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One of the requirements facing modern organizations is professionalization and the related requirement for a high level of competence. Today, it is impossible to efficiently manage an enterprise and creatively manage employees without theoretical and practical knowledge, experience, skills and commitment in this area. Competencies are assigned an important role in strengthening the company's position in the competitive market. The main aim of the article is to present the importance of managerial competences in enterprise management and to identify the possessed and expected competences of a modern manager in the light of own research. A comparative analysis of the obtained results was made and the competence gap was presented. The analysis of the study indicates a varied level of competency expectations of employees towards the manager. Competencies, attitudes and behaviors important in a manager's work include: the ability to make effective decisions, the ability to communicate with employees (communication within the organization) and with entities in the organization's environment, managing cultural diversity, openness to diversity, analytical skills, building good relationships and trust, and the ability to quick response to changes in tasks and the conditions of their implementation, the ability to create and cooperate in a network, the ability to think strategically and business experience and knowledge. [ABSTRACT FROM AUTHOR]

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.

Copyright of Scientific Journal of the Military University of Land Forces is the property of Gen. Tadeusz Kosciuszko Military Academy of Land Forces and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

Early Life Family Care (ELFC) has so far neglected the needs of migrant families, partly due to professionals' lack of transcultural knowledge required to address these specific needs. Simultaneously, migrants face employment barriers, including the non-recognition of qualifications and competences. The EU-funded project addressed both these issues by developing an ELFC mentoring training scheme for migrants, who can use their existing and acquired competences to co-operate with parents in challenging transition phases (e.g. becoming new parents). The article discusses one key pillar of the project: the development of a 'competence profile'. This involved identifying both, ELFC needs of families, which can be addressed by mentoring, as well as the corresponding competences required by mentors. For this purpose, 25 semi-structured interviews with ELFC professionals and migrant parents were conducted. The results show migrant families' need for skilled support in the management of administrative, interface, relationship, participation and boundary issues. [ABSTRACT FROM AUTHOR]

Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional selfimprovement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores. [ABSTRACT FROM AUTHOR]

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.

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. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

In the context of the process of major restructuring of the professionalization system for the teaching career, the school / university has four important missions: a scientific mission, developing and maintaining a wide knowledge base; a mission of citizens, to promote equal opportunities, to develop active citizens; an economic mission, enabling the development of a professional project and promoting integration into the labour market; a personal development mission, contributing to the development of the personality and full potential of each person. The present study aims to examine the relationship between school and society, as it is reflected in the conception of students-future teachers. More specifically, we were preoccupied with providing a relevant diagnosis of the competency profile outlined by students-future teachers. The data collected and analyzed as a result of the investigation led to the following findings: the emotionalaffective dimension determines, to a significant extent, the efficiency of the communication relationship; the investigated subjects especially appreciate the climate of communication, the emotional connection established between teachers and students. [ABSTRACT FROM AUTHOR]

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.

Copyright of Revista de Administraçãao da UNIMEP is the property of Revista de Administracao da UNIMEP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

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.

The ascension of e-business has significantly changed competence requirements of information technology (IT) professionals. In this paper, we derive a competence set that addresses these changes and investigate individual preferences for specific competence components within e-business teams. We connect these preferences and competence valuation with personal characteristics of team members that were found to influence the perception of competence requirements in previous research. To empirically address this issue, we apply a Web-based questionnaire with adaptive conjoint measurement. By cluster analysis, we identify four competence profiles preferred by team members. Data from 176 respondents suggest that experience is related to the preferred profile, whereas expertise is related to overall competence valuation. Our research suggests that immature teams should consider that preferences regarding IT professionals may change with venture maturation, whereas interdisciplinary teams should discuss each member's value contribution. Considering our results, these suggestions could optimize the process of team composition. [ABSTRACT FROM AUTHOR]

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.

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

MRI is highly physics based yet no research-based inventory of physics learning outcomes specific to MRI radiographers was found in the literature. The purpose of this study was the development of such an inventory using a multi-stakeholder, multi-disciplinary approach (as advised by the WHO) and which would support a previously published competence profile. The inventory was developed in two phases: Phase 1: Development of an initial version of the learning outcomes inventory required to be able to deliver the competences via an analysis of textbooks and literature and validated by a small (n = 3) expert advisory group Phase 2: Final validation carried out via a bigger (n = 15) international group of subject matter experts (SMEs). Consensus was achieved via a dichotomous web-based questionnaire. At 70% level of consensus the expert group validated an inventory of biomedical physics learning outcomes consisting of 281 knowledge and skill statements. It is subdivided into two sections: 'fundamental' physics learning outcomes which are generic to all competences and 'additional' physics learning outcomes specific to each individual competence. The process used is sufficiently generic to be easily adapted to the development of physics learning outcome inventories in other specialties of radiography and for other healthcare professions whose work involves highly technological medical devices. As a result of this study, the current MRI curriculum would need to be revised as it was not based on a formal systematic research process and many learning outcomes are in fact missing. • The inventory inform about the physics knowledge and skill required for MRI services. • The learning outcomes assists healthcare education institutions to update curricula. • Use the learning outcomes as benchmark against which performance and qualifications are assessed. • Inform competence assessment frameworks to facilitate progression of skill and life long learning. • Inform students and radiographers of what knowledge and skills are expected during practice. [ABSTRACT FROM AUTHOR]

Copyright of Human Resource Management / Zarzadzanie Zasobami Ludzkimi is the property of Institute of Labour & Social / Instytut Pracy i Spraw Socjalnych and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 competence concept comes almost as an obsession within the context of nowadays scientific world. Scrutinizing the competence concept is proposed by this paper, in terms of its implying into syntagma: „professional competence profile". The meaning of this phrase:" professional competence profile" is explained; a structure under a clear matrix form of this profile is presented, as an original contribution of the author, firstly existing in her Ph.D. thesis. The processes of recruitment, selection, and continuing training in the professional field are explained as the beneficiary of the professional competence profile built as a clear matrix. This is the focus of the second part of the paper. The final part of the paper analyses the topic of the competence profile in the teacher/professor status case, according to the multiple hypostases in a multicultural world. The managerial hypostasis of a teacher, including the leadership one, is put together with the hypostasis of curriculum designer and the actor of the basic implementation of the curriculum are presented within the context of specific requests of a multicultural world. [ABSTRACT FROM AUTHOR]

Abstract In order to get admission to study medicine at a German university, the most important criterion is the proof of an excellent final college prep school examination (Abitur) in order to get an adequate study place without time loss. For the purpose of a suitable selection for admission of candidates, however, the best qualified and suitable applicants should be found to be distributed to the limited available university places for medicine. The final examination mark alone can represent such a suitability – if at all – only to a very limited extent. In order to figure out which skills and competences characterize a potential medical student and after studies a well-practicing and resilient later physician, we sought for initial steps to apply competence profiling as a predictor matching suitable prerequisites to a subsequent successful outcome. In order to meet these demands, we founded a project called ComMedMent at the Friedrich Alexander University of Erlangen-Nürnberg (FAU), where we defined competences for successfully becoming a medical expert while studying the medical curriculum. Here we present a comprehensive catalogue of 16 standards and meaningful key competencies for potentially successful medical students at the FAU. In collaboration with the Center for Competence Balancing – CeKom SÜD – (Pforzheim; Germany) and a local competence team comprising institute management, lecturers and students of different educational backgrounds, a target profile for the "ideally equipped students and later successful practitioners" was established. The identification of a site-specific and/or general requirement profile for medical students could open up new perspectives for the selection process and show the opportunities for helping students along the path to becoming medical experts. [ABSTRACT FROM AUTHOR]

On 5 December 2013 the European Council promulgated Directive 2013/59/EURATOM. This Directive is important for Medical Physicists and Medical Physics Experts as it puts the profession on solid foundations and describes it more comprehensively. Much commentary regarding the role and competences has been developed in the context of the European Commission project “European Guidelines on the Medical Physics Expert” published as Radiation Protection Report RP174. The guidelines elaborate on the role and responsibilities under 2013/59/EURATOM in terms of a mission statement and competence profile in the specialty areas of Medical Physics relating to medical radiological services, namely Diagnostic and Interventional Radiology, Radiation Oncology and Nuclear Medicine. The present policy statement summarises the provisions of Directive 2013/59/EURATOM regarding the role and competences, reiterates the results of the European Guidelines on the Medical Physics Expert document relating to role and competences of the profession and provides additional commentary regarding further issues arising following the publication of the RP174 guidelines. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The intercultural dimension of the human of the third millennium is determined by multiculturalism and has become a necessity in terms of a new attitude towards the others belonging to the worldwide and coming closer and closer to each individual. This dimension is most necessary in the case of teachers of nowadays who have the responsible mission to form personalities for the future. This paper work presents a synthesis of the theoretical fundaments of a complex research centered on intercultural education (IE) on academic level, followed by a brief presentation of an ameliorative research as one of the sequences of the investigative approach. Based on a previously ascertaining research done, this sequence involved the design and the implementation of a curriculum explicitly aiming to develop the components of the intercultural competence (IC). It represents the independent variable that is assumed as being a possible responsible of an obvious development of the intercultural competence for the selected experimental group, compared to a control group. The research design follows the necessary steps and the results are processed statistically and interpreted in the light of the fundamental theory and of a direct observation in the educational field. [ABSTRACT FROM AUTHOR]

Good requirements are commonly viewed as a key success factor for IT (and non-IT) projects, but still there seems to be insufficient insight into which competences requirements engineers need to have these days. Digitalization is likely to pose new challenges to requirements engineering. Chances are that digitalization will change the competences that are necessary for successful requirements engineering. This paper proposes a research design that will be used for clarifying which competences requirements engineers need nowadays and how these competences change due to digitalization. To that end, qualitative and quantitative research methods will be combined for developing a comprehensive competence profile for requirements engineering on a scientific basis. The resulting competence profile constitutes a starting point for devising competence-oriented learning settings. Thus, our research contributes to a better understanding of competences for requirements engineering and improves education of future requirements engineers, in particular for coping with challenges posed by digitalization. [ABSTRACT FROM AUTHOR]

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.

Copyright of Management Sciences / Nauki o Zarzadzaniu is the property of Uniwersytet Ekonomiczny we Wroclawiu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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)

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers' skills to perceive and interpret classroom situations were assessed via video-vignettes. Data from a follow-up study of TEDS-M Germany in 2012 were used, including a sample of 278 early career middle school teachers of mathematics. While teachers' declarative knowledge can be predicted by teacher education grades, teachers' skill to interpret classroom situations presented by videos can be predicted by their amount of time spent on teaching relative to their overall working time, which is interpreted as a form of deliberate practice. Different competence profiles of pedagogical knowledge and skills are identified via latent-class analysis. Besides teaching experience, profiles are associated with generic teaching challenges (motivating students, disruptive student behaviour) perceived by the teachers. Implications of findings for professional development of early career teachers are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education of Economists & Managers / Edukacja Ekonomistow i Menedzerow is the property of Warsaw School of Economics, Department of Human Capital Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this paper was to develop a graphical presentation of a measure of an employee's competence (ECVM) for a job position. In this context, the essence and formula for measuring the value of an employee's competences have been presented. This formula makes it possible to provide a definition of the method for determining the total value of all the competences in the competence profile and the value of an employee's competences. With regard to the graphical presentation of the measure, it was assumed that the most appropriate form will be a pie chart. The key assumption was such that each competence in the profile would be a segment (slice) of the pie chart. An example of the graphical presentation of the measure of the employee competencies has been presented. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 of receremos 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM AUTHOR]

Venezuelan tourism is a developing activity Táchira is one of the states with a natural capability to develop this activity, however natural scenery are not just it, It also requires people who takes advantage of it an exploit this potential implying that human resources are vital for the success of this activity. In Táchira there is not an adequate training an formation for the guesthouse personal not to mention that it does not exist a register or a tool capable of measuring the performance of the employ or even valuing the service. For this reason it's proportionated a tool based in competences to be used by personal in this establishments capable of improve management. we have identified the determines of quality services based in a questionary obtain throughout serviqual variables and it was applied to 400 users; results indicate as key positions: a chambermaid and a receptionist, then it was identified the competence profiles, the generic and specific competences to finally acquire the tool "competence profile with a superior scale of performance" [ABSTRACT FROM AUTHOR]

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. [ABSTRACT FROM AUTHOR]

Modern global companies have to build a supply chain network strategy that provides maximum flexibility and can optimally respond to changes in their environment. The emergence of automotive build-to-order production networks is one of the consequences of these changes in the automotive industry. Production networks can be seen as a step beyond the linear supply chain topography. However, when dealing with multiple organizations and multiple processes within a complicated production network, identifying and locating a member that has responsibility and/or competence in a particular part of the network can be a laborious, time-consuming process. Developing and maintaining a competence directory of all the relevant parties associated with troubleshooting and potential problem solving can significantly reduce the production lead time. Moreover, linking this directory to key decision points and frequent problems can further enhance its effectiveness. Consequently, the problem of semantic interoperability between members of such organizations is of major importance. This paper proposes an approach to developing a knowledge management platform for a build-to-order production network to solve the above problem. The approach is based on application of such technologies as ontology management, context management and profiling. [ABSTRACT FROM AUTHOR]