos de los procesos mentales que llevaron a los estudiantes a producir diferentes estrategias de comunicación oral. Finalmente, los estudiantes dijeron haber disfrutado y sacado provecho de esta experiencia pedagógica
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Raisová, Tereza. "Problematika získávání a výběru zaměstnanců v systému řízení podle kompetencí." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-326935.
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The dissertation thesis: THE ISSUES OF THE RECRUITMENT PROCESS IN THE COMPETENCY BASED MANAGEMENT SYSTEM Mgr. Tereza Raisová ABSTRACT The dissertation thesis focuses on the topic of competences, the Competency Based Management and especially the method of the Competency Based Interview. The thesis aim is the underestanding of the competences in the pedagogical, andragogical and human resource management meanings. The thesis focuses primarily on the professional competences of the high performance, their identification, development, and the possibility of their usage in the recruitment, training and evaluation system, respective in the Human Resources Management system. The main thesis objective is the contribution to the development of science by the survay realisation in the area of the Competency Based Interview efficiency and the encouragement of a further investigation of this method. The thesis is divided into the theoretical and practical part and it is structured into five chapters. The first chapter contains the theoretical bases of the competence issue, it suggests the emergence of the concept of competences as key characteristics for success at a certain position, it deals with the competence within the meaning of the pedagogical and andragogical category, it distinguishes key competences and...
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Saib, Mariam. "The role of the senior management team in managing outcomes-based assessment." Thesis, 2004. http://hdl.handle.net/10500/1281.
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Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice.Educational Studies
Thesis (M.Ed.)
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Ho, Tsung-Yu, and 何宗嶽. "A Study on Competence-based Interview Tool for Life Insurance Agents－An Example of T Life Insurance Company." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48307442895112029962.
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碩士逢甲大學
經營管理碩士在職專班
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Insurance industry is now under the environment with high volume and full of strong competitors; however, the selling strategy still depends on face to face. That is to say, Agent is the key person in the whole selling process, and the quality of their professional and the sense of morality play an important role. The aim of the research is to develop an interview tool which base on agent’s real work and the theory of competency, the interviewee can select the right candidate through his/her behavior to avoid the high turnover rate. The methodology of the research is to extract the common capability and behavior of agent through interviewing, consolidating, and analyzing. The author comes out the consensus from the related competency document and focus group discussion. Finally, he uses the technology of BEI, Behavior Event Interview, to design the “Interview Instructional Guide for Agent”. After lots of study process regards, the author has found 8 competencies to certain company, which are cognition, achievement, persistence, integrity, effectiveness, service, caring, professional. Meanwhile, so are the definition and behavior index. Above said things can clearly justify whether candidate fit on the competency or not and collect complete information for objective judgment. To summarize, the research provides a method for management to probe the candidate if he qualifies to an agent when interviewing through his background and past behavior event. So that we may select someone who really suitable for the job, and enhance the achievement of the goal, too. Of course, we can also know the strength and weakness of the candidate, based on those, we design and provide him/her the right training to enlarge the training performance, keep talent retention, and make organization growth, except for recruiting the talent, and avoiding unnecessary expense.
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Davis, Ryan Jonathan. "The validation of a psychological assessment battery for the selection of customer service agents in a South African commercial airline company." Diss., 2013. http://hdl.handle.net/10500/11969.
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The purpose of the research was to determine whether measures of ability,
personality and behaviour would significantly predict job performance of customer
service agents in a South African commercial airline company. The Verbal
Interpretation Test (VCC1), Numerical Reasoning Test (NP6.1), Basic Checking Test
(CP7.1C), Occupational Personality Questionnaire (OPQ32) and a competency
based interview were completed by job applicants. Customer Contact Competency
(CCC) scores and a Person Job Match (PJM) score were derived from the OPQ32
and ability measures to ensure job relevance during selection assessment. Job
performance statistics in the form of training scores and supervisor ratings (from
performance appraisals and criterion questionnaires) were obtained for the sample
as criterion data. Correlations revealed statistically significant small to moderate
correlations between the predictors and the criterion dataIndustrial & Organisational Psychology
M.Com (Industrial & Organisational Psychology)
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Zulu, Mdumiseni Petros. "The impact of the attitudes of school managers on the implementation of outcomes-based education (obe) in secondary schools." Diss., 2003. http://hdl.handle.net/10500/2137.
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In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills.Educational Studies
M. Ed. (Education Management)
Books on the topic "Competency Based Interview"
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Competency-based interviews: How to master the tough interview style used by the Fortune 500s. Pompton Plains, NJ: Career Press, 2012.
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Kessler, Robin. Competency-based interviews: Master the tough new interview style and give them the answers that will win you the job. Franklin Lakes, NJ: Career Press, 2006.
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Sandberg, Anne, and Susan Lane. Interview for Success: A Half-Day Competency-Based Workshop Instructor Guide. Human Resource Development Pr, 2000.
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Sandberg, Anne, and Susan Lane. Interview for Success: A Half-Day Competency-Based Workshop Participant Workbook. Human Resource Development Pr, 2000.
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Competency-Based Interviews: Master the Tough New Interview Style And Give Them the Answers That Will Win You the Job. Career Press, 2006.
Find full textBook chapters on the topic "Competency Based Interview"
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Clarke, Doug M., Anne Roche, and Barbara Clarke. "Supporting Mathematics Teachers’ Diagnostic Competence Through the Use of One-to-One, Task-Based Assessment Interviews." In Diagnostic Competence of Mathematics Teachers, 173–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66327-2_9.
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Hilsen, Anne Inga, and Dorothy Sutherland Olsen. "The Wise Worker." In The Importance and Value of Older Employees, 83–92. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2861-0_7.
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AbstractIn this chapter we consider the competence of older employees and how it has been developed and refined throughout their careers. We consider this competence in the light of earlier findings on the development of work-related knowledge and we suggest some new ways of interpreting the particular kind of competence older employees often have. We suggest that the concept of wisdom can be used to supplement our understanding of long career competence and based on our interview data we present a concept of the wise worker.
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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.
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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Cărăuşan, Mihaela V. "The Integration of Experiential Learning in Higher Education Institutions—An Assessment of the Romanian Universities." In European Higher Education Area: Challenges for a New Decade, 283–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_19.
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Abstract This paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).
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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship, 37–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.
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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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"Competency-Based Tasks." In How to Succeed at the Medical Interview, 101–15. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118393796.ch7.
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Watkin, Sara, and Andrew Vincent. "New Ways of Interviewing." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0017.
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Over recent years there has been a significant move away from the traditional interview format for junior doctor appointments with the increasing use of either competency based interviews (also known as criteria-based interviewing, behavioural interviewing and situational interviews) or assessment centres. Both of these approaches are labour intensive but are felt to ensure a more objective, rather than subjective, approach to choosing the right candidate. Additionally, assessment centres give candidates an opportunity to reinvent themselves between ‘stations’ and a new set of assessors. Assessment centres also give those candidates who naturally struggle with the interview format more opportunities to shine, and for the assessment team to get to the underlying person in more ways. These two approaches are now being explored and utilized in some consultant interviews. Behavioural or competency-based interviews are often being done back-to-back with a traditional interview. Assessment centres are being used more and more for senior appointments, e.g. Medical Director posts, advertised externally. Finally, it is even possible today to find yourself subject to Objective Structured Clinical Examination (OSCE) in an interview situation. However, this is rare but may become more prominent as different colleges take differing approaches to exit exams and final CCT attainment. However, preparation for this, besides what has already been covered in preparing yourself, developing confidence, etc., is beyond the scope of this book. If you find yourself in the unusual position of undertaking an OSCE, then it must be considered in the same light as any other clinical exam, with preparation accordingly. It is likely that new techniques and combinations will be adopted in interviews, as the requirements of consultants evolve and so too do the methods of assessing them. It is important to always find out exactly what will happen to you so that you can be appropriately prepared. These are also known as criteria-based interviewing, behavioural interviewing and situational interviews. They are increasingly used in StR interviews and there have been some trials at consultant interview level.
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Solomonson, William L., and Tomas R. Giberson. "A Competency-Based Performance System in a Health Care IT Setting." In Human Performance Technology, 1046–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8356-1.ch051.
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DiversiCorp Communications grew extremely fast to support Red Oak Health System's enterprise IT needs. Often promoting strong performers from within, DiversiCorp leadership recognized that their directors and managers needed enhanced support to maintain their expected level of service to their health care client. Two performance consultants were engaged who facilitated DiversiCorp leadership through a systematic organizational development process that culminated in the creation of an organizational “competency operating system.” This competency/behavioral-based system took as key inputs existing relevant company competencies and was developed with stakeholder involvement using a critical incident approach. Additionally, it was the core mechanism that then drove performance improvement through improved hiring practices, behavioral interview training, job tools and performance support, enhanced job descriptions, and aligned performance expectations and appraisals.
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Tarasov, Vladimir, Kurt Sandkuhl, and Magnus Lundqvist. "An Ontology-Based Competence Model for Collaborative Design." In Virtual Team Leadership and Collaborative Engineering Advancements, 188–202. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-110-0.ch013.
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Collaborative design in dispersed groups of engineers creates various kinds of challenges to technology, organization and social environment. This paper presents an approach to description and representation of the competences needed for a planned collaborative design project. The most important competence areas are identified starting from the nature of design work, problem solving in design teams, and working in distributed groups. The competence model is built structuring these areas according to three perspectives: general, cultural, and occupational competences. An ontological representation is proposed to implement the described model for collaborative design competence. Using an ontology language for representation of collaborative design competence models makes it possible to identify those individuals who are best suited for the collaboration by ontology matching. Furthermore, a software design team consisting of two persons was interviewed and competence profiles were created using the developed ontological representation. Modeling of the team members has confirmed that the proposed approach can be applied to modeling competences needed for collaborative design in engineering fields.
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"Drivers of Innovation in Tourism – From Imitation to Adaptation? An Interview with Josef Margreiter, Managing Director of the Tyrolean Tourism Board." In Competence-Based Innovation in Hospitality and Tourism, 179–94. Farnham, Surrey, UK ; Burlington, VT : Gower, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315573144-20.
Full textConference papers on the topic "Competency Based Interview"
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Gallimore, Jennie J., Blake Ward, Adrian Johnson, Bobbie Leard, Jeremy Lewis, Kyle Preuss, and Julie Skipper. "Human Perceptions of Nonverbal Behavior Presented Using Synthetic Humans." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82641.
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Synthetic humans are computer-generated characters that are designed to behave like humans for the purpose of training or entertainment. The purpose of this study was to evaluate the perceptions of subjects interacting with synthetic humans to determine their responses to nonverbal behaviors, realism, and character personality. This study was part of a research program to develop a virtual game to train awareness of nonverbal communication for cross-cultural competency (3C). Three synthetic humans were created with different levels of realism with respect to their facial movements and skin textures. Low realism characters were defined as models purchased from the company Evolver, with additional facial action units (FAU) added to the character’s face. High realism characters were created based on a model of a real person’s head using 3D imaging cameras and a digital video camera. The same FAUs available in the Evolver characters were also coded into the high realism character as well as more realistic skin texture. During a virtual scenario the subject was asked to interview three characters in the U.S. Army. The subject interviewed each character one-on-one. The three computer characters included two white males, and one black female. The results of this study showed that it is possible to create synthetic humans that include nonverbal behaviors and personalities that are perceived by subjects, and that the subject’s own personal lens affected how they perceive the character. For example, the character Brent was rated similarly by most subjects with respect to personality traits as defined by the Big Five Factor Model. However, half the subjects indicated they liked him (friendly and confident), while about half the subjects did not like him (too confident as to be arrogant).
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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.
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The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Sandell, Elizabeth J., Katie Archer Olson, and Maria-Renee Leonhardt Grigsby. "INTERCULTURAL PARTNERSHIPS THAT FOSTER CULTURAL COMPETENCE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end034.
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Institutions of higher education (HE) are emphasizing their capacity to (a) foster equitable access; (b) incorporate global perspectives into teaching, learning, and research; (c) build international and intercultural competence among students, faculty, and staff; and (d) establish relationships and collaborations with people and institutions throughout the world. At Minnesota State University, Mankato, instructors have responded to this emphasis with a specific course for pre-service teachers: Human Relations in a Multicultural Society. Based on this experience, the authors based the course on a foundational theory and engaged in scholarship related to teaching and learning. Adaptations were made in one major assignment, a cultural partnership, so that college students could diversify their perspectives and enhance their intercultural skills, even during a pandemic. For three semesters during the pandemic, instructors facilitated virtual “buddy” matches with students at a university in Armenia (English language classes in Spring 2020) or with students in various US cultures (Alaska Natives in 2020 - 2021). The series of related assignments included establishing a partnership, interviews, shared virtual activities, and reflection. This report briefly reports the analysis of data collected with the IDI in Spring 2020, the latest semester for which data was available for this project.
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Gonzalez-Cuevas, Gustavo, Marta Lopez del Hierro, Nieves Martinez, and Maria Asuncion Hernando. "A case-based tool to assess college students’ perceptions about ethical competence." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5581.
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The main objective of this study was to design a new tool to explore the perception of professionally-related ethical values in Health Sciences undergraduate students. For this purpose, 24 conversational interviews, as well as an extensive literature review, were initially employed. Then, five ethical values were selected: respect for the patient, altruism, empathy, responsibility for my actions, and lifelong learning. Next, twenty cases with ethical dilemmas were created with protagonists pertaining to four degrees in the Health Sciences: Nursing, Dentistry, Physical Therapy, and Medicine. These cases were examined by professionals from these fields and presented to a sample of students to analyze their functioning. Our results indicate that the cases are easy to understand as most cases were identified correctly. Interestingly, students reported “respect for the patient” as the most important ethical value. The least important value was “altruism.” This new tool adds a practical perspective based on clinical cases with real-life dilemmas. Further studies are needed to continue exploring this topic.
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Huvila, Isto. "Information-making-related information needs and the credibility of information." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2002.
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Introduction. Even if trust in the process of how information is made has been acknowledged as a key aspect of the credibility of information, there is little earlier research on how and if people use or want information on information making when doing credibility assessments. Method. Swedish archaeology administrators were interviewed (n=10). Analysis. Interview transcripts were analysed using close reading and an approach based on the constant comparative method. Information needs relating to work processes, methods and technologies, context and situation and non-needs (i.e. lack of need) of information on information making were identified similarly to two types of reputational and four types of non-reputational cues of how information was made. Results. Experienced information needs about information making and preferences for reputational and non-reputational cues in credibility assessments were related to individuals’ epistemic distance to the context where information making took place, and if the interviewees positioned themselves as insiders or outsiders in that particular context. Conclusion. To understand the dynamics and interaction of credibility criteria, it can be useful to look at how and what they are used to justify and what are people’s underpinning epistemic beliefs, instead of merely pointing to the differences in beliefs and enumerating situation-specific credibility criteria. People’s flexibility in switching between reputational and non-reputational cues, and positioning themselves as insiders and outsiders, could be seen as an opportunity rather than as a sign of their inferior informational competences.
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Montuori, Lina, Carlos Vargas-Salgado, David Alfonso-Solar, and Paula Bastida Molina. "Procedure for the evaluation of transversal competences in lab practices: application to the course on heat transfer at the Polytechnic University of Valencia." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10173.
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In this paper, a procedure for the systematic evaluation of lab practices based on the development of transversal competences is presented. This procedure includes the design and completion of specific rubrics (complemented with a personal interview at the end of the session) for each of the experiments carried out during the practice, considering both individual and group educational sides. So, aspects related to the student’s behavior when working in-group (and the specific contribution of each student to the group), but also related to the individual performance, attitude, abilities and knowledge which the student should have previously acquired during the theoretical classes are considered. A practical application of the developed method to the practices related to the course on Heat Transfer at the Polytechnic University of Valencia is presented, where some results are also summarized. In such application, the suitability of the proposed procedure is highlighted as a proper mean not just to evaluate, but also to help students developing both specific and transversal competences, which they will use during their whole career and professional life.
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Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.
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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching
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Duygulu, Serap, and Zeliha Hepkon. "Technological Addiction or Technological Competence? Investigation of Young People's Approaches to Technology Use in the Context of Increasing Screen Time Due to the Covid-19 Pandemic." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.029.
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Due to Covid-19 disease, which has an increasing negative impact on the world day by day and has been classified as a pandemic by the World Health Organization, continuing education remotely at various levels has brought with it very important discussions. Perhaps, one of the most crucial of these is the increased screen usage times. The intensive use of digital media in all areas of our social life has brought to mind the frequent handling of the time spent by children and young people in front of the screen in the pre-pandemic period by academia and nonacademies. However, with the pandemic, the education process is carried out entirely in distance; in addition to that, with the elimination of the need for socialization, entertainment and information due to screens, which became the sole medium for socialization, entertainment and information, has further increased the importance of studies that reveal the effect of screen usage time on children and young people. From this perspective, our study is based on Sonia Livingstone's approach to addressing screen use not only through "risks" but also through "opportunities". When it comes to screen use and "screen time", parents and teachers evaluate screen time within the framework of technological addiction; they did not focus on the nature of screen use and how to convert it into technological competence. The main purpose of this study is to reveal the approaches of parents and teachers regarding screen times of high school students. In this context, the literature within the framework of "screen time", "technological addiction" and "technological competence" has been scanned for the research part of the study, in-depth interviews were conducted with the parents and teachers of students of different types of high schools throughout Istanbul. Due to the pandemic conditions during our time, the interviews were conducted digitally through a questionnaire; different questionnaire have been prepared for teachers and families. The findings obtained as a result of in-depth interviews were evaluated with six main headings. Headings are as foolows: screen times of young people, risks that young people may face during media use, parents' perception of technological proficiency, teachers' perception of technological proficiency, parents' approaches to screen time of young people and teachers' approaches to screen time. It is hoped that the study will contribute to the literature on the axis of digital technologies and education.
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Forsman, Fredrik, and Christian Finnsgård. "Teamwork as Joint Activity in Sailing." In SNAME 22nd Chesapeake Sailing Yacht Symposium. SNAME, 2016. http://dx.doi.org/10.5957/csys-2016-017.
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Sailing is a sport and activity that takes a long time both to learn and to master, as much of its competence based knowledge is acquired through experience. Experience based learning is very important time intensive, and the factors for success are often tacit and hidden. Should these success factors become explicit and salient, learning would occur faster and produce obvious competitive advantages. This research was conducted by embedding on-going research results into two competitive sailing teams racing in different classes, one offshore keelboat racing with a crew of 8, and a one-design Star-class racing yacht with a crew of two. The data collection consisted of observations, interviews, and video recordings. The results were also verified with the crews to catch biases in the analysis process. A jibe, a specific but common maneuver was analyzed from the perspective of Common Ground within Joint Activity. Maneuvering a competitive offshore sail racer or a previously Olympic Star-class yacht are tasks that fulfill the requirements for Joint Activity. A high level of Common Ground is required for the effective coordination needed in order to perform at a high level and maintain the safety of the crew and equipment. Breakdowns in the coordination of maneuvers were observed, although they must be recorded on video for higher analysis reliability. To achieve greater validity, more and different maneuvers should be considered within the analysis. By better understanding the factors for success, sail racing teams can more quickly gain competence and thus competitive advantages. The research analyzes the teamwork found in sailing from the perspective of Joint Activity and Common Ground and provides insight into how to achieve performance improvements more efficiently.
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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.
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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.