The Journal of Competency-Based Education最新文献

{"title":"Higher education and employability: A Book Review","authors":"Thomas Gauthier","doi":"10.1002/cbe2.1172","DOIUrl":"https://doi.org/10.1002/cbe2.1172","url":null,"abstract":"<p>APA Citation: Stokes, P.J. (2015). <i>Higher education and employability: New models for integrating study and work</i>. Cambridge, MA: Harvard Education Press. 189 pages.</p><p>In contemporary society, colleges and universities have the burden of proving that they are teaching their students practical knowledge and that upon graduation, their students can contribute to the workforce. <i>Higher Education and Employability</i> discusses the correlation between college and university pedagogy and employability. The central question of this text asks: “What should colleges and universities be doing differently to assist their students in preparing for the world of work?” (Stokes, <span>2015</span>, p. 1).</p><p>Colleges and universities are not job placement agencies, but almost every campus includes a career services office. This office is responsible for helping students prepare their resume and cover letters, along with helping them with interview strategies and job search techniques. <i>Higher Education and Employability</i> prompts the following rhetorical questions: What is the obligation of American colleges and universities? Should colleges and universities be preparing students for the workforce or should they be preparing students for the general good of society? The content of this book focuses on the practices of colleges and universities, which categorically excludes community colleges.</p><p>The author further defines the premise of his thesis as a “both/and rather than an either/or proposition” (p. 4). Stokes (<span>2015</span>) argues that “the responsibility to educate individuals while preparing them for the world of work is a shared responsibility between both the education providers and employers” (p. 4) and not the sole responsibility of either the education provider or the employer. In the introduction, Stokes (<span>2015</span>) discusses his advocacy for institutions to develop the pedagogy that includes academic rigor along with professional preparation. The author articulates Robert Reich's position that American businesses are not sufficiently involved in the development of college and university curricula.</p><p>In Chapter 1, the author introduces the reader to the concept of Drownproofing. Steve McLaughlin (as cited in Stokes, <span>2015</span>) indicated that Drownproofing 2.0 is a concept that refers to a person's ability to survive under pressure. Drownproofing 2.0 was a course in water survival techniques offered at Georgia Institute of Technology. Although Georgia Tech no longer offers Drownproofing, the institution's culture refers to this class as that of a motivator, and it is a reminder that in our contemporary society, the ability for a person to create their own job tends to be an important life skill.</p><p>With Chapter 1 predicated on Drownproofing, the author discusses a prevailing sentiment among higher education that vocational education or career and technical education, as it is known today, is consi","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91869505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CBEN's quality framework: A case study in its application to CBE curriculum quality standards at Walden University","authors":"L. McIntyre-Hite, M. Cheney, Sandra Weinstein Bever, L. Mast, Alexander R. Hapka","doi":"10.1002/CBE2.1170","DOIUrl":"https://doi.org/10.1002/CBE2.1170","url":null,"abstract":"","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78848366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CBEN's quality framework: A case study in its application to CBE curriculum quality standards at Walden University","authors":"Lisa McIntyre-Hite,&nbsp;Martha Cheney,&nbsp;Sandra Weinstein Bever,&nbsp;Linda Mast,&nbsp;Alexander R. Hapka","doi":"10.1002/cbe2.1170","DOIUrl":"https://doi.org/10.1002/cbe2.1170","url":null,"abstract":"<p>With the development of the Competency-Based Education Network's Quality Framework for Competency-Based Education Programs, institutions offering CBE programs have the ability to evaluate the quality of their programs using a common framework. For faculty and instructional designers working to develop CBE programs in particular, an institution-specific set of quality indicators tailored to its own curriculum structure can help guide development and ensure quality of the curriculum offered to students. This article presents Walden University's curriculum quality indicators used to guide the development of high-quality CBE curriculum. The indicators are informed by CBEN's Quality framework and may be helpful to other institutions developing CBE programs in an effort to establish, measure, and maintain quality of CBE curriculum.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91559136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing efficiency, reliability, and rigor in competency model analysis using natural language processing","authors":"A. Garman, Melanie P Standish, Dae-Hyun Kim","doi":"10.1002/CBE2.1164","DOIUrl":"https://doi.org/10.1002/CBE2.1164","url":null,"abstract":"","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"92 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91501460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing efficiency, reliability, and rigor in competency model analysis using natural language processing","authors":"Andrew N. Garman,&nbsp;Melanie P. Standish,&nbsp;Dae Hyun Kim","doi":"10.1002/cbe2.1164","DOIUrl":"https://doi.org/10.1002/cbe2.1164","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency modeling is frequently used in higher education and workplace settings to inform a variety of learning and performance improvement programs. However, approaches commonly taken to modeling tasks can be very labor-intensive, and are vulnerable to perceptual and experience biases of raters.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The present study assesses the potential for natural language processing (NLP) to support competency-related tasks, by developing a baseline comparison of results generated by NLP to results generated by human raters.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two raters separately conducted cross-walks for leadership competency models of graduate healthcare management programs from eight universities against a newly validated competency model from the National Center for Healthcare Leadership containing 28 competencies, to create 224 cross-walked pairs of “best matches”.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that the NLP model performed at least as accurately as human raters, who required a total of 16 work hours to complete, versus the NLP calculations which were nearly instantaneous.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Based on these findings, we conclude that NLP has substantial promise as a high-efficiency adjunct to human evaluations in competency cross-walks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91829531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding faculty training in competency-based curriculum development","authors":"Diana Gilmer Echols,&nbsp;Patricia W. Neely,&nbsp;Diane Dusick","doi":"10.1002/cbe2.1162","DOIUrl":"10.1002/cbe2.1162","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based (CBE) programs have increased significantly over the past decade in response to a changing higher education environment. This dramatic increase in CBE programs has been supported by faculty tasked with developing curriculum composed of competency statements, assessment strategies, and learning content. Yet, little is known about the types of training and support provided to faculty and faculty-perceived levels of competence in CBE curriculum development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used a convenience sample to gather survey data from 70 faculty members who had developed CBE curriculum. Participants provided information on the CBE components developed, types of training received, and hours spent in training. Each faculty member also identified his or her perceived level of competence in content development, assessment development, collaboration skills, technical skills, and communication skills. A correlation analysis was used to compare training histories with perceived levels of competence in the five skill areas identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Results suggest that the type of training a faculty member receives affects his or her perceived levels of confidence in CBE curriculum development skills. A significant relationship between total hours of training and level of competence was indicated with four types of training: one-on-one training with an expert, webinars, phone conferences, and self-study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The most important conclusion is the result of the final hypothesis: there is a significant positive relationship between motivating students (faculty) to engage and level of competence. Both student (faculty) retention and success are related to higher levels of engagement (<i>Tools for teaching</i>, 2nd ed. San Francisco, CA: John Wiley &amp; Sons, Inc; 2009).</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77505963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and prospects of competency-based education: The case of adama science and technology university alumni students and hawas TVET college, adama, ethiopia","authors":"Kumsa Donis Likisa","doi":"10.1002/cbe2.1163","DOIUrl":"10.1002/cbe2.1163","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Technical and Vocational Education and Training (TVET) is one of the salient priority areas in Ethiopian education system. TVET was designed to redress the challenges of poverty, unemployment, low technological development, and low productivity of the economy (MoE, <span>2008</span>). The TVET along with competency-based education (CBE) was introduced in Ethiopia in 2004 in response to the skill needs of the labor market (MoE, 2006).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The primary aim of this study was to examine whether the TVET curricula clearly aligned with occupational standards to ensure graduates’ employability. It was also to examine whether the curriculum is adequate to ensure entry-level competence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The main sources of information were three experts from center of competency, 64 teachers and 210 selected alumni students of Adama Science and Technology University. Questionnaire was used to gather information from the research participants. In the analysis of data, descriptive statistics such as frequency, percentages and mean scores were employed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From the analysis of data, it was found that CBE is not clearly aligned with occupational standards. Also, teachers, Center of Competency (CoC) experts, and alumni students’ awareness of the nature, focus, assessment, and curriculum development of CBE was found to be inadequate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study showed the need to align CBE with occupational standards to ensure entry-level competence. There is also a need to create awareness about the nature, focus, assessment and curriculum development of CBE among curriculum designers/teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89690036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Two professors' experience with competency-based education","authors":"Jamie P. Monat,&nbsp;Thomas F. Gannon","doi":"10.1002/cbe2.1061","DOIUrl":"10.1002/cbe2.1061","url":null,"abstract":"<p>In the autumn of 2015, to extend its leadership in science, technology, engineering, and mathematics (STEM) education and to reach a wider range of lifelong learners, Worcester Polytechnic Institute embarked upon a pilot program to assess the value of a competency-based education (CBE) pedagogy. The authors converted two graduate-level Systems Engineering courses to a CBE format and delivered them to students in late 2016 and 2017. Preliminary results suggest that CBE offers increased flexibility for working professionals and can extend the reach of educational institutions; that the choice of a learning management system is critical in facilitating CBE delivery; that some students adapt to a CBE format very well while others (who do not have good self-discipline) do not, so that identifying the correct target demographic is important; that working in project teams is difficult in a CBE context; that synchronous activities (such as Discussion Board postings requiring synchronous debate) are challenging; that (in the version of CBE offered) most students did not avail themselves of the substantial flexibility provided in selecting course topics and alternative assessments; and that unless incentivized to move quickly, students tend to procrastinate. Lastly, for CBE to be financially beneficial to both student and university, it is our opinion that careful attention must be paid to the choice of students, the selection of courses, and the choice of business model, all of which are intimately tied together. These preliminary observations must be corroborated or refuted in future pilots, which are currently planned to develop improved versions of CBE at Worcester Polytechnic Institute.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"107223205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolving roles of faculty at an emerging hybrid competency-based transdisciplinary program","authors":"Iryna Ashby,&nbsp;Secil Caskurlu,&nbsp;Marisa Exter","doi":"10.1002/cbe2.1059","DOIUrl":"10.1002/cbe2.1059","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Faculty is inseparable from the design and implementation of competency-based programs. Yet prior research on competency-based education (CBE) has mainly focused on program design and implementation, paying less attention to the faculty roles and perception of their involvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This paper explores faculty perceptions of their own roles relating to the design and the pilot semester implementation of a new competency-based transdisciplinary program at a large Midwest research-intensive university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a phenomenological approach, we conducted semistructured interviews with faculty involved in the program design and implementation of the pilot semester in this program (<i>n</i> = 7) to gain an understanding of the varied demands and expectations, as well as their perceptions of such roles in the context of the program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings showed a variety of faculty functions pertaining to their roles within our CBE environment. The faculty interviewed also tended to be actively engaged in terms of student onboarding, motivation, and encouragement, particularly earlier in the semester. Facilitation of students’ learning and competency attainment at the prescribed level of mastery led to the need for ongoing review and feedback of students’ work, and a higher workload than a traditional course. Yet, the faculty had positive responses to the program and their work, which in part may relate to their early buy-in into the program as part of their collaboration on the program design.</p>\u0000 \u0000 <p>Implications, limitations, and future research are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"110301211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the validity of objective assessment in higher education: Steps for building a best-in-class competency-based assessment program","authors":"Sean Gyll,&nbsp;Shelley Ragland","doi":"10.1002/cbe2.1058","DOIUrl":"10.1002/cbe2.1058","url":null,"abstract":"<p>Faculty's attitudes toward and expertise in what constitutes valid assessment design has produced sizable discord in higher education. Traditionally, assessment activities within higher education have been implemented as additions to the curriculum, designed for purposes of program evaluation rather than being integral to student mastery. In this paper, we briefly explore the history of objective assessment in higher education, studying its historical antecedents, and use this information to define next steps toward building a standards-based community of practice. We operationally define competency-based education, paying particular attention to the term “competence” and what it means in the context of maintaining standards for assessment validity. We then offer 12 steps for building a best-in-class objective assessment program. We conclude with case study metrics from Western Governors University's assessment portfolio, which describes four key assessment performance indicators and documents our commitment to continuous quality improvement through a quarterly assessment review process.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"109973821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}