Topic
Competence (human resources)
About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.
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01 Jan 1994
TL;DR: The concept of core competency was introduced by Hamel et al. as mentioned in this paper, who also proposed a theory of strategic management from a core competence point of view, based on the fit of components.
Abstract: Partial table of contents: TOWARDS A THEORY OF STRATEGIC MANAGEMENT FROM A CORE COMPETENCE POINT OF VIEW. The Concept of Core Competence (G. Hamel). Strategy as a Situational Puzzle: The Fit of Components (I. Bogaert, et al.). LINKING COMPETITIVE ADVANTAGE AND CORE COMPETENCE. Core Competence and Competitive Advantage: A Model and Illustrative Evidence from the Pharmaceutical Industry (W. Bogner & H. Thomas). STRATEGIC MANAGEMENT PRACTICE FROM A CORE COMPETENCE POINT OF VIEW. The Measurement of a Competitora s Core Competence (R. Klavans). Organizational Learning and a Firma s Core Competence (D. Helleloid & B. Simonin). Index.
460 citations
TL;DR: In this article, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school, which revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”.
460 citations
TL;DR: The authors analyzed three normative accounts that can underlie educational policies, with special attention to gender issues, including human capital theory, rights discursive theory, and human-computer interaction theory.
Abstract: This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights disc...
458 citations
TL;DR: This paper reviewed research in the areas of psychology, statistical education, and mathematics education and the results applied to the teaching of college-level statistics courses and made the argument that statistics educators need to determine what it is they really want students to learn, to modify their teaching according to suggestions from the research literature, and to use assessment to determine if their teaching is effective and if students are developing statistical understanding and competence.
Abstract: Summary Research in the areas of psychology, statistical education, and mathematics education is reviewed and the results applied to the teaching of college-level statistics courses. The argument is made that statistics educators need to determine what it is they really want students to learn, to modify their teaching according to suggestions from the research literature, and to use assessment to determine if their teaching is effective and if students are developing statistical understanding and competence.
458 citations
TL;DR: To succinctly summarise five contemporary theories about motivation to learn, key intersections and distinctions among these theories are articulate and important considerations for future research are identified.
Abstract: Objective
To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research.
Results
Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a ‘growth’ mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a ‘fixed’ mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context.
Conclusions
To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.
456 citations