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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.

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 p ...

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

[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.

Automated competence tracking and management is crucial for an effective and efficient lifelong competence development in learning networks. In this paper, we systematically analyze the problem of unreliability of competence information in learning networks. In tracking the development of competences in learning networks, a large amount of competence information can be gathered from diverse sources and diverse types of sources. Individual information is more or less credible. This paper investigates information fusion technologies that may be applied to address the problem and that show promise as candidate solutions for achieving an improved estimate of competences by fusing information coming from multiple sources and diverse types of sources.