Search

ABSTRACTThe holistic integration of the human workforce in digital and sustainable manufacturing and logistics systems requires structured approaches for the systematic (re-)alignment of professional education initiatives. Engineering education is seen as a critical investment for the further development of industry and society. However, future engineers will require more than just a strong technological background. Empirical-based success factors that contribute to the holistic reorientation of engineering education are typically researched in a fragmented manner and the focus on competence-orientation is frequently overlooked, especially in the Industrial Engineering and Management (IEM) discipline. In this paper, the authors conduct a systematic literature review on engineering education with an emphasis on competence-based engineering education in the IEM discipline. Moreover, the authors provide fruitful implications for the competence-based realignment of engineering education, present an amalgamated overview of competences that are considered necessary for future engineering education, and provide a set of novel methods and tools.

Ethical competence is not an easily defined concept, especially with respect to the job requirements resulting from new technologies and digital transformation of the economy. The present paper attempts to define the competence profile of a worker in knowledge-based economy and workplaces using automation and digital technologies, but in relation to sources from encyclicals and other moral-theological documents. This profile includes specific ethical criteria, which are relevant and valid regardless of the times. Moreover, in the face of technological progress in modern economies, these criteria seem to have the power to influence the effectiveness of work processes. Thus, features such as respect for human dignity, responsibility, honesty, quality, courage, trustworthiness, justice, and secrecy should be considered as key for recruitment and evaluation of human capital in the modern labour market. As these are values mentioned in moral-theological documents, including papal encyclicals, they refer to the essence of human work and ensure that no man is reified.

Abstract The emergence of the Society 5.0 era opens opportunities as well as increasingly complex challenges for the existence and progress of education to support communication and information technology in the learning process which is expected to produce students who are adaptive to the social changes around them. However, the lack of students' competence regarding access to learning and technology remains an educational challenge in this era. The purpose of this article is to identify and develop competency profiles of students in the Society 5.0 era for social studies education. The research method used is qualitative with a literature review approach that is relevant to the competency profile of students in terms of character, citizenship, critical thinking, creative thinking, collaboration, and communication. The analysis results show that the six competencies are effectively implemented in schools by educators through concrete efforts to improve the quality of learning models, provide space for developing student competencies, and consistently make efforts to strengthen students' character, values, and ethics. Bahasa Indonesia Abstrak Munculnya era Society 5.0 membuka peluang sekaligus tantangan yang semakin kompleks bagi eksistensi dan kemajuan dunia pendidikan dengan dukungan teknologi komunikasi dan informasi dalam proses pembelajaran yang diharapkan mampu mencetak peserta didik yang adaptif terhadap perubahan sosial di sekitar tempat tinggalnya. Namun, minimnya kompetensi peserta didik terhadap akses pembelajaran dan teknologi masih menjadi tantangan tersendiri bagi dunia pendidikan di era tersebut. Tujuan penulisan artikel ini untuk melakukan identifikasi dan mengembangkan profil kompetensi peserta didik di era Society 5.0 dalam perspektif Ilmu Pengetahuan Sosial (IPS). Metode penelitian yang digunakan adalah kualitatif dengan pendekatan kajian literatur yang relevan dengan profil kompetensi peserta didik dalam hal karakter, kewarganegaraan, berpikir kritis, berpikir kreatif, kolaborasi, dan komunikasi. Hasil analisis menunjukkan bahwa keenam kompetensi tersebut efektif diimplementasikan di sekolah oleh pendidik melalui upaya konkret peningkatan kualitas model pembelajaran, penyediaan ruang pengembangan kompetensi peserta didik, serta secara konsisten melakukan upaya penguatan karakter, nilai, dan etika peserta didik.

The analysis of professional competencies of information specialists in domestic libraries operating in the research environment is carried out. The research is based on a questionnaire on the relevance of certain groups of professional competencies: background knowledge and skills, knowledge and skills in the field of scholarly communication, “soft” skills. The target group of the survey included library staff engaged in information and analytical support of fundamental researches of the Russian Academy of Sciences. It is revealed that the overwhelming majority of respondents recognize the relevance of the competencies included in the survey for library practice. Based on the respondents’ responses, competencies are divided into two key categories: universal and specialized. More than 60 % of the competence groups in the sections “background knowledge and skills” and “knowledge and skills in the field of scholarly communication” are classified by the majority of respondents as specialized ones. Almost all “soft” skills are classified by the majority of respondents as universal ones. Competence groups classified as “universal” can be used as the basis for the development of a general competence model for scientific library staff working in a research environment. Competence groups classified as “specialized” – are of importance for the development of variable models of competencies for individual functional roles of employees engaged in information and analytical support of scientific research.

Since the introduction of the Higher Education Promotion and Coordination Act (HEdA), Swiss universities of teacher education (UTE) had to offer continuing education, additional training, teaching, research and development (Staatssekretariat für Bildung, Forschung und Innovation, 2021). This mandate led to a dual competence requirement of teaching and research for lecturers (Freisler-Mühlemann, 2020; Sibold, 2017). The current state of research shows that there is a need for clarification regarding the dual competence profile of lecturers at Universities of Teacher Education (swissuniversities, 2021). In order to answer the question of how these competence requirements are perceived by lecturers, the subjective perceptions of a total of 18 sports didactics lecturers from eight different UTE in German- and French-speaking Switzerland were collected by means of semi-structured qualitative guided interviews. The qualitative content analysis according to Mayring (2015) showed that the competence requirements are perceived differently and that various competence profiles exist. A valuable contribution could be made to the (dual) competence profile of sports didactics lecturers as well as to the promotion of sports didactics as a scientific discipline. References Freisler-Mühlemann, D. (2020). Doppeltes Kompetenzprofil - Leitvorstellungen an das Personal von Pädagogischen Hochschulen? [Double competence profile - Guiding principles for the staff of teacher training colleges?]. In A. Tettenborn & P. Tremp (Eds.), Pädagogische Hochschulen in ihrer Entwicklung und Berufsbezug. Hochschulkulturen im Spannungsfeld von Wissenschaftsorientierung (pp. 65-66). Pädagogische Hochschule Luzern. Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken [Qualitative content analysis. Basics and techniques] (Beltz Pädagogik, 12th rev. ed.). Beltz. Sibold, N. (2017). Nachwuchsförderung an Schweizer Fachhochschulen und Universitäten - Entwicklungen, Positionen und Herausforderungen [Promotion of young researchers at Swiss universities of applied sciences and universities - Developments, positions and challenges]. In L. Truniger (Ed.), Führen in Hochschulen. Anregungen und Reflexionen aus Wissenschaft und Praxis (pp. 105-122). Springer Gabler. Staatssekretariat für Bildung, Forschung und Innovation. (2021). Fachhochschulen und pädagogische Hochschulen [Universities of applied sciences and teacher training colleges]. https://www.sbfi.admin.ch/sbfi/de/home/hs/hochschulen/kantonale-hochschulen/fh-ph.html Swissuniversities. (2021). P-11 Doppeltes Kompetenzprofil [P-11 Double competence profile]. https://www.swissuniversities.ch/themen/nachwuchsfoerderung/p-11-doppeltes-kompetenzprofil

This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.

Introducción: En la actualidad, al abordarse el análisis del modelo de gestión por competencias, las teorías avanzadas sobre gestión compleja en las organizaciones suponen un enfoque novedoso y alternativo. La implementación del paradigma de la complejidad en la gestión empresarial y, en particular, la de capital humano, promueve tanto la calidad de vida laboral como la generación de ventajas competitivas que aumenten la eficiencia. Objetivos: Diseñar un perfil de competencias del cargo de Especialista B en Ciencias Informáticas que tenga en cuenta los principios de diseño y gestión organizacional compleja, y analizar las condiciones laborales desfavorables para su desempeño superior. Material y método: Se utiliza una metodología cualitativa, con la triangulación de diferentes técnicas y métodos. Resultados: Se obtiene el perfil del cargo integrado por cuatro competencias claves para el desempeño superior, el cual aplica e incorpora de forma implícita los principios de diseño socio-técnico y gestión compleja. Por su parte, las principales condiciones laborales que ejercen una influencia nociva en los resultados del trabajo son exteriores y pueden provocar diferentes tipos de fatiga (física, mental, informativa). Introduction: At present, when approaching the analysis of the management model by competencies, advanced theories on complex management in organizations represent a new and alternative approach. The implementation of the paradigm of complexity in enterprise management and in particular that of human capital promotes both the quality of working life and the generation of competitive advantages that increase efficiency. Objectives: To design a competency profile for the position of Specialist B in Computer Sciences, which takes into account the principles of complex organizational design and management, and to analyze the unfavorable working conditions for superior performance. Material and method: A qualitative methodology is used, with the triangulation of different techniques and methods. Results: The profile of the position composed of four key competencies for superior performance is obtained, which applies and implicitly incorporates the principles of socio-technical design and complex management. For its part, the main working conditions that exert a harmful influence on work results are external and can cause different types of fatigue (physical, mental, informational).

There is a point of view that it is already impossible to bring new ideas into talent management. The current practice has been considered in the article and also an alternative approach that can increase the quality of training of talent pool to a higher level has been presented . A new strategy for integrating career coaching and a metaprogram approach into the system of talent pool management, as well as a different starting point for work with it, have been proposed. The prospects and potential of candidates for company vacancies to be included in the personnel reserve are already assessed at the recruitment stage. Specific steps have been listed. The author’s definition of the term “career coaching” has been given.

Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises.

The methodological expert is the leader of the expert team in the process of developing information about occupations. This person has an important function as a link between the expert team and the evaluation experts (reviewers and evaluators) as well as validators (members of the validation and quality team) who verify the descriptions of occupations. In addition to the managerial and methodological function, the methodological expert takes an active part in the development and making modifications in the content of the descriptions according to his or her best knowledge about occupations and available sources of information.

Der Einfluss der Kultur manifestiert sich in unterschiedlichen Fachtextsorten. Nicht nur bei literarischen Übersetzungen ist das Übersetzen ein interlinguales und zugleich interkulturelles Sprachhandeln. In fast allen Fachtextsorten kommen kulturspezifische Realien zur Sprache. Noch im Studium kann man dem Übersetzer und dem Dolmetscher vermitteln, wie man die Realien übertragen sollte – von der Übernahme der fremdsprachigen Bezeichnung bis hin zum Setzen eines Erklärungsäquivalents. In didaktischer Hinsicht kann man in Seminaren die fremde Kultur (das Fremde), d. h. kulturell markiertes Faktenwissen in unterschiedlichen Textsorten (von Fachartikeln bis zu Werbetexten) ebenso wie in den Medien Zeitung und Fernsehen vermitteln.

The RUAS Honors Program aims to encourage students to develop into excellent professionals. To do so, RUAS has developed a competence profile entitled Learning to Innovate. This profile serves as a guide for designing a teaching approach which enables students to actively develop into such professionals. There are five crucial characteristics for designing learning environments which challenge students to master the said competence profile: a multidisciplinary issue drawn from actual practice; an authentic learning environment; professional excellence as both the aim and basis for assessment; qualified teachers setting high standards for their students; and working and learning in a Community of Learners made up of all those involved. In this paper, we first explain the essence of an Innovation Lab or I-lab. We then present some additional considerations and various different approaches to designing a powerful learning environment like the I-Lab.

The main purpose of this research is to establish the profile of competence required of graduates of the Master of Education at the Universidad de Oriente, particularly the mention of the Teaching of Physics. For this reason, research was developed through the methodology of action research-participation, where strata of informants were administered two instruments (survey and interview) and formed a working group to establish the competency profile of graduate. The results presented six generic and specific competences twelve, the analysis of these results support the conclusion that the competency profile helps advance the definition of knowledge, skills and values that must appropriate the graduate of the Master to address so his most important and relevant educational work.RESUMENEl propósito central de esta investigación es establecer el perfil por competencias que deben tener los egresados de la Maestría en Educación de la Universidad de Oriente, particularmente, los de la Mención Enseñanza de la Física. Por tal motivo, la investigación se desarrolló a través en la metodología de investigación acción–participación, donde a los estratos de informantes se les aplicó dos instrumentos (encuesta y entrevista) y se conformó una mesa de trabajo, para establecer el perfil por competencias del egresado. Los resultados presentaron seis Competencias Genéricas y doce Competencias Específicas; el análisis de estos resultados permite concluir que el perfil por competencias ayuda a avanzar en la definición de los conocimientos, habilidades, destrezas y valores que debe apropiarse el egresado de la Maestría para abordar de manera más relevante y pertinente su quehacer educativo.

The purpose of presented research was to develop feasible model for leadership competence management in metallurgical companies. Results of the research are presented in the form of a structured procedure for leadership competence development and performance review. Analysis of entry requirements for employment in metallurgical companies synthesized presented set of leadership competences and matrix for calculation of leadership success was developed. With usage of these two tools it is possible to quantify the leadership performance which represents great advantage in leadership benchmarking process. During the research additional set of problems was defined. These problems were addressed heuristically in the framework of this research.

The university-wide mentoring system of the University of Duisburg-Essen pursues systematic, continuous and individual counseling for all students. The Faculty of Educational Science therefore offers different mentoring concepts according to its study programs considering not only the students' demand but also their course content and job prospects in order to enhance their autonomy. Existing counseling services of the university are involved and different mentoring programs are linked so that synergies regarding content and organization are leveraged and a matching appearance is maintained. 14.02.2014 | Julia Niemann (Essen)