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Artículos de revistas sobre el tema "Core competencies"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Moore, Margaret E., and Julia Shaw-Kokot. "Core Competencies." Medical Reference Services Quarterly 19, no. 4 (2000): 99–103. http://dx.doi.org/10.1300/j115v19n04_09.

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2

Stafford, Cecilia D., and William M. Serban. "Core Competencies:." Journal of Library Administration 13, no. 1-2 (1990): 81–97. http://dx.doi.org/10.1300/j111v13n01_07.

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Rajagopal, K. "Retain core competencies." Manufacturing Engineer 82, no. 2 (2003): 28–30. http://dx.doi.org/10.1049/me:20030211.

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4

Wold, Jana J., Jetter Robertson, Jerome A. Jeevarajan, et al. "Neurohospitalist Core Competencies." Neurohospitalist 15, no. 1 (2024): 13–84. http://dx.doi.org/10.1177/19418744241297187.

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The Neurohospitalist Core Competencies comprise a set of competency-based learning objectives that encapsulate the knowledge, skills, and attitudes of neurohospitalitists who specialize in the care of hospitalized patients with neurologic conditions. These competencies serve to characterize the rapidly expanding field of neurohospitalist medicine. The 27 chapters are divided into 3 sections entitled: neurological conditions, clinical interventions and interpretation of ancillary studies, and neurohospitalist role in the healthcare system. Each individual learning objective in the chapters desc

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5

Shakarjon, Quchqarova, and A. R. Hamroyev. "PRIORITY OF CORE COMPETENCIES AND SKILLS." Current Research Journal of Pedagogics 5, no. 11 (2024): 63–64. http://dx.doi.org/10.37547/pedagogics-crjp-05-11-13.

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One of the main tasks facing the education system today is developing core competencies in students necessary for their success in the modern world. Education now focuses not only on imparting traditional knowledge but also on forming individuals who can adapt to social, economic, technological, and cultural changes. Core competencies and skills are central in this process. This article analyzes the priority of core competencies, their role, and significance in the educational process.

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6

Kwon, Jungson. "Analysis of the University’s Core Competency Awareness Through IPA Techniques." Korean Society of Culture and Convergence 44, no. 7 (2022): 155–69. http://dx.doi.org/10.33645/cnc.2022.7.44.7.155.

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The purpose of this study was to investigate and analyze members’ perceptions of the university’s core competencies in order to improve and supplement the core competencies of K University. To this end, a survey was conducted for the members of K University on the degree of conformity and achievement of the university’'s talent awards, the importance and achievement of core competencies and sub-competencies. Corresponding sample t-test was used to analyze the difference in the degree of conformity and achievement of university talents, and IPA analysis was performed using the average values fo

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7

Conley, Chris. "Leveraging Design's Core Competencies." Design Management Review 15, no. 3 (2010): 45–51. http://dx.doi.org/10.1111/j.1948-7169.2004.tb00171.x.

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8

Gittinger, John W. "Core Competencies in Ophthalmology." Survey of Ophthalmology 54, no. 3 (2009): 319. http://dx.doi.org/10.1016/j.survophthal.2009.02.018.

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Hinshaw, Molly A., and Erik J. Stratman. "Core competencies in dermatopathology." Journal of Cutaneous Pathology 33, no. 2 (2006): 160–65. http://dx.doi.org/10.1111/j.0303-6987.2006.00442.x.

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10

Lumb, Philip D. "Core Competencies and Transition." Journal of Critical Care 36 (December 2016): viii. http://dx.doi.org/10.1016/s0883-9441(16)30650-5.

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11

Jackson, Christina. "The AHNCC Core Competencies." Holistic Nursing Practice 29, no. 2 (2015): 117–18. http://dx.doi.org/10.1097/hnp.0000000000000079.

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Smith, Susan. "Orthopaedic Nursing Core Competencies." Orthopaedic Nursing 18, no. 5 (1999): 97???100. http://dx.doi.org/10.1097/00006416-199909000-00012.

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13

Ha, Ji-hoon, and Youngjoon Shin. "Analysis of Awareness of Teachers for Core Competencies and Scientific Core Competencies." Journal of Korean Elementary Science Education 35, no. 4 (2016): 426–41. http://dx.doi.org/10.15267/keses.2016.35.4.426.

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14

Seram, Niromi, Julian Nanayakkara, and Gamini Lanarolle. "Organization’s core competencies and front-end decision-making in the apparel innovation." Research Journal of Textile and Apparel 23, no. 4 (2019): 355–70. http://dx.doi.org/10.1108/rjta-03-2019-0010.

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Purpose Organization’s core competencies are acknowledged as most valuable assets and skills which contribute to enhance the ability of innovation, the competitive advantage and commercial success of the business. Although several researchers have studied the effects of core competencies on the success of an organization, no enough work has been carried out to investigate the effect of core competencies onfront-end decision-making. Apparel-specific studies in the area of core competencies relating to front-end decision-making are rarely found. Therefore, this paper aims to determine the impact

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15

Kathenya, Dr Luke Murithi. "Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2980–87. http://dx.doi.org/10.47772/ijriss.2024.804278.

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The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core c

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16

Lee, Seoyeun. "The meaning of university students on core competencies and core competency-based curriculum." Korea Association for Care Competency Education 10, no. 1 (2025): 23–45. https://doi.org/10.52616/jccer.2025.10.1.23.

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This study explores university students’ perceptions of core competencies and core competency-based curricula in the context of higher education. Through in-depth interviews with 20 undergraduate students at University A, the research aims to understand how students interpret and experience these concepts in their academic lives. The analysis revealed that students recognized core competencies as essential for navigating various aspects of life, including future careers and personal growth. However, they also perceived the terminology and concepts associated with core competencies as abstract,

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17

Putri, Sanianajiba Nugroho. "ANALISIS KESESUAIAN BUKU TEKS MATEMATIKA KELAS VII DENGAN KOMPETENSI INTI DAN KOMPETENSI DASAR KURIKULUM 2013." Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan 2, no. 2 (2021): 85–97. http://dx.doi.org/10.35672/afeksi.v2i2.34.

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This study aims to describe the level of conformity between Class VII Mathematics Textbooks with Core Competencies and Basic Competencies of Curriculum 2013. Starting from the suitability of Basic Competencies from Core Competencies 1, Core Competencies 2, Core Competencies 3, and Core Competencies 4. The research method used is qualitative descriptive approach The primary data source used is the Mathematics Textbook for Class VII Semester 2 Revised 2017 Edition published by the Ministry of Education and Culture. While the secondary data sources are journals and relevant previous research resu

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18

Gupta, R. K. "Core Competencies: Concept and Relevance." Prabandhan: Indian Journal of Management 6, no. 2 (2013): 48. http://dx.doi.org/10.17010//2013/v6i2/59974.

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Gupta, R. K. "Core Competencies: Concept and Relevance." Prabandhan: Indian Journal of Management 6, no. 2 (2013): 48. http://dx.doi.org/10.17010/pijom/2013/v6i2/59974.

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20

Weissman, Sidney H. "Core Competencies for Psychiatric Practice." Journal of Clinical Psychiatry 64, no. 9 (2003): 1135. http://dx.doi.org/10.4088/jcp.v64n0922a.

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21

Hartenbaum, Natalie P., Beth A. Baker, Jeffrey L. Levin, Kenji Saito, Yusef Sayeed, and Judith Green-McKenzie. "ACOEM OEM Core Competencies: 2021." Journal of Occupational & Environmental Medicine 63, no. 7 (2021): e445-e461. http://dx.doi.org/10.1097/jom.0000000000002211.

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22

LaMantia, J. "Core Competencies Conference: Executive Summary." Academic Emergency Medicine 9, no. 11 (2002): 1213–15. http://dx.doi.org/10.1197/aemj.9.11.1213.

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23

Wiener-Kronish, Jeanine P., and Marcos F. Vidal Melo. "New Investigations of Core Competencies." Anesthesiology 122, no. 4 (2015): 723–24. http://dx.doi.org/10.1097/aln.0000000000000606.

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24

Dresselhaus, Angela, Rebecca Tatterson, and Eleanor I. Cook. "Core Competencies at Every Stage." Serials Librarian 76, no. 1-4 (2019): 134–40. http://dx.doi.org/10.1080/0361526x.2019.1588620.

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25

Kippenberger, T. "The hunt for core competencies." Antidote 2, no. 1 (1997): 17–19. http://dx.doi.org/10.1108/eum0000000006328.

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26

Durette, Barthélémy, Marina Fournier, and Matthieu Lafon. "The core competencies of PhDs." Studies in Higher Education 41, no. 8 (2014): 1355–70. http://dx.doi.org/10.1080/03075079.2014.968540.

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27

Band, David C., and Gerald Scanlan. "Strategic control through core competencies." Long Range Planning 28, no. 2 (1995): 102–14. http://dx.doi.org/10.1016/0024-6301(95)98593-h.

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28

Porcel, José Manuel, Jordi Casademont, Pedro Conthe, Blanca Pinilla, Ramón Pujol, and Javier García-Alegría. "Core competencies in Internal Medicine." European Journal of Internal Medicine 23, no. 4 (2012): 338–41. http://dx.doi.org/10.1016/j.ejim.2012.03.003.

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29

Parker, Nathaniel W. "Core Clinical Competencies in Anesthesiology." Anesthesia & Analgesia 112, no. 6 (2011): 1515. http://dx.doi.org/10.1213/ane.0b013e318207b37f.

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COOKE, LIZ, ROBIN GEMMILL, and MARCIA GRANT. "Advanced Practice Nurses Core Competencies." Clinical Nurse Specialist 22, no. 5 (2008): 218–25. http://dx.doi.org/10.1097/01.nur.0000325366.15927.2d.

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31

Alharbi, Talal, Meredith McIntyre, Nikos Thomacos, and Gayle McLelland. "Core competencies for diabetes educators." JBI Database of Systematic Reviews and Implementation Reports 16, no. 6 (2018): 1381–86. http://dx.doi.org/10.11124/jbisrir-2017-003503.

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32

Hamurcu, Çağrı. "Core Professional Coaching Competencies Scale." Performance Improvement 57, no. 9 (2018): 36–47. http://dx.doi.org/10.1002/pfi.21806.

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33

Hughes, Ronda, M. T. Meadows, and Robyn Begley. "AONL Nurse Leader Competencies: Core Competencies for Nurse Leadership." Nurse Leader 20, no. 5 (2022): 437–43. http://dx.doi.org/10.1016/j.mnl.2022.08.005.

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34

Edgar, William B., and Chris A. Lockwood. "Corporate Core Competencies’ Essence, Contexts, Discovery, and Future: A Call to Action for Executives and Researchers." SAGE Open 11, no. 1_suppl (2021): 215824402110517. http://dx.doi.org/10.1177/21582440211051789.

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Research and managerial literatures on core competencies present them as essential to corporations because these competencies, proposed by the literatures to be difficult to acquire and imitate, are applied repeatedly to produce products and services delivering value to customers and wealth to corporations. Indeed, researchers and managers consider the significance of core competencies to be immense as they are the central intellectual means through which corporations produce valuable products and services. Paradoxically, though, rather than providing a clear, focused description, or picture,

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35

Byoun, Suyoun, and Woojin Han. "An Analysis of Korean College Students’ needs for Core Competency Education in Universities." Korean Association of General Education 16, no. 3 (2022): 101–16. http://dx.doi.org/10.46392/kjge.2022.16.3.101.

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This study was conducted to identify the core competencies that college students expect their universities to develop. A survey was given asking the importance of 14 core competencies and the current educational level to 1,110 undergraduate students from a four-year comprehensive university with the majority of humanities and social sciences majors located in the local area. Following the IPA, Borich's needs assessment model and the Locus for Focus model analysis were performed. As a result, four competences, namely, problem-solving skills, critical thinking skills, interpersonal collaboration

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36

Mun, Han-Nah, and Hae-Jung Chon. "Core Competency Analysis of Beauty Specialized High School Students." Korean Society of Beauty and Art 24, no. 1 (2023): 277–91. http://dx.doi.org/10.18693/jksba.2023.24.1.277.

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The purpose of this study is to propose core competencies through an importance-execution analysis (IPA) of core competencies by high school students specializing in beauty, and to provide basic data when designing future beauty curricula and methods. First, as a result of examining the importance and execution of core competencies of high school students specializing in beauty, communication competencies were recognized as important competencies. Second, as a result of examining the difference between the importance and execution of core competencies, self-management competencies were recogni

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37

Seomun, GyeongAe, Kyung-Sook Bang, Hee Sook Kim, Cheong Sook Yoo, Woon Kyung Kim, and Jin Kyung Park. "The development of nurses’ core competencies and the analysis of validity and importance-performance." Journal of Korean Academic Society of Nursing Education 27, no. 1 (2021): 16–28. http://dx.doi.org/10.5977/jkasne.2021.27.1.16.

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Purpose: The purpose of this study was to develop nurses’ core competencies and sub-competencies and to verify the validity and importance-performance of core competencies.Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide.Results: Six core competencies of nurses were revealed: integration of knowledge and nurs

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Babić, Lepa. "The development and preliminary validation of the Core Competencies for Employment Scale (CCES)." Andragoske studije, no. 2 (2023): 133–51. http://dx.doi.org/10.5937/andstud2302133b.

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Past authors produced a framework to outline the core competencies needed for employment in the 21 st-century workforce. However, this framework was not implemented for developing personalised educational plans to nurture competencies in students. This study developed and validated the Core Competencies for Employment Scale (CCES) to identify core competencies that final-year students should develop to become employable in the 21 st century. The sample included 521 final-year undergraduate students , who assessed their possession of 24 core competencies and their perceptions of how employers v

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Son, Jong-Hyun. "Criticism of the Educational Validity of Compentency-based Liberal Education." Korean Association of General Education 16, no. 2 (2022): 11–30. http://dx.doi.org/10.46392/kjge.2022.16.2.11.

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This research aims to reconsider the idea that liberal education cultivating core competencies is an acceptable one in terms of the ‘educational validity question’. This research focuses on the identity of liberal education in a university in relation to the concept of core competencies. This study critically examined whether the usage of the ‘establishment of a liberal education to enhance core competencies’ or the ‘organization and operation of the liberal education curriculum’ to improve core competencies is suitable and valid. This research looks into the problems that university liberal e

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40

Gorman, G. E., and B. J. Corbitt. "Core competencies in information management education." New Library World 103, no. 11/12 (2002): 436–45. http://dx.doi.org/10.1108/03074800210452969.

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Core competencies have long been discussed and developed in the literature of library science education and information systems education. However, for information management, a blending of these two disciplines, there has been much less discussion of core competencies. The purpose of this paper is to consolidate the sparse literature on information management educational competencies and to suggest a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries.

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41

Peng, Wen. "The Integration of Interdisciplinary Knowledge and the Cultivation of Adolescents' Future Core Competencies in Project-Based Learning." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 920–25. http://dx.doi.org/10.54097/kfhfpr29.

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This paper reviews the modern social context of the times and analyzes the requirements of the future core literacy of young people and the relevant connotation and practice of the project-based learning model. Through literature review, the main arguments of this paper were: 1)The core competencies that enable adolescents to be life-time learners and problem solvers are reading, thinking, expressing, cooperating and leadership; 2)The integration of interdisciplinary knowledge can strengthen the learning ability of adolescents; 3)Project-based learning is an effective way for the integration o

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González García, Alberto, Arrate Pinto-Carral, Jesús Sanz Villorejo, and Pilar Marqués-Sánchez. "Nurse Manager Core Competencies: A Proposal in the Spanish Health System." International Journal of Environmental Research and Public Health 17, no. 9 (2020): 3173. http://dx.doi.org/10.3390/ijerph17093173.

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Nurses who are capable of developing their competencies appropriately in the field of management are considered fundamental to the sustainability and improvement of health outcomes. These core competencies are the critical competencies to be developed in specific areas. There are different core competencies for nurse managers, but none in the Spanish health system. The objective of this research is to identify the core competencies needed for nurse managers in the Spanish health system. The research was carried out using the Delphi method to reach a consensus on the core competencies and a Pri

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43

Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula

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44

Wagiran, Wagiran, Pardjono Pardjono, Wardan Suyanto, Herminarto Sofyan, Sunaryo Soenarto, and Afri Yudantoko. "COMPETENCIES OF FUTURE VOCATIONAL TEACHERS: PERSPECTIVE OF IN-SERVICE TEACHERS AND EDUCATIONAL EXPERTS." Jurnal Cakrawala Pendidikan 38, no. 2 (2019): 387–97. http://dx.doi.org/10.21831/cp.v38i2.25393.

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Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of

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Kurek, Sławomir, and Tomasz Rachwał. "Założenia i wstępne wyniki europejskiego projektu badawczego FIFOBI w zakresie kształtowania kompetencji uczniów gimnazjum do prowadzenia działalności gospodarczej." Przedsiębiorczość - Edukacja 6 (January 1, 2010): 472–85. http://dx.doi.org/10.24917/20833296.6.36.

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The article aims at the presentation of guidelines and preliminary results of European research project „Fit for Business: Developing Business Competencies in School (FIFOBI)” in developing competencies among pupils in lower secondary school (gymnasium) for running business activity, based on premises associated with modern changes in world economy as well as with changes on the labour market. The analysis of core school curriculum, conducted within the first stage of research work, showed that a Polish pupil ought to be equipped with basic economic knowledge to a relatively large degree. Howe

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Madsen, Wendy, and Tanya Bell. "Using health promotion competencies for curriculum development in higher education." Global Health Promotion 19, no. 1 (2012): 43–49. http://dx.doi.org/10.1177/1757975911428818.

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Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricu

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Buaprommee, Nathamon, Nachayapat Cuijten, Sureerut Inmor, Rungsan Suwannahong, and Sukontip Wongpun. "Factors influencing technical competencies in digital marketing of MSMEs in wholesale and retail sectors: the mediating role of core competencies." Business: Theory and Practice 26, no. 1 (2025): 141–52. https://doi.org/10.3846/btp.2025.21233.

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While technology is essential for the survival of micro, small, and medium-sized businesses (MSMEs), their ability to use digital marketing effectively, especially in the wholesale and retail sectors, remains unclear. The study aims to investigate the current state of digital marketing capabilities and the influence of behavioral competencies on technical competencies through the core competencies in digital marketing. The research approach included surveying a sample size of 400 MSMEs in the wholesale and retail sectors. The collected data was analysed using a combination of descriptive stati

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"Core Competencies." Nutrition in Clinical Practice 14, no. 6 (1999): 331–33. http://dx.doi.org/10.1177/088453369901400613.

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ГРОЗОВА, О. С., А. С. МУРТАЗИНА та Г. С. ЦВЕТКОВА. "ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ АСПЕКТЫ ИССЛЕДОВАНИЯ КЛЮЧЕВЫХ КОМПЕТЕНЦИЙ РЕГИОНА". Vestnik of Volga State University of Technology Economics and Management, № 1(41) (10 квітня 2019). https://doi.org/10.25686/2306-2800.2019.1.30.

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Обоснована актуальность и перспективность исследования развития региональных систем на основе концепции ключевых компетенций. Представлена теоретико-методологическая база исследования ключевых компетенций региона. В качестве факторов, влияющих на формирование ключевых компетенций региона, обозначены процессы глобализации, цифровизации экономики и человеческий капитал. Утверждается, что конкурентоспособность региона в глобальной экономике определяется его способностью привлекать инвестиции, инновации, человеческий капитал и другие ресурсы на основе компетенций субъектов территории. Предложен ма

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Chwistecka-Dudek, Halina, and Włodzimierz Sroka. "Core competencies - koncepcja strategiczna." Przegląd Organizacji, March 31, 2000, 15–17. http://dx.doi.org/10.33141/po.2000.03.02.

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