Showing papers on "Competence (human resources) published in 2022"

Sustainable development in the European Union

Abstract: For many, the definition of sustainable development provided in the Brundtland Report marked the beginning of the era of sustainability. This chapter that there remains much rhetoric, not action, in the sustainability debate in the European Union (EU), undermining the credibility of the brand and the opportunity for sustainability to become ‘the vision’ for the future of the EU. Notions of sustainability transition are prominent in academic literature and influence EU policy frameworks. The Sustainable Development Goals will be at the heart of EU’s policymaking and action. The EU and the Member States share the competence for action on sustainability. The EU is proposing strategies, including measures to be put into operation at the national and sub-national levels. The objective of sustainability has been mainstreamed into EU domestic and external policies. Within the EU, the increased commitment to sustainability resulted in a deepening of the process of European integration from the late 1980s.

Teachers’ digital competencies in higher education: a systematic literature review

Abstract: Abstract Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.

Doing Research in Counselling and Psychotherapy

Abstract: Doing Research in Counselling and Psychotherapy: Basic Principles Reading the Literature: Placing Research in Context Developing Your Research Question The Research Proposal Ethical Responsability Criteria for Evaluating the Quality of a Research Study Using Quantitative Methods Using Qualitative Methods Basic Research Tools Carrying Out a Publishable Literature Review Using Qualitative Interviews to Explore the Experience of Therapy Evaluating Outcome: Practice-based Research Carrying Out a Systematic Case Study Using Personal Experience as a Basis for Research Disseminating the Findings of your Research Study Buinding on Basic Research Competence: Further Possibilities

Teachers’ digital competencies in higher education: a systematic literature review

Abstract: Abstract Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

Abstract: Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired ${t}$ -tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms.

Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave

Abstract: The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Württemberg, Germany, using large-scale assessments in reading and mathematics from annual mandatory tests in September (each n > 80,000). Competence scores were slightly lower in 2020 (after 2 months of school closures) compared with the three previous years (–0.07 SD for reading comprehension, –0.09 for operations, and –0.03 for numbers). Regarding mathematics, low-achieving students seem to have a learning backlog that deserves attention in future education. School characteristics such as the average sociocultural capital and the proportion of students with a migration background played a minor role in mediating the schools’ learning loss. Still, lower sociocultural capital was positively associated with larger learning loss in mathematics.

Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic

Abstract: This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear.

Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?

Abstract: This study examined the hypothesized relationships between perceived teaching presence and social presence accounting for social-contextual factors in online learning environments and online students' basic psychological needs satisfaction. Participants enrolled in online courses at universities in the United States responded to an online survey and the survey data (N = 462) were analyzed using three hierarchical multiple regressions. Findings indicated that perceived teaching presence was a significant positive predictor of the basic psychological needs for autonomy, competence, and relatedness, with greater contribution than social presence to the perceived satisfaction of the need for competence. Social presence was also a significant positive predictor of the three basic psychological needs, with greater contributions than teaching presence to the perceived satisfaction of the needs for autonomy and relatedness. These results point to the significance of both teaching presence and social presence as two key online presences that can positively influence students' basic psychological needs satisfaction, which is known to be crucial to higher-quality self-determined motivation and engagement. Our findings have implications for CoI theory development and practical implications for online teaching and learning.

Implementing Machine Learning for Supply-Demand Shifts and Price Impacts in Farmer Market for Tool and Equipment Sharing

Abstract: Several industries have recently seen the replacement of human labor by automated machinery and equipment. Across the globe, farmers’ attitudes on the use of technology in agriculture are divergent. However, although some people are excited and ready to embrace technology, others are cautious and wary of trying new technologies for the first time. The third category is particularly prevalent in underdeveloped nations such as India, owing to a lack of competence, a lack of effective translation, and most crucially, a lack of financial resources. It is fruitless for the government to attempt to resolve these difficulties due to the fact that they do not take into consideration the changing circumstances and input needs of each agricultural group. Smart Tillage is a cutting-edge framework that was developed to solve the challenges listed above. In India, a decision-based smart engine for the rental and sharing of tools and equipment has been developed, which leverages machine learning methods to proceed towards a selection of tools and equipment. The option is entirely reliant on a variety of input variables, including crop kind, harvest time/month, crop equipment needed, harvest type, and the amount of money available for rental. Additionally, an ideal recommendation engine driven by content and collaborative-based filtering will provide the farmer’s requirements depending on their requirements. In terms of escalation, the proposals would be cost-effective and excellent since they would need little changes in training, technique improvements, and resource management via a new rent-share model similar to that used by Uber. In this work, demand and supply algorithms are used to define market equilibrium, and the results are shown in graphs. This includes discussion of a variety of demand and supply parameters, their impact on market equilibrium prices and quantities, and their effect on shifting demand and supply curves. The many sorts of elasticities (demand, cross-price, supply, income, and so on) are examined, as well as the ramifications for pricing systems that may result from these elasticities.

How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors

Abstract: Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot of the status quo of digital competence on a sample of 1692 Swiss VET teachers, both using an assessment instrument that relies on previous validated questionnaires, and at the same time accounting for VET-related specificities; (b) to examine possible differences in digital competence depending on the VET teachers' profiles (i.e. professional baccalaureate, professional subject and general education teachers); and (c) to investigate whether personal and context-related factors play a similar role in VET like in other educational settings. The results confirm the validity of the 10-dimensional structure of the TDC assessment instrument. Compared with previous results in other educational domains, our findings indicate that VET teachers place themselves at a similar degree of digital competence, with a few differences across profiles in some of the sub-competences. Moreover, multiple regression analysis highlights the main role of attitude towards technology and digital tool use frequency among the personal factors that contribute to TDC development. The teachers’ workload, rarely considered in previous studies, is also a relevant factor. For the context-related factors, curriculum support is the element with the largest effect on TDC, although it has a smaller impact than the personal factors.

How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors

Abstract: Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot of the status quo of digital competence on a sample of 1692 Swiss VET teachers, both using an assessment instrument that relies on previous validated questionnaires, and at the same time accounting for VET-related specificities; (b) to examine possible differences in digital competence depending on the VET teachers' profiles (i.e. professional baccalaureate, professional subject and general education teachers); and (c) to investigate whether personal and context-related factors play a similar role in VET like in other educational settings. The results confirm the validity of the 10-dimensional structure of the TDC assessment instrument. Compared with previous results in other educational domains, our findings indicate that VET teachers place themselves at a similar degree of digital competence, with a few differences across profiles in some of the sub-competences. Moreover, multiple regression analysis highlights the main role of attitude towards technology and digital tool use frequency among the personal factors that contribute to TDC development. The teachers’ workload, rarely considered in previous studies, is also a relevant factor. For the context-related factors, curriculum support is the element with the largest effect on TDC, although it has a smaller impact than the personal factors.

The role of age and digital competence on the use of online health and social care services: A cross-sectional population-based survey

Abstract: Objective Online health and social care services are getting widespread which increases the risk that less advantaged groups may not be able to access these services resulting in digital exclusion. We examined the combined effects of age and digital competence on the use of online health and social care services. Methods We used a large representative population-based sample of 4495 respondents from Finland. Paper-based self-assessment questionnaire with an online response option was mailed to participants. The associations were analyzed using survey weighted logistic regression, exploring potential non-linear effects of age and controlling for potential sex differences. Results Higher age, starting from around the age of 60 was associated with a lower likelihood of using online services for receiving test results, renewing prescriptions and scheduling appointments. Good digital competence was able to hinder the age-related decline in online services use, but only up to around the age of 80. Conclusions Our results suggest that older adults are at risk of digital exclusion, and not even good digital competence alleviates this risk among the oldest. We suggest that health and social care providers should consider older users’ needs and abilities more thoroughly and offer easy to use online services. More digital support and training possibilities should be provided for older people. It is equally important that face-to-face and telephone services will be continued to be provided for those older people who are not able to use online services even when supported.

Academic performance under COVID-19: The role of online learning readiness and emotional competence

Abstract: The COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students’ academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students (Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students (Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre–COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19–related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.

Meta-analysis: Which Components of Parent Training Work for Children With Attention-Deficit/Hyperactivity Disorder?

Abstract: Behavioral parent training is an evidence-based intervention for children with attention-deficit/hyperactivity disorder (ADHD), but it is unknown which of its components are most effective. This meta-regression analysis investigated which specific behavioral techniques that parents learn in parent training are associated with effects on parental outcomes.A search was performed for randomized controlled trials on parent training for children with ADHD, with positive parenting, negative parenting, parenting sense of competence, parent-child relationship quality, and parental mental health as outcome measures. After screening 23,026 publications, 29 studies contributing 138 effect sizes were included (N = 2,345). For each study, the dosage of 39 behavioral techniques was derived from intervention manuals, and meta-regression determined which techniques were related to outcomes.Parent training had robust small- to medium-sized positive effects on all parental outcomes relative to control conditions, both for unblinded and probably blinded measures. A higher dosage of techniques focusing on the manipulation of antecedents of behavior was associated with better outcomes on parenting sense of competence and parental mental health, and a higher dosage of techniques focusing on reinforcement of desired behaviors was related to larger decreases in negative parenting. Higher dosages of psychoeducation were negatively related to parental outcomes.Although techniques were not investigated in isolation, the results suggested that manipulation of antecedents of behavior and reinforcement techniques are key components of parent training for children with ADHD in relation to parental outcomes. These exploratory findings may help to strengthen and tailor parent training interventions for children with ADHD.

Determination of Work Motivation, Leadership Style, Employee Competence on Job Satisfaction and Employee Performance

Abstract: The goal of this study was to look at the impact of work motivation, leadership style, and competence on job satisfaction, as well as the effects of work motivation, leadership style, and competence on performance, job satisfaction's impact on performance, and the impact of work motivation, leadership style, and competence on performance via job satisfaction. The research will take place at LLDIKTI-IX. The study's population and sample size were 125 employees (complete sampling). The data from the questionnaire was analyzed with the use of AMOS 18 and the Structural Equation Model. According to the findings, work motivation has a negative and significant impact on job satisfaction. Employee motivation in existence, connectedness, and growth is still low, but it is necessary to improve employee job satisfaction. Employee performance is influenced by competence in a positive but insignificant way. Employee competency is still a career development issue, with little attention paid to the role of innovation and technology in improving employee performance. Employee performance is influenced by competence through job satisfaction in a positive but insignificant way. Employee job satisfaction is poor in enhancing their performance since applying competencies that have been directed thus far is still like meeting work needs.

Human vs. AI: Understanding the impact of anthropomorphism on consumer response to chatbots from the perspective of trust and relationship norms

Abstract: Text-based chatbots are being touted as a disruptive innovation with unprecedented business potential. However, frequent failures in human–chatbot conversations have led to consumer pushback. This study investigates the response of consumers to chatbots in terms of their intention to switch to human agents. Drawing upon the stimulus–organism–response (SOR) framework, focus is placed on how the anthropomorphic attributes of chatbots influence consumers’ perceived trust in chatbots and its implications for switching intention. Further, the moderating role of relationship norms in the relationships between the anthropomorphic attributes and trust in chatbots is examined. A mixed-methods approach is used; the qualitative analysis reveals three main anthropomorphic attributes of chatbots, two types of relationship norms and the specific response to chatbots. The quantitative results suggest that the anthropomorphic attributes of perceived warmth and perceived competence positively affect consumers’ perceived trust in chatbots, whereas communication delay negatively affects it. Relationship norms are found to moderate some of these effects such that exchange relationships strengthen the importance of perceived competence on trust, although communal relationships do not moderate the effects of perceived warmth on trust. Trust in chatbots negatively affects consumers’ intention to switch to a human agent. Theoretical and managerial implications are also discussed for scholars and practitioners in ways to improve the design and maximize the utility of chatbots.

Analysis of Interpersonal Skill Learning Outcomes in Business English Students Class

Abstract: The research examines the interpersonal competence of student communication in the Business English study program. Interpersonal competence refers to the ability of individuals to collaborate and communicate in groups, both verbally and nonverbally. People with effective interpersonal skills will be sensitive to the feelings and emotions of others around them. This ability is a way to mea- sure the quality of interpersonal communication, which includes knowledge of the rules of nonverbal communication, such as physical contact and intimacy, knowledge of interaction by context, attention to the person to whom to com- municate, and attention to the amount. This is evidenced by the test results data of class A students of the Class of 2020, the average score obtained in the listening skill aspect is 53.56, the emotional intelligence aspect is 57.65, and verbal communication is 45. 47, communication in groups is 53.27, and the average score of students totalling 45 is 53.11. There are eleven students who are at a level below average, this happens because of several factors. Then the average score in class B class of 2020, in the aspect of listening skills is 53.35, emotional intelligence is 57.67, verbal communication is 47.47, and communi- cation in the group is 53.28 while the total average number of res throughout is 53.44. There were 21 students who were in the below-average category out of a total of 43. Based on the data obtained, it shows that the scores obtained by class A and B Year 2020 are not too significantly different, this happens because the students experience the same difficulties

Understanding and shaping the future of work with self-determination theory

Abstract: Self-determination theory has shaped our understanding of what optimizes worker motivation by providing insights into how work context influences basic psychological needs for competence, autonomy and relatedness. As technological innovations change the nature of work, self-determination theory can provide insight into how the resulting uncertainty and interdependence might influence worker motivation, performance and well-being. In this Review, we summarize what self-determination theory has brought to the domain of work and how it is helping researchers and practitioners to shape the future of work. We consider how the experiences of job candidates are influenced by the new technologies used to assess and select them, and how self-determination theory can help to improve candidate attitudes and performance during selection assessments. We also discuss how technology transforms the design of work and its impact on worker motivation. We then describe three cases where technology is affecting work design and examine how this might influence needs satisfaction and motivation: remote work, virtual teamwork and algorithmic management. An understanding of how future work is likely to influence the satisfaction of the psychological needs of workers and how future work can be designed to satisfy such needs is of the utmost importance to worker performance and well-being.

Mental health of business academics within the COVID-19 era: can meaningful work help? A qualitative study

Abstract: PurposeThrough addressing academics in four public business schools in Egypt, the authors of this paper aim to uncover how meaningful work might shape the mental health of the addressed academics post COVID-19.Design/methodology/approachThe author employed a qualitative research method through semi-structured interviews with 44 academics from four business schools selected from among 25 public institutions of higher education in Egypt. The author subsequently used thematic analysis to determine the main ideas in the transcripts.FindingsThe authors’ findings show that business academics usually consider meaningful work as playing a major role in shaping their mental health, especially after a crisis. This indicates that the more they perceive their jobs as valuable and worthwhile, the more they can deal with limitations and mental health issues (e.g. anxiety, stress, inadequate sleep, etc.) that accompany crisis. The findings also show that during the time of the COVID-19 crisis, employees (business academics in this case) have not placed so much importance to their autonomy (ability to choose and/or participate in decision-making processes) in the workplace. Instead, they care more about their relatedness (sense of belongingness) and their level of competence (sense of capability). Accordingly, the authors show that having academics that develop a sense of purpose for their academic duties in a time of crisis has less mental health disorders. Subsequently, post crisis, business academics can feel a continuous sense of relatedness and find ongoing opportunities to work and learn.Originality/valueThis paper contributes by filling a gap in HR management, in which empirical studies on the relationship between mental health and meaningful work have been limited so far.

Psychological variables in medically assisted reproduction: a systematic review

Abstract: Introduction The paths of medically assisted reproduction represent the most important scientific progress to cope with the inability to achieve spontaneous conception (SC) and to reach desired parenthood. Couples undergoing assisted reproductive technology (ART) and couples not facing ovulation induction and artificial fertilization show sufficient levels of well-being and psychological adjustment. However, in some cases couples undergoing ART show lower perceived quality of life than couples with SC. Our aim is to investigate the main psychological variables involved in the special risk condition of medically assisted reproduction and how they could direct specific guidelines to enhance mental wellbeing in dealing with infertility. Material and methods In this regard, we performed a systematic review following the PRISMA guidelines. From all the studies included, the considered outcome measures were psychological, social, and relational variables and are presented in a systematic approach. Results A total of 14 studies were included in this article, according to our strict inclusion criteria. Conclusions Conflicting results have been proven by this systematic review. Even though all underlined the importance of taking charge of the psychological variables in infertility, few studies monitored and evaluated the effectiveness of these interventions. Moreover, none of the selected studies monitored the evolutionary implications of parental competence on the development of children born from ART.