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Referencias: • Abadía, A. R., Bueno, C., Ubieto-Artur, M. I., Márquez, D., Sabaté, S., Jorba, H. y Pagès, T. (2015). Competencias del buen docente universitario. Opinión de los estudiantes. Revista de Docencia Universitaria, 13(2), 363-390. https://doi.org/10.4995/redu.2015.5453 • Area, M. y Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005 • Asbari, M., Purwanto, A., Ong, F., Mustikasiwi, A., Maesaroh, S., Mustofa, M., Hutagalung, D. y Andriyani, Y. (2020). Impact of hard skills, soft skills and organizational culture: Lecturer innovation competencies as mediating. Journal of Education, Psychology and Counseling, 2(1), 101-121. • Aznar-Mas, L., Pérez-Peñalver, M., Montero-Fleta, B., González-Ladrón de Guevara, F., Marín-García, J. y Atarés-Huerta, L. (2016). Indicadores de comportamiento de la competencia de innovación en el ámbito académico y en el profesional: revisión de la literatura. En VVAA., Conference proceedings InRed 2016 (pp. 1257-1268). Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4389 • Berdrow, I. y Evers, F. T. (2010). Bases of competence: an instrument for self and institutional assessment. Assessment & Evaluation in Higher Education, 35(4), 419-434. https://doi.org/10.1080/02602930902862842 • Byrne, B. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9781315757421 • Cárdenas, C., Farías, G. M. y Méndez, G. (2017). ¿Existe relación entre la gestión administrativa y la innovación educativa?: Un estudio de caso en educación superior. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15(1), 19-35. https://doi.org/10.15366/reice2017.15.1.002 • Castela, B., Ferreira, F., Ferreira, J. y Marques, C. (2018). Assessing the innovation capability of small, Existen escasas investigaciones que traten de definir, diseñar propuestas metodológicas y validar herramientas para el estudio del perfil competencial innovador del docente universitario. El presente trabajo tiene como objetivo preparar un cuestionario técnica y teóricamente sólido para evaluarlo, que incluyera las características técnicas necesarias para cualquier buen instrumento de medición, especialmente la validación del constructo. En este sentido, después de diseñar y desarrollar la validez de contenido a través de juicio de expertos, se aplicó a 1.404 profesores de universidades de Bolivia, España y México. Posteriormente se analizó su fiabilidad y la validez de constructo a través de Modelos de Ecuaciones Estructurales. Los resultados obtenidos permiten encontrar una fiabilidad excelente, tanto en el cuestionario total como en sus dimensiones (alfa de Cronbach=0,982) y un AFE (oblicua/Promax) de 9 factores consistentes, unipolares y robustos, con un 70,265% de varianza total explicada. Finalmente, el AFC dio un modelo de medición final bastante parsimonioso y altamente satisfactorio (CFI=0,910; RMSEA=0,053; Hoelter=305; PRATIO=0,937). En conclusión, se puede afirmar que se ha contribuido al campo de la ciencia con un cuestionario válido y fiable para medir el perfil competencial innovador del docente universitario., There is not much research that attempts to define, design methodological proposals and validate tools for the study of the innovative competence profile of university teachers. The present work aims to prepare a technically and theoretically sound questionnaire to assess it, which includes the technical characteristics necessary for any good measurement instrument, especially the validation of the construct. In this sense, after designing and developing the content validity through expert judgment, it was applied to 1,404 professors from universities in Bolivia, Spain and Mexico. Subsequently, its reliability and construct validity were analyzed through Structural Equation Modeling. The results obtained show excellent reliability, both in the total questionnaire and in its dimensions (Cronbach's alpha=0.982) and an EFA (oblique/Promax) of 9 consistent, unipolar and robust factors, with 70.265% of total variance explained. Finally, the CFA gave a fairly parsimonious and highly satisfactory final measurement model (CFI=0.910; RMSEA=0.053; Hoelter=305; PRATIO=0.937). In conclusion, it can be affirmed that we have contributed to the field of science with a valid and reliable questionnaire to measure the innovative competence profile of university teachers., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

There is not much research that attempts to define, design methodological proposals and validate tools for the study of the innovative competence profile of university teachers. The present work aims to prepare a technically and theoretically sound questionnaire to assess it, which includes the technical characteristics necessary for any good measurement instrument, especially the validation of the construct. In this sense, after designing and developing the content validity through expert judgment, it was applied to 1,404 professors from universities in Bolivia, Spain and Mexico. Subsequently, its reliability and construct validity were analyzed through Structural Equation Modeling. The results obtained show excellent reliability, both in the total questionnaire and in itsdimensions (Cronbach's alpha=0.982) and an EFA (oblique/Promax) of 9 consistent, unipolar and robust factors, with 70.265% of total variance explained. Finally, the CFA gave a fairly parsimonious and highly satisfactory final measurement model (CFI=0.910; RMSEA=0.053; Hoelter=305; PRATIO=0.937). In conclusion, it can be affirmed that we have contributed to the field of science with a valid and reliable questionnaire to measure the innovative competence profile of university teachers, Existen escasas investigaciones que traten de definir, diseñar propuestas metodológicas y validar herramientas para el estudio del perfil competencial innovador del docente universitario. El presente trabajo tiene como objetivo preparar un cuestionario técnica y teóricamente sólido para evaluarlo, que incluyera las características técnicas necesarias para cualquier buen instrumento de medición, especialmente la validación del constructo. En este sentido, después de diseñar y desarrollar la validez de contenido a través de juicio de expertos, se aplicó a 1.404 profesores de universidades de Bolivia, España y México. Posteriormente se analizó su fiabilidad y la validez de constructo a través de Modelos de Ecuaciones Estructurales. Los resultados obtenidos permiten encontrar una fiabilidad excelente, tanto en el cuestionario total como en sus dimensiones (alfa de Cronbach=0,982) y un AFE (oblicua/Promax) de 9 factores consistentes, unipolares y robustos, con un 70,265% de varianza total explicada. Finalmente, el AFC dio un modelo de medición final bastante parsimonioso y altamente satisfactorio (CFI=0,910; RMSEA=0,053; Hoelter=305; PRATIO=0,937). En conclusión,se puede afirmar que se ha contribuido al campo de la ciencia con un cuestionario válido y fiable para medir el perfil competencial innovador del docente universitario

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 AbstrakMunculnya 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 kriti

In the past four decades, the higher education in social work has expanded greatly in Sweden,but analyses of what this development means for the field of social work are few. No scientific text pays specifically attention to the competence profile of the teaching staff. The aim of this article is to investigate the quality of the education with a focus on the competence profile among teaching staff in social work education programs. The competence profile is analysed by studying the competence on social work as academic discipline (Bachelor of Science in Social Work for non-PhD teaching staff and PhD in social work for staff with doctoral degree) and scientific level(PhD among the teaching staff) based on two quality criteria: two-thirds of the teaching staff with doctoral degree and two-thirds with social work as their main academic discipline. The article has a comparative approach by comparing both the competence profile between higher education institutions with social work programs 2020 and the development between 2008-2020. The article uses quantifiable data that has been collected through a survey with basic facts about the teaching stuff from all institutions with social work programs and statistical data from the Swedish Higher Education Authority. The analyses of the empirical material has led to two main conclusions regarding the competence profile of teaching staff: none of the higher education institution with social work program in Sweden meets both quality criteria and the differences between the institutions risk to develop an stratified higher education with a hierarchy between social work programs with negative consequences for the discipline as well as for the students’, labour market entry after graduation and for clients.

While the market volume of the language industry is continuously growing, the industry also undergoes rapid change due to the development of new technologies and in particular the rise of artificial intelligence. The increasing need for language professionals inevitably raises the question which skills will allow translators to thrive in and adapt to a changing work environment. In this presentation, we outline how technological expertise, management, consulting and soft skills can complement translators’ competence profiles, so that they are well prepared to bring in their language mediation expertise in the present, as well as in the future.

Keynote, Die rasanten sprachtechnologischen Entwicklungen der letzten Jahre haben dazu geführt, dass der Begriff "menschlicher Mehrwert" sowie die Frage nach der Positionierung von Sprachprofis als "humans in the loop" zunehmend in den Mittelpunkt des Diskurses rund um die Produktionsprozesse der heutigen und künftigen Sprachindustrie rückt. Dabei legt sich ein immer grösserer Fokus auf die Gegensätze zwischen menschlicher und künstlicher Intelligenz. Warum ist es so, worum geht es genau – und wie kommt der menschliche Mehrwert der Sprachprofis zur Geltung in der Wertschöpfungskette? Anhand von Analysen und konkreten Bespielen aus der Sprachindustrie und institutionellen Sprachendiensten werden Haupttendenzen präsentiert und Implikationen für die Kompetenzprofile jener Berufsgruppen besprochen, die wir bisher als ÜbersetzerInnen, DolmetscherInnen, SprachmittlerInnen o. Ä. bezeichnet haben.

Keynote, Die rasanten sprachtechnologischen Entwicklungen der letzten Jahre haben dazu geführt, dass der Begriff "menschlicher Mehrwert" sowie die Frage nach der Positionierung von Sprachprofis als "humans in the loop" zunehmend in den Mittelpunkt des Diskurses rund um die Produktionsprozesse der heutigen und künftigen Sprachindustrie rückt. Dabei legt sich ein immer grösserer Fokus auf die Gegensätze zwischen menschlicher und künstlicher Intelligenz. Warum ist es so, worum geht es genau – und wie kommt der menschliche Mehrwert der Sprachprofis zur Geltung in der Wertschöpfungskette? Anhand von Analysen und konkreten Bespielen aus der Sprachindustrie und institutionellen Sprachendiensten werden Haupttendenzen präsentiert und Implikationen für die Kompetenzprofile jener Berufsgruppen besprochen, die wir bisher als ÜbersetzerInnen, DolmetscherInnen, SprachmittlerInnen o. Ä. bezeichnet haben.

För att klara planetens utmaningar är cirkulär ekonomi ett förhållningsätt som med ett kretsloppstänk som minskar behovet av att ta mer av jordens resurser. Utveckling och möjligheter för tester och försök i laboratoriemiljö är en av nycklarna till framgång. En rätt utformad laboratorieverksamhet, för en verksamhet och dess kunder, bidrar till att en organisation och ett företag kan vara en viktig del av lösningen för en hållbarare värld. I denna fallstudie undersöks hur Ragn-Sells laboratorieverksamhet kan utformas för att möta företagets behov och framtida utmaningar. Med utgångpunkt i grundprinciperna i offensiv kvalitetsutveckling och genom intervju, workshops, enkät och tillämpning av ett flertal kvalitetsverktyg har förslag till vision, uppdrag, roll, mål och strategi tagits fram. Resultatet utgör grunden för hur laboratorieverksamheten kan utvecklas från ett kostnadsbesparande analyslabb till ett utvecklingsskapande kunskapscentrum. Med visionen ”T&D:s verksamhetsnära kunskapscentrum för tryggande av kemiskt och fysiskt kunnande och som genom materialfokus, kreativitet, nytänkande och engagemang bidrar till utveckling, cirkulära lösningar och bra affärer” som framtidsbild kan verksamheten ta sig an uppgiften som utrednings- och utvecklingslaboratorium med ett kunskapsnav. Utöver utrednings- och utvecklingsuppdrag behöver den nya laboratorieverksamheten även kunna hantera och arkivera prover, dokumentera och rapportera resultat med spårbarhet och proaktivt arbeta med både rådgivning, informationsspridning och nätverkande. Ansvar och roll behöver spegla uppdraget och för att nå visionen krävs både långsiktiga mål för utvecklingen och operativa mål för löpande verksamhet. Lösningsförslagen har analyserats baserat på teorier om identitet, vision, mission, mål och strategi, process, kompetens, kunskap, lärande och kunskapsorganisationer. Genom att fånga synergier med koncernens forsknings- och innovationslaboratorium, kan ytterligare mervärden skapas genom att, To cope with the planet's challenges, circular economy is an approach that reduces the need of using more of the earth's resources. Development and opportunities for tests in a lab environment is one of the keys for success. A properly designed lab, for a business and its customers, can help an organization and a company to be an important part of the solution for a more sustainable world. This case study examine how Ragn-Sell's lab function could be designed to meet the company's need and future challenges. Based on the basic principles of total quality management and through interviews, workshops, questionnaires and by practice of several quality tools, proposals for vision, mission, role, goals and strategy have been developed. The result is the basis for the laboratory to be developed from a cost saving analysis lab to a development generating knowledge centre. With the vision "T&D's business-centered knowledge centre to maintain chemical and physical know-how and which contributes to development, circular solutions and good business through material focus, creativity, innovation and commitment" the function can take on the mission as an investigation and development lab with a knowledge centre. In addition to investigation and development assignments, the new laboratory also needs to be able to handle and archive samples, document and report results with traceability and proactively work with both guidance, information dissemination and networking. Responsibility and role need to reflect the mission and to achieve the vision requires both long-term goals for development and operational goals for day-to-day operations. The proposals have been analysed based on theories of identity, vision, mission, goals and strategy, process, comet, knowledge of learning and knowledge organizations. By capturing synergies with the Ragn-Sells research and innovation lab, additional added value can be created by sharing both ideas, skills and equipment. One recommendation is

In Deutschland gibt es keine einheitliche und rechtlich anerkannte Ausbildung und ebenso wenig geregelte Zugangsvoraussetzungen für das Berufsfeld Bildungs- und Berufsberatung. Aufgrund der fehlenden einheitlichen Standards in der Beratendenqualifikation und insbesondere mit Blick auf die Heterogenität des Ausbildungsmarktes, ist es wichtig, zu überprüfen, wie die akademischen Qualifizierungsmöglichkeiten für Beratende in diesem Feld in Deutschland aussehen, was die Lehrinhalte und Lernziele sind. Mit dieser Arbeit wird überprüft, ob und in welcher Breite Kompetenzen gefördert werden, die nach aktueller Expertenmeinung relevanter Akteure im Feld der Bildungsberatung für wichtig und grundsätzlich für die adäquate Bewältigung der Beratungsanforderungen erachtet werden. Übereinstimmungen und Abweichungen werden sichtbar gemacht und Entwicklungsbedarfe innerhalb der Qualifikationslandschaft aufgezeigt. Gleichzeitig können die Ergebnisse Anhaltspunkte liefern, die es Interessent*innen für eine Qualifikation im Bildungs- und Berufsberatungsbereich erleichtern sollen, aufgrund der aufgezeigten formalen Aspekte und der Kompetenzgewichtung eine fundiertere Entscheidung treffen zu können., In Germany, there is neither a standardised and legally recognized education nor regulated access requirements for the field of career guidance. Due to the lack of standards in guidance skills, and in particular with regard to the heterogeneity of the education market, it is important to review what the academic qualification opportunities for guidance practicioners in this field in Germany look like, what the course contents and learning objectives are. This work examines whether and in what range competencies are promoted which are considered to be important by current expert opinion of relevant actors in the field of educational counseling. Development needs within the qualification landscape of Germany are shown. At the same time, the results can provide clues to help those interested in a qualification in the field of ​​career guidance to make a more informed decision based on the formal aspects and the competence weighting highlighted in this work.

För att klara planetens utmaningar är cirkulär ekonomi ett förhållningsätt som med ett kretsloppstänk som minskar behovet av att ta mer av jordens resurser. Utveckling och möjligheter för tester och försök i laboratoriemiljö är en av nycklarna till framgång. En rätt utformad laboratorieverksamhet, för en verksamhet och dess kunder, bidrar till att en organisation och ett företag kan vara en viktig del av lösningen för en hållbarare värld. I denna fallstudie undersöks hur Ragn-Sells laboratorieverksamhet kan utformas för att möta företagets behov och framtida utmaningar. Med utgångpunkt i grundprinciperna i offensiv kvalitetsutveckling och genom intervju, workshops, enkät och tillämpning av ett flertal kvalitetsverktyg har förslag till vision, uppdrag, roll, mål och strategi tagits fram. Resultatet utgör grunden för hur laboratorieverksamheten kan utvecklas från ett kostnadsbesparande analyslabb till ett utvecklingsskapande kunskapscentrum. Med visionen ”T&D:s verksamhetsnära kunskapscentrum för tryggande av kemiskt och fysiskt kunnande och som genom materialfokus, kreativitet, nytänkande och engagemang bidrar till utveckling, cirkulära lösningar och bra affärer” som framtidsbild kan verksamheten ta sig an uppgiften som utrednings- och utvecklingslaboratorium med ett kunskapsnav. Utöver utrednings- och utvecklingsuppdrag behöver den nya laboratorieverksamheten även kunna hantera och arkivera prover, dokumentera och rapportera resultat med spårbarhet och proaktivt arbeta med både rådgivning, informationsspridning och nätverkande. Ansvar och roll behöver spegla uppdraget och för att nå visionen krävs både långsiktiga mål för utvecklingen och operativa mål för löpande verksamhet. Lösningsförslagen har analyserats baserat på teorier om identitet, vision, mission, mål och strategi, process, kompetens, kunskap, lärande och kunskapsorganisationer. Genom att fånga synergier med koncernens forsknings- och innovationslaboratorium, kan ytterligare mervärden skapas genom att, To cope with the planet's challenges, circular economy is an approach that reduces the need of using more of the earth's resources. Development and opportunities for tests in a lab environment is one of the keys for success. A properly designed lab, for a business and its customers, can help an organization and a company to be an important part of the solution for a more sustainable world. This case study examine how Ragn-Sell's lab function could be designed to meet the company's need and future challenges. Based on the basic principles of total quality management and through interviews, workshops, questionnaires and by practice of several quality tools, proposals for vision, mission, role, goals and strategy have been developed. The result is the basis for the laboratory to be developed from a cost saving analysis lab to a development generating knowledge centre. With the vision "T&D's business-centered knowledge centre to maintain chemical and physical know-how and which contributes to development, circular solutions and good business through material focus, creativity, innovation and commitment" the function can take on the mission as an investigation and development lab with a knowledge centre. In addition to investigation and development assignments, the new laboratory also needs to be able to handle and archive samples, document and report results with traceability and proactively work with both guidance, information dissemination and networking. Responsibility and role need to reflect the mission and to achieve the vision requires both long-term goals for development and operational goals for day-to-day operations. The proposals have been analysed based on theories of identity, vision, mission, goals and strategy, process, comet, knowledge of learning and knowledge organizations. By capturing synergies with the Ragn-Sells research and innovation lab, additional added value can be created by sharing both ideas, skills and equipment. One recommendation is

In Deutschland gibt es keine einheitliche und rechtlich anerkannte Ausbildung und ebenso wenig geregelte Zugangsvoraussetzungen für das Berufsfeld Bildungs- und Berufsberatung. Aufgrund der fehlenden einheitlichen Standards in der Beratendenqualifikation und insbesondere mit Blick auf die Heterogenität des Ausbildungsmarktes, ist es wichtig, zu überprüfen, wie die akademischen Qualifizierungsmöglichkeiten für Beratende in diesem Feld in Deutschland aussehen, was die Lehrinhalte und Lernziele sind. Mit dieser Arbeit wird überprüft, ob und in welcher Breite Kompetenzen gefördert werden, die nach aktueller Expertenmeinung relevanter Akteure im Feld der Bildungsberatung für wichtig und grundsätzlich für die adäquate Bewältigung der Beratungsanforderungen erachtet werden. Übereinstimmungen und Abweichungen werden sichtbar gemacht und Entwicklungsbedarfe innerhalb der Qualifikationslandschaft aufgezeigt. Gleichzeitig können die Ergebnisse Anhaltspunkte liefern, die es Interessent*innen für eine Qualifikation im Bildungs- und Berufsberatungsbereich erleichtern sollen, aufgrund der aufgezeigten formalen Aspekte und der Kompetenzgewichtung eine fundiertere Entscheidung treffen zu können., In Germany, there is neither a standardised and legally recognized education nor regulated access requirements for the field of career guidance. Due to the lack of standards in guidance skills, and in particular with regard to the heterogeneity of the education market, it is important to review what the academic qualification opportunities for guidance practicioners in this field in Germany look like, what the course contents and learning objectives are. This work examines whether and in what range competencies are promoted which are considered to be important by current expert opinion of relevant actors in the field of educational counseling. Development needs within the qualification landscape of Germany are shown. At the same time, the results can provide clues to help those interested in a qualification in the field of ​​career guidance to make a more informed decision based on the formal aspects and the competence weighting highlighted in this work.

The purpose of the article is to present the author’s experience of using the potential of the personnel reserve in the process of making managerial decisions. It is a question of joint development of the competence model for different groups of university personnel. This kind of activity contributes to the development of professional and managerial competencies, personal resources, the exchange of experience among themselves, the establishment of interdisciplinary relations in the university environment, which, in fact, underlies the idea of creating a personnel reserve. The goal is achieved on the basis of competence and system approaches to management issues of higher education. The research methodology is based on the use of general scientific methods, such as: phenomenological description, focus group method, included observation. The practical significance of the research is to develop a mechanism for creating, forming and developing personnel reserve of SFU, the technology of its attraction to the management life of the university when building the competence model of different groups of personnel, transforming collective knowledge into the final product. This kind of joint creativity has a strong motivational effect, as it gives employees the opportunity to feel their involvement into the university’s common affairs, understand their own value, importance of their opinion for management when developing a development strategy and preparing main documents. The contribution of this study to the theory and practice of university management is to present to the professional community the experience of attracting a pool of personnel for the development of an essentially independent assessment of the university personnel through the construction of a competence model where participants see their colleagues and themselves through the prism of the requirements for professionalism and personality of the employee of a modern university. It is shown that the joint activ, Цель статьи – представить авторский опыт использования потенциала кадрового резерва в процессе принятия управленческого решения. Речь идет о совместной разработке компетентностной модели разных групп персонала университета. Такой род деятельности способствует развитию профессиональных и управленческих компетенций, личностных ресурсов, обмену опытом, налаживанием междисциплинарных отношений в вузовской среде, что, собственно, и лежит в основе идеи создания кадрового резерва. Поставленная цель достигается на основе компетентностного и системного подходов к управленческим вопросам высшей школы. Методология исследования основана на использовании общенаучных методов, включая феноменологическое описание, метод фокус-групп, включенное наблюдение. Практическая значимость работы заключается в представлении механизма создания, формирования и развития кадрового резерва СФУ, технологии его привлечения к управленческой жизни университета при построении компетентностной модели разных групп персонала с трансформацией коллективного знания в конечный продукт. Такой вид совместного творчества имеет сильный мотивационный эффект, так как дает возможность сотрудникам почувствовать свою сопричастность к общим делам университета, понять собственную ценность, значимость их мнения для руководства при разработке стратегии развития и подготовке ключевых документов. Вклад данной практики в университетское управление заключается в представлении профессиональному сообществу опыта и технологии привлечения кадрового резерва для разработки, по сути, собственной оценки персонала университета через построение модели компетенций, где каждый из участников видит своих коллег и себя через призму требований к профессионализму и личности сотрудника современного вуза. Показано, что совместная деятельность руководства и резервистов дает возможность для развития корпоративной культуры и формирования человеческого капитала. Статья представляет интерес для университетского менеджмента, HR-специалистов в области

This paper challenges the implicit 'one-size-fits-all' assumption that dominates mainstream program management competence literature. Findings from case studies of 10 programs executed in a large pharmaceutical company suggest that different programs require different competences of program managers. Based on the Pellegrinelli's (1997) program typology we put forward a framework, linking specific management competences to program types. By establishing the link between the program typologies literature and program management competence literature, the paper shows that programs should not be treated as a generic and homogenous category in discussions on program management competences. In addition, the findings highlight program content as a significant contingency variable for understanding program management dynamics. The paper suggests a conceptual framework that combines program types with program management competence profiles that could be applied to appointment decisions, staff assessments and organizational development., QC 20151208

For students to develop independent learning strategies, it is essential to have anunderstanding of what it is they are aiming for. For this reason, every educational programme in Sweden has learning outcomes as stated by the Swedish Higher Education Authority.However, these are rather formal and sometimes described in a way that is not easy, either for teachers or for students, to implement in teaching and learning activities. A challenge is to both apply CDIO-standards and comply with the Swedish Higher Education Authority’s stated learning objectives. At the same time, we should uphold students’ motivation to develop their competences and teachers’ understanding of which teaching and learning activities are relevant, and how and what to assess in students’ learning to contribute to all of these approaches. The aim of this paper is to describe the development of a competence profile. The idea is primarily based on the Vitae Research Development Framework, but with inspiration from several other frameworks and approaches. The competence profile is designed to support students´ individual professional industrial design engineering competences. It allows the students themselves to map their knowledge, skills, experiences and qualities, and also provide support for teachers’ feedback and assessment. In other words,the student competence profile is used to describe what students are supposed to be able to do (prior to courses), what the learning activities are supposed to contribute to (during courses) and for formative and summative feedback of how well it has been done (during and after courses). It also allows a visualisation on how different courses contribute to the overall programme objectives., Godkänd; 2016; 20160403 (petert)

This article delves into the competence profile of the training coordinator in education centers of Zaragoza, in the Autonomous Community of Aragón. Our aim is to show the real picture of the training coordinator, his or her competences, interests, motivations and needs, in order to propose various training itineraries which will result in improving the exercise of his or her duties. We have therefore analyzed the competences and training needs of the coordinators within the normative framework and from the research perspective. The research carried out is based on a survey. The methodology that supports the research is quantitative and the analysis is descriptive. The results monitor the fact that training coordinators show high organizational and managing technical competences, but qualify lower in behavioral competences, especially regarding leadership. Accordingly, we understand that training designs should focus on this competence and on training abilities that prepare them to leader training in the center., Este artículo profundiza en el perfil competencial del coordinador de formación de los centros educativos de Zaragoza, en la Comunidad Autónoma de Aragón. El objetivo que se pretende es hacer un retrato real del coordinador de formación, sus competencias, intereses, motivaciones y necesidades, para plantear posibles itinerarios formativos que redunden en una mejora en el ejercicio de sus funciones. Para ello hemos analizado las competencias y necesidades formativas de los coordinadores desde el marco normativo y desde la investigación. El estudio que se ha llevado a cabo se sustenta en una encuesta. La metodología que fundamenta dicho estudio es de corte cuantitativo y el análisis ha sido descriptivo. Los resultados atisban que los coordinadores de formación, tienen mayores competencias técnicas de organización y gestión, y tienen una menor capacitación en competencias comportamentales, especialmente de liderazgo. Por ello, entendemos que las propuestas formativas deberían focalizarse en dicha competencia y en formar en habilidades para poder liderar la formación en el centro.

This article delves into the competence profile of the training coordinator in education centers of Zaragoza, in the Autonomous Community of Aragón. Our aim is to show the real picture of the training coordinator, his or her competences, interests, motivations and needs, in order to propose various training itineraries which will result in improving the exercise of his or her duties. We have therefore analyzed the competences and training needs of the coordinators within the normative framework and from the research perspective. The research carried out is based on a survey. The methodology that supports the research is quantitative and the analysis is descriptive. The results monitor the fact that training coordinators show high organizational and managing technical competences, but qualify lower in behavioral competences, especially regarding leadership. Accordingly, we understand that training designs should focus on this competence and on training abilities that prepare them to leader training in the center., Este artículo profundiza en el perfil competencial del coordinador de formación de los centros educativos de Zaragoza, en la Comunidad Autónoma de Aragón. El objetivo que se pretende es hacer un retrato real del coordinador de formación, sus competencias, intereses, motivaciones y necesidades, para plantear posibles itinerarios formativos que redunden en una mejora en el ejercicio de sus funciones. Para ello hemos analizado las competencias y necesidades formativas de los coordinadores desde el marco normativo y desde la investigación. El estudio que se ha llevado a cabo se sustenta en una encuesta. La metodología que fundamenta dicho estudio es de corte cuantitativo y el análisis ha sido descriptivo. Los resultados atisban que los coordinadores de formación, tienen mayores competencias técnicas de organización y gestión, y tienen una menor capacitación en competencias comportamentales, especialmente de liderazgo. Por ello, entendemos que las propuestas formativas deberían focalizarse en dicha competencia y en formar en habilidades para poder liderar la formación en el centro.

For students to develop independent learning strategies, it is essential to have anunderstanding of what it is they are aiming for. For this reason, every educational programme in Sweden has learning outcomes as stated by the Swedish Higher Education Authority.However, these are rather formal and sometimes described in a way that is not easy, either for teachers or for students, to implement in teaching and learning activities. A challenge is to both apply CDIO-standards and comply with the Swedish Higher Education Authority’s stated learning objectives. At the same time, we should uphold students’ motivation to develop their competences and teachers’ understanding of which teaching and learning activities are relevant, and how and what to assess in students’ learning to contribute to all of these approaches. The aim of this paper is to describe the development of a competence profile. The idea is primarily based on the Vitae Research Development Framework, but with inspiration from several other frameworks and approaches. The competence profile is designed to support students´ individual professional industrial design engineering competences. It allows the students themselves to map their knowledge, skills, experiences and qualities, and also provide support for teachers’ feedback and assessment. In other words,the student competence profile is used to describe what students are supposed to be able to do (prior to courses), what the learning activities are supposed to contribute to (during courses) and for formative and summative feedback of how well it has been done (during and after courses). It also allows a visualisation on how different courses contribute to the overall programme objectives., Godkänd; 2016; 20160403 (petert)

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., El 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.

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

Much of the success of projects using Enterprise Modeling (EM) depends more on the quality of the process of modeling rather than on the method used. One important influence on the quality of the modeling process is the competency level of the experts responsible for the EM approach. Each EM project is, however, specific depending on the purpose of modeling, such as developing the business, ensuring the quality of business operations, and using EM as a problem solving tool. The objective of this paper is to discuss the core competency needs for the EM practitioner and to relate those needs to different purposes of EM.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool., CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

Much of the success of projects using Enterprise Modeling (EM) depends more on the quality of the process of modeling rather than on the method used. One important influence on the quality of the modeling process is the competency level of the experts responsible for the EM approach. Each EM project is, however, specific depending on the purpose of modeling, such as developing the business, ensuring the quality of business operations, and using EM as a problem solving tool. The objective of this paper is to discuss the core competency needs for the EM practitioner and to relate those needs to different purposes of EM.

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned.Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one's acts.Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed.Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations' needs.Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions' social responsibility.Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare. © Health Education Journal 2011., SCOPUS: ar.j, info:eu-repo/semantics/published

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned.Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one's acts.Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed.Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations' needs.Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions' social responsibility.Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare. © Health Education Journal 2011., SCOPUS: ar.j, info:eu-repo/semantics/published

Competence supply methods can contribute to information supply solutions by providing information on available competences and making this information accessible to the decision-makers. When competence profiles are stored in a machine-readable form, competence demand can be translated into a formal query to find matching profiles. However, this requires to use exactly the same skill names as the ones from the profile representations. This paper proposes to enrich ontology-based competence profiles with the help of Wiktionary data accessible via a SPARQL endpoint. The endpoint makes it possible to get lexicographic information (definitions, translations, synonyms) from Wiktionary. The procedure of enrichment with synonyms and system architecture supporting it are developed and tested in an experiment with profiles of software developers. The experiment showed the viability of the approach., Context Based Retrieval in Digital Libraries (CoReLib2)

El objetivo de esta investigación fue determinar la percepción que sobre el concepto de “prescripción enfermera” tienen los profesionales enfermeros de atención especializada. Para ello se realizó un abordaje cualitativo mediante técnica Delphi, con la participación de 20 profesionales enfermeros que constituyeron el grupo de expertos. El período de estudio estuvo comprendido entre diciembre de 2008 y febrero de 2009 y se desarrolló en un hospital de tercer nivel de la Comunidad de Madrid. Se identificaron 17 actividades que fueron entendidas por el grupo de expertos como prescripción enfermera, siendo éstas agrupadas con arreglo a tres categorías: prescripción independiente, colaborativa y basándose en un protocolo. El grupo de expertos consideró que dichas actividades pueden ser desarrolladas mediante dos perfiles competenciales enfermeros: el perfil administrativo y el facultativo., The objective of this research study was to determine the perception held by specialised care nursing professionals on the concept of “nursing prescription”. In order to do so, a qualitative approach was employed by means of the Delphi technique, with the participation of 20 nursing professionals who embodied the expert group. The study period spanned from december 2008 to february 2009 and it was conducted in a third level hospital of the Community of Madrid. 17 activities that were viewed as the expert group as nursing prescription were identified and grouped into three categories: independent prescription, collaborative prescription, protocol-based prescription. The expert group considered that these activities may be developed by means of two nursing competence profiles: the administrative profile and the medical profile.

El objetivo de esta investigación fue determinar la percepción que sobre el concepto de “prescripción enfermera” tienen los profesionales enfermeros de atención especializada. Para ello se realizó un abordaje cualitativo mediante técnica Delphi, con la participación de 20 profesionales enfermeros que constituyeron el grupo de expertos. El período de estudio estuvo comprendido entre diciembre de 2008 y febrero de 2009 y se desarrolló en un hospital de tercer nivel de la Comunidad de Madrid. Se identificaron 17 actividades que fueron entendidas por el grupo de expertos como prescripción enfermera, siendo éstas agrupadas con arreglo a tres categorías: prescripción independiente, colaborativa y basándose en un protocolo. El grupo de expertos consideró que dichas actividades pueden ser desarrolladas mediante dos perfiles competenciales enfermeros: el perfil administrativo y el facultativo., The objective of this research study was to determine the perception held by specialised care nursing professionals on the concept of “nursing prescription”. In order to do so, a qualitative approach was employed by means of the Delphi technique, with the participation of 20 nursing professionals who embodied the expert group. The study period spanned from december 2008 to february 2009 and it was conducted in a third level hospital of the Community of Madrid. 17 activities that were viewed as the expert group as nursing prescription were identified and grouped into three categories: independent prescription, collaborative prescription, protocol-based prescription. The expert group considered that these activities may be developed by means of two nursing competence profiles: the administrative profile and the medical profile.

Collaborative design in dispersed groups of engineers creates various kinds of challenges to technology, organization and social environment. Selected examples are knowledge sharing, coordination support or secure tool integration (Jacucci, Pawlak, & Sandkuhl, 2005). Work presented in this chapter is located in the area of formation of teams for collaborative design. The challenge addressed is how to describe and represent the competences needed for a planned collaborative design project in a way that those individuals best suited for the collaboration can be identified. The proposed approach is to apply ontology engineering to modeling competences of individuals, including different competence areas like cultural competences, professional competences or occupational competences.

Enterprise Modeling (EM) has established itself as a valuable instrument for various purposes related to organizational development, such as designing or redesigning the business, eliciting requirements for information systems, capturing and reasoning about organizational knowledge. A notable characteristic of EM is its collaborative way of stakeholder involvement in modeling. Much of the success of projects using EM depends on how the EM process is organized and on the competence level of the expert responsible for the EM approach. This paper analyses what are the competence needs for the method expert and what competences are needed in the different steps in the EM process. The EM process described consists of activities for project inception and planning, conducting modeling sessions, and delivering a result that can be taken up by a subsequent implementation project. Two main competence areas are discussed in relation to the EM process - competences related to modeling and competences related to managing EM projects.

Collaborative design in dispersed groups of engineers creates various kinds of challenges to technology, organization and social environment. This paper presents an approach to description and representation of the competences needed for a planned collaborative design project. The most important competence areas are identified starting from the nature of design work, problem solving in design teams, and working in distributed groups. The competence model is built structuring these areas according to three perspectives: general, cultural, and occupational competences. An ontological representation is proposed to implement the described model for collaborative design competence. Using an ontology language for representation of collaborative design competence models makes it possible to identify those individuals who are best suited for the collaboration by ontology matching. Furthermore, a software design team consisting of two persons was interviewed and competence profiles were created using the developed ontological representation. Modeling of the team members has confirmed that the proposed approach can be applied to modeling competences needed for collaborative design in engineering fields.

When manufacturers, distributors and dealers need to collaborate, they form production networks because this provides significant advantages in production variety, flexibility and lead time. Production processes in such networks often spawn different specific tasks that are to be solved by the network members. This requires creation of a team able to tackle the identified problem. When dealing with multiple organizations and multiple processes within a complicated production network, trying to find a member that has required competence can be a laborious, time-consuming process. Developing and main-taining competence profiles of all the relevant parties associated with produc-tion can significantly reduce the time. The paper proposes an approach to team configuration based on competence profiles. The approach utilizes such tech-nologies as ontology management, context management and profiling. Using ontological representation makes it possible to identify those team members who are best suited for the task by ontology matching.

Annotation: Snell-Hornby, Mary; Hönig, Hans G.; Kussmaul, Paul & Schmitt, Peter A.: Handbuch Translation. Tuebingen: Stauffenburg.