Abstract
The 21s century brought unprecedented changes to higher education where the focus is increasingly on building competencies or attributes that would allow graduates (1) a better preparation to job markets and (2) an application of their learned knowledge and skills in their roles as ‘glocal’ citizens. Many aspects of competency in higher education and graduate attributes (GA) have been discussed in recent years, be it at the level of conceptualization, stakeholder identification and relative weighting, implementation strategies, curriculum approaches, staff development, quality assurance or the role of students (Hughes & Barrie, 2010). Accountability of various stakeholders is key to the success of a systematic assessment process that should be done in a continuous cyclic loop of feedback (Dugan 2004). With this loop of feedback, improving the learning outcomes and ensuring that the graduating attributes are met during the academic process and after degrees are granted. In this paper, we aim first to tackle the issue of defining competencies by delving into various works that has been done so far on defining competencies and GA. We then present some competency based models in various level of education. Finally, we identify stakeholder and discuss their roles in defining accountability parameters for a criteria-based method of assessment that would allow for comparison between the acquisition levels of different GAs at an institution-wide level.
Keywords: Graduating attributes; Competency-based model; Higher education; Formative Assessment, Accountability
Keywords
Graduating attributes; Competency-based model; Higher education; Formative Assessment Accountability
References
- Alberta Education (2011). Framework for student learning: competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit.
- Alberta Education, Edmonton. Online: http://globeclassroom.ca/userfiles/Alberta_Framework.pdf.
- Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for New Millennium Learners in OECD countries. Paris, France: Centre for Educational Research and Innovation (CERI)– New Millennium Learners.
- Anderson, J.(2004). An institutional commitment to assessment and accountability. In Hernon. P & Dugan.R (eds). Outcomes Assessment in Higher Education: Views and Perspectives. Westport, CT: Libraries Unlimited
- Baker, R. L. (2002). Evaluating Quality and Effectiveness: Regional Accreditation Principles and Practices. The Journal of Academic Librarianship, 28, 3-7.
- Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN university graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs.
- Canto-Sperber, M. & Dupuy, J.P. (2001). Competencies for the good life and the good society in D. S. Rychen & L.H. Salganik (eds.). Defining and selecting key competencies. Seattle: Hogreffe & Huber, pp. 67-92.
- Cedefop (European Centre for the Development of Vocational Training) (2011). Glossary/ Glossar/ Glossaire. Luxembourg: Publications Office of the European Union.
- Dugan, R (2004) Institutional Assessment Planning in Outcomes Assessment in Higher Education (Hernon, P. & Dugan, R eds.) Westport, Connecticut: Libraries Unlimited.
- Fraser, K. & Thomas, T. (2013). Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education Research & Development, 32 (4), 545-560.
- Griffith University (2011). Griffith Graduate Attributes Teamwork Skills Toolkit. Gold Coast, Grifitth University. On line: http://www.griffith.edu.au/__data/assets/pdf_file/0008/290870/Teamwork-skills.pdf.
- Hager, P. & Holland, S. (Eds.). (2006). Graduate Attributes, Learning and Employability. Dordrecht: Springer.
- Haladyna, T. (1997). Writing Test Items to Evaluate Higher Order Thinking. Needham Heights, MA: Allyn and Bacon.
- Hoffman, T (1999). The meaning of competency. Journal of European Industrial Training, 23 (6)0, 275-286.
- Hughes, C. & Barrie, S. (2010, May). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35(3), 325–334.
- Ipperciel, D. & ElAtia, S. (2014). Assessing Graduate Attributes: Building a Criteria-Based Competency Model. The International Journal of Higher Education, 3 (4), 27-39.
- MELS [Ministère de l’Éducation, du Loisir et du Sport] (2008). Programme de formation de l’école québécoise. Compétences Transversales. Online: http://www1.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/3-pfeq_chap3.pdf
- Organization for Economic Co-operation and Development (2002).
- Definition and selection of competencies (DeSeCo): Theoretical and Conceptual Foundations. On line: http://www.oecd.org/education/skills-beyond-school/41529556.pdf
- Organization for Economic Co-operation and Development (2005). The Definition and selection of key competencies: Executive Summary. On line : http://www.oecd.org/pisa/35070367.pdf
- Stoffle, Carla J. & Judith M. Pryor. (1980). Competency-Based Education and Library Instruction. Library Trends, 29(1), 55-67
- University of Alberta (2011). Dare to Deliver. Academic Plan 2011-2015. On line: http://www.provost.ualberta.ca/en/~/media/provost/Documents/Academic%20Plan/AcademicPlan2015.pdf.
- Walker, Narelle (2008). Teaching Quality Indicators Project. Adelaide, University of South Australia. Online: http://www.uwa.edu.au/__data/assets/pdf_file/0005/1891454/UniSA_Final_Report.pdf.
Abstract
References
- Alberta Education (2011). Framework for student learning: competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit.
- Alberta Education, Edmonton. Online: http://globeclassroom.ca/userfiles/Alberta_Framework.pdf.
- Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for New Millennium Learners in OECD countries. Paris, France: Centre for Educational Research and Innovation (CERI)– New Millennium Learners.
- Anderson, J.(2004). An institutional commitment to assessment and accountability. In Hernon. P & Dugan.R (eds). Outcomes Assessment in Higher Education: Views and Perspectives. Westport, CT: Libraries Unlimited
- Baker, R. L. (2002). Evaluating Quality and Effectiveness: Regional Accreditation Principles and Practices. The Journal of Academic Librarianship, 28, 3-7.
- Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN university graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs.
- Canto-Sperber, M. & Dupuy, J.P. (2001). Competencies for the good life and the good society in D. S. Rychen & L.H. Salganik (eds.). Defining and selecting key competencies. Seattle: Hogreffe & Huber, pp. 67-92.
- Cedefop (European Centre for the Development of Vocational Training) (2011). Glossary/ Glossar/ Glossaire. Luxembourg: Publications Office of the European Union.
- Dugan, R (2004) Institutional Assessment Planning in Outcomes Assessment in Higher Education (Hernon, P. & Dugan, R eds.) Westport, Connecticut: Libraries Unlimited.
- Fraser, K. & Thomas, T. (2013). Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education Research & Development, 32 (4), 545-560.
- Griffith University (2011). Griffith Graduate Attributes Teamwork Skills Toolkit. Gold Coast, Grifitth University. On line: http://www.griffith.edu.au/__data/assets/pdf_file/0008/290870/Teamwork-skills.pdf.
- Hager, P. & Holland, S. (Eds.). (2006). Graduate Attributes, Learning and Employability. Dordrecht: Springer.
- Haladyna, T. (1997). Writing Test Items to Evaluate Higher Order Thinking. Needham Heights, MA: Allyn and Bacon.
- Hoffman, T (1999). The meaning of competency. Journal of European Industrial Training, 23 (6)0, 275-286.
- Hughes, C. & Barrie, S. (2010, May). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35(3), 325–334.
- Ipperciel, D. & ElAtia, S. (2014). Assessing Graduate Attributes: Building a Criteria-Based Competency Model. The International Journal of Higher Education, 3 (4), 27-39.
- MELS [Ministère de l’Éducation, du Loisir et du Sport] (2008). Programme de formation de l’école québécoise. Compétences Transversales. Online: http://www1.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/3-pfeq_chap3.pdf
- Organization for Economic Co-operation and Development (2002).
- Definition and selection of competencies (DeSeCo): Theoretical and Conceptual Foundations. On line: http://www.oecd.org/education/skills-beyond-school/41529556.pdf
- Organization for Economic Co-operation and Development (2005). The Definition and selection of key competencies: Executive Summary. On line : http://www.oecd.org/pisa/35070367.pdf
- Stoffle, Carla J. & Judith M. Pryor. (1980). Competency-Based Education and Library Instruction. Library Trends, 29(1), 55-67
- University of Alberta (2011). Dare to Deliver. Academic Plan 2011-2015. On line: http://www.provost.ualberta.ca/en/~/media/provost/Documents/Academic%20Plan/AcademicPlan2015.pdf.
- Walker, Narelle (2008). Teaching Quality Indicators Project. Adelaide, University of South Australia. Online: http://www.uwa.edu.au/__data/assets/pdf_file/0005/1891454/UniSA_Final_Report.pdf.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 18, 2015 |
| Submission Date | March 15, 2015 |
| Published in Issue | Year 2015 |
Cited By
From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes
Higher Education Research & Development
Barbara Kensington-Miller
https://doi.org/10.1080/07294360.2018.1483903
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