Showing papers on "Competence (human resources) published in 2018"
TL;DR: A meta-review of the studies published in academic journals from 2006 to 2017 found that the promotion of CT in education has made great progress in the last decade and the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.
Abstract: Computational Thinking (CT) is seen as an important competence that is required in order to adapt to the future. However, educators, especially K-12 teachers and researchers, have not clearly identified how to teach it. In this study, a meta-review of the studies published in academic journals from 2006 to 2017 was conducted to analyze application courses, adopted learning strategies, participants, teaching tools, programming languages, and course categories of CT education. From the review results, it was found that the promotion of CT in education has made great progress in the last decade. In addition to the increasing number of CT studies in different countries, the subjects, research issues, and teaching tools have also become more diverse in recent years. It was also found that CT has mainly been applied to the activities of program design and computer science, while some studies are related to other subjects. Meanwhile, most of the studies adopted Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning in the CT activities. In other words, such activities as aesthetic experience, design-based learning, and storytelling have been relatively less frequently adopted. Most of the studies focused on programming skills training and mathematical computing, while some adopted a cross-domain teaching mode to enable students to manage and analyze materials of various domains by computing. In addition, since the cognitive ability of students of different ages varies, the CT ability cultivation methods and content criteria should vary accordingly. Moreover, most studies reported the learners' CT performance and perspectives, while their information society ability was seldom trained. Accordingly, the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.
357 citations
TL;DR: A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity.
Abstract: Evidence supports a positive association between competence in fundamental movement skills (e.g., kicking, jumping) and physical activity in young people. Whilst important, fundamental movement skills do not reflect the broad diversity of skills utilized in physical activity pursuits across the lifespan. Debate surrounds the question of what are the most salient skills to be learned which facilitate physical activity participation across the lifespan. In this paper, it is proposed that the term 'fundamental movement skills' be replaced with 'foundational movement skills'. The term 'foundational movement skills' better reflects the broad range of movement forms that increase in complexity and specificity and can be applied in a variety of settings. Thus, 'foundational movement skills' includes both traditionally conceptualized 'fundamental' movement skills and other skills (e.g., bodyweight squat, cycling, swimming strokes) that support physical activity engagement across the lifespan. A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity. Foundational movement skill development is hypothesized to vary according to culture and/or geographical location. Further, skill development may be hindered or enhanced by physical (i.e., fitness, weight status) and psychological (i.e., perceived competence, self-efficacy) attributes. This conceptual model may advance the application of motor development principles within the public health domain. Additionally, it promotes the continued development of human movement in the context of how it leads to skillful performance and how movement skill development supports and maintains a lifetime of physical activity engagement.
206 citations
Book•
03 Jun 2018
TL;DR: The authors examine the recent literature on situated cognition in children and explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts.
Abstract: The study of cognitive development in children has moved from a focus on the intellectual processes of the individual studied in relative isolation, as in the classic work of Jean Piaget, to a concern in the 1970s and 1980s with social cognition characterized by Vygotsky's views. In even more recent years, the trend toward an understanding of the "situated" nature of cognition has evolved even further and the extent to which thinking and knowing are inextricably linked to contextual constraints is at last being defined. Experts of international repute, the authors of this important book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts. Centrally concerned with the question of generalizability and transfer of knowledge from one situation to another, the contributors point to practical implications for understanding how intellectual competence can be made to generalize between "informal" and "formal" situations.
179 citations
TL;DR: The authors report on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars and call for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics.
Abstract: Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group, 2016) to move theory and pedagogy forward. Shifting further yet toward the material locus and spatiotemporal conditioning of communication, this article reports on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars. Its data analysis uses a spatial orientation informed by schools such as new materialism, post‐humanism, and actor network theory, influenced largely by scholars in material and spatial sciences. The article calls for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics. [ABSTRACT FROM AUTHOR]
156 citations
TL;DR: In this paper, cultural competence has commanded respectable attention since its introduction in cross-cultural discourse, and has been presented as a framework capable of promoting cultura, which has been defined as:
Abstract: SummaryCultural competence has commanded respectable attention since its introduction in cross-cultural discourse. Cultural competence has been presented as a framework capable of promoting cultura...
149 citations
TL;DR: The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice.
Abstract: Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. Therefore, the aim of this study was to test a model to explain pre-service teachers' perceived ICT competencies that integrates pre-service teachers' background characteristics (age and gender), their ICT profile (e.g., attitudes towards ICT) and the multiple strategies pre-service teachers experience in their teacher training institution: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) continuous feedback. Based on a survey among 931 final-year pre-service teachers in Flanders (Belgium), the multilevel analyses indicated a positive association between the strategies and pre-service teachers' ICT competencies. The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice. Gender and age did not affect pre-service teachers' ICT competence for educational practice. Furthermore, the results revealed a positive impact of pre-service teachers’ attitudes towards ICT (in education) and ease of use, on their ICT competence for educational practice. These results can provide guidance for the preparation of pre-service teachers for the 21st century learning environments with new technologies.
147 citations
TL;DR: An existing competence framework for sustainable entrepreneurship was tested in terms of construct validity, among 402 would-be entrepreneurs and the inclusion of six competencies are suggested, which constitute a competence framework with a good model fit.
Abstract: Knowledge, skills, and attitudes to manage sustainable development have become significant components of different career paths. Previous research has explored which competencies are needed for future change agents in the field of sustainable development. Sustainable entrepreneurship can be seen as a promising work context in which these competencies are truly at the forefront and enacted. Several researchers have compiled frameworks of key competencies. However, their work is exploratory in nature and a more in-depth analysis of these frameworks is called for. In this study, an existing competence framework for sustainable entrepreneurship was tested in terms of construct validity, among 402 would-be entrepreneurs. The results suggest the inclusion of six competencies, which constitute a competence framework with a good model fit. Furthermore, a new combination of two existing competencies is proposed. This study has important implications for the debate on which competencies for sustainable entrepreneurship are essential on theoretical and empirical grounds.
140 citations
TL;DR: In this paper, the authors build and test theory that explains how competence-and integrity-based trust have asymmetric effects on different kinds of transaction costs, and they build on theory that describes how parties process positive and negative information about others' behavior to predict that integrity based trust in IORs is more potent for reducing transaction costs than is competence based trust.
140 citations
TL;DR: In this article, the authors reviewed work on the development of children and adolescents' expectancy and competence beliefs for academic achievement domains across the elementary and secondary school years, and how they become calibrated to children's performance.
139 citations
TL;DR: This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula, and discusses the role of virtual environments in formative and summative assessment.
Abstract: Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference "Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes." This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high-stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.
134 citations
TL;DR: The authors presented an overview of research literature on teacher educators competences in preparing their students to teach with technology and identified four domains of competence: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning, and skills in professional learning.
TL;DR: Wang et al. as mentioned in this paper employed psychological empowerment theory to examine the underlying processes by which entrepreneurial leadership and public service motivation (PSM) shape innovative behavior among civil servants, and found that entrepreneurial leadership positively influenced subordinates' innovative behavior by enhancing two dimensions of psychological empowerment: meaning and impact.
Abstract: Prior research has linked the innovative behavior of public sector employees to desirable outcomes, such as improved efficiency and higher public service quality. However, questions regarding the drivers of innovative behavior among employees have received limited attention. This study employs psychological empowerment theory to examine the underlying processes by which entrepreneurial leadership and public service motivation (PSM) shape innovative behavior among civil servants. Using three-wave data from 281 Chinese civil servants and their 59 department heads, entrepreneurial leadership is found to positively influence subordinates’ innovative behavior by enhancing two dimensions of psychological empowerment: meaning and impact. Additionally, PSM was found to influence subordinates’ innovative behavior by enhancing the dimensions of meaning and competence. Our findings suggest that to facilitate innovative behavior amongst employees, public organizations should consider introducing training that encourages leaders to serve as entrepreneurial role models and recruit employees with high levels of PSM.
TL;DR: This study proposes a research model to investigate the antecedents of health information exchange in social media and demonstrates that human-to-human interaction, human- to-information interaction, outcome expectation of health self-management competence, and outcome expectations of social relationships have a significant impact on health information Exchange behavior.
TL;DR: The conceptual analysis incorporates moral reasoning in the definition of cultural competence and reports that the carers' capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge is reported as critical in sustaining competence.
Abstract: This study aims to conduct a concept analysis on cultural competence in community healthcare. Clarification of the concept of cultural competence is needed to enable clarity in the definition and operation, research and theory development to assist healthcare providers to better understand this evolving concept. Rodgers’ evolutionary concept analysis method was used to clarify the concept's context, surrogate terms, antecedents, attributes and consequences and to determine implications for further research. Articles from 2004 to 2015 were sought from Medline, PubMed, CINAHL and Scopus using the terms “cultural competency” AND “health,” “cultural competence” OR “cultural safety” OR “cultural knowledge” OR “cultural awareness” OR cultural sensitivity OR “cultural skill” AND “Health.” Articles with antecedents, attributes and consequences of cultural competence in community health were included. The 26 articles selected included nursing (n = 8), health (n = 8), psychology (n = 2), social work (n = 1), mental health (n = 3), medicine (n = 3) and occupational therapy (n = 1). Findings identify cultural openness, awareness, desire, knowledge and sensitivity and encounter as antecedents of cultural competence. Defining attributes are respecting and tailoring care aligned with clients’ values, needs, practices and expectations, providing equitable and ethical care, and understanding. Consequences of cultural competence are satisfaction with care, the perception of quality healthcare, better adherence to treatments, effective interaction and improved health outcomes. An interesting finding is that the antecedents and attributes of cultural competence appear to represent a superficial level of understanding, sometimes only manifested through the need for social desirability. What is reported as critical in sustaining competence is the carers’ capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge. Our conceptual analysis incorporates moral reasoning in the definition of cultural competence. Further research to underpin moral reasoning with antecedents, attributes and consequences could enhance its clarity and promote a sustainable enactment of cultural competence.
TL;DR: In this article, a conceptual model based on self-determination theory was used to examine how university faculty members' motivation for teaching predicts their utilization of teaching best practices, and explored if faculty at various higher education institution types are differentially motivated for teaching.
TL;DR: In this paper, the most impacting institutional models of digital teaching competence, and critically addresses three characteristics common to all of them, understood as deficiencies in their approach, are analyzed and analyzed.
Abstract: This article analyses the most impacting institutional models of digital teaching competence, and critically addresses three characteristics common to all of them, understood as deficiencies in their approach. Firstly, they do not explicitly start from a model of teaching action, and implicitly reduce the teaching function to the classroom performance, avoiding aspects such as social and political commitment, or the role of the school in community development. Secondly, they are based on a taxonomic vision of the concept of competence, ignoring the complexity of the different contexts in which competence is carried on and developed, as well as its role in the construction of teacher identity, something that socio-material and holistic approaches do include. Thirdly, they are based on an instrumentalist vision of technology as a neutral tool in values and, on the contrary, on a deterministic conception of the relationship between technology and society. Finally, we present a model that we have called "Integral Teaching Competence for the digital world", specifically designed for basic education, which is the subject of a more ambitious research.
TL;DR: In this paper, the authors examined what kind of competencies teachers need in using game-based pedagogy (GBP) and identified four main competence areas: pedagogical, technological, collaborative and creative.
TL;DR: The empirical results of the study reveal the relative effectiveness of the two vendor mechanisms, with vendor-specific guarantees having a more positive effect on institutional trust and customer reviews on competence trust.
TL;DR: In this article, the authors evaluated teachers' own level of digital competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education).
Abstract: Digital competence is one of the eight key competences for life-long learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers’ conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.
TL;DR: In this article, the authors present an analysis of the current situation of Spanish universities and their technological infrastructure, focusing on teachers' professional competence in order to revise their teaching competence, which will allow them to examine different models of teaching digital competence at university.
Abstract: This article presents an analysis of the current situation of Spanish universities and their technological infrastructure. This analysis is the first step to reflect on the situation of university teachers. We focus on teachers' professional competence in order to revise their teaching competence, which will allow us to examine different models of teaching digital competence at university. This systematic review is useful when presenting our own proposal. After collecting data on all the dimensions described in previous models, we build a new model based on five dimensions (technical, information and communication, educational, self-reflection, and social and ethical) and three fields of application (teaching, research, and management). This new model may be a useful tool for future empirical research while it may promote critical reflection.
TL;DR: The authors provide an overview of the historical influences that have shaped theoretical conceptualisations of interactional competence as it relates to spoken language use, and provide a discussion of the interaction between the two constructs.
Abstract: This article on interactional competence provides an overview of the historical influences that have shaped theoretical conceptualisations of this construct as it relates to spoken language use, le...
TL;DR: First international evidence that perceived spiritual care competence is developed in undergraduate nursing and midwifery students is provided and that students' perceptions of spirituality and personal spirituality contribute to that development is provided.
TL;DR: In this paper, the authors developed an assessment tool to measure students' innovation competences in the authentic learning environments of Finnish higher education institutions, including creative problem-solving, systems thinking, goal orientation, teamwork, and networking competences.
TL;DR: In this article, the authors argue for the integration of the construct of interactional competence (IC) in the assessment of speaking, arguing that a psycholinguistically based speaking construct has predominated.
Abstract: In the assessment of speaking, a psycholinguistically based speaking construct has predominated. In this paper, we argue for the integration of the construct of interactional competence (IC) in spe...
TL;DR: Research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers is shared.
Abstract: This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third...
TL;DR: The aim of the present paper is to improve the understanding of some of the major issues that workers and organizations are, or will be, asked to face by providing information that will be useful to facilitate debate, research and interventions.
Abstract: With rapid advances in technology in several fields of human life, we are entering the Fourth Industrial Revolution, which is changing the way businesses create value, people do their work and individuals interact and communicate with each other. In this framework, many questions have arisen about how these transformations affect workers, organizations and societies, and Work and Organizational Psychology has been called upon to address some of these open issues. In particular, this article focuses on two aspects of the Fourth Industrial Revolution. The first considers the expansion of automation in the workplace and raises questions such as: how is the relationship between workers and technology changing? How is it affecting people’s well-being? How can we expect it to affect employment and equality in the future? The second is related to how job transformation will influence requirements for knowledge and skills; the main question is: which competence profile, considering hard and soft skills, is required and expected in the work of the future? The aim of the present paper is to improve the understanding of some of the major issues that workers and organizations are, or will be, asked to face, by providing information that will be useful to facilitate debate, research and interventions. In the conclusion section, research and practical implications at organizational, political and institutional levels are discussed.
TL;DR: Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students, and a broadly positive perception of the games' efficacy for skills development is revealed.
28 Aug 2018
TL;DR: Multifunctional Materials has been launched, in consultation with the scientific community, to become a selective journal focused on conceptual novelty that will uniquely bring together all aspects of this rapidly developing field.
Abstract: Integrating different functions in one material system is a fundamental challenge, especially if those functions seem to exclude each other. Understanding function-structure relationships and developing a competence in the system approach for multifunctionality enables many modern applications, which can improve quality of life and address important global challenges. The interdisciplinary field recently extends to computational engineering approaches for virtual material design and to advanced fabrication schemes taking advantage of digitalisation. In this way development cycles can be shortened and products based on multifunctional materials can become more and more adaptive and individualised. It is against this backdrop that Multifunctional Materials has been launched, in consultation with the scientific community, to become a selective journal focused on conceptual novelty that will uniquely bring together all aspects of this rapidly developing field.
TL;DR: It is found that e-business technology has a positive effect on operational competence that decreases over time and the firms proficiency in exploiting a portfolio of operational capabilities has apositive impact on profitability that becomes more substantial over time.