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model</title> <meta name="description" content="Search results for: competence model"> <meta name="keywords" content="competence model"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="competence model"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17327</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: competence model</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17327</span> Communicative Competence versus Language Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of present paper is to have a rough comparison between language proficiency and communicative competence, moreover, how different scholars in the field of second language acquisition/assessment have defined competence in different paradigms. Researchers differ, however, in how they view 'competence'. Those who are dealing with generative tradition associated with Chomsky have defined it as linguistic competence (knowledge of the grammar of L2). Other researchers have adopted a broader perspective that is examining how learners acquire communicative competence (knowledge of both the L2 grammar and of how this system is put to use in actual communication). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/33462/communicative-competence-versus-language-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17326</span> The Link Between Knowledge Management, Organizational Learning and Collective Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Khelil">Amira Khelil</a>, <a href="https://publications.waset.org/abstracts/search?q=Habib%20Affes"> Habib Affes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The XXIst century is characterized by promoting teamwork as one of the main drivers of firms` performance. Collective competence is becoming crucial in developing and maintaining a firm’s competitive advantage, as well as its contributions to organizational innovation. In other words, the improvement of collective competence for a firm is no longer a choice, but rather an obligation. Learning capabilities of a firm in the context of knowledge management are assumed to be the main drivers of collective competence. Although there are some efforts to consider these concepts together; they are mostly discussed separately in the management theory. Thus, this paper aims to offer a holistic approach for development collective competence on the basis of Knowledge Management and Organizational Learning Capabilities. A theoretical model that defines a relationship between knowledge management, organizational learning and collective competence is presented at the end of this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20competence" title="collective competence">collective competence</a>, <a href="https://publications.waset.org/abstracts/search?q=exploitation%20learning" title=" exploitation learning"> exploitation learning</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration%20learning" title=" exploration learning"> exploration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20capabilities" title=" organizational learning capabilities"> organizational learning capabilities</a> </p> <a href="https://publications.waset.org/abstracts/19352/the-link-between-knowledge-management-organizational-learning-and-collective-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17325</span> Towards a Competence Management Approach Based on Continuous Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Sefiani">N. Sefiani</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Fikri%20Benbrahim"> C. Fikri Benbrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Boumane"> A. Boumane</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Reklaoui"> K. Reklaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the reflection on competence management is the basic for new competitive strategies. It is considered as the core of the problems of the global supply chain. It interacts a variety of actors: information, physical and activities flows, etc. Even though competence management is seen as the key factor for any business success, the existing approaches demonstrate the deficiencies and limitations of the competence concept. This research has two objectives: The first is to make a contribution by focusing on the development of a competence approach, based on continuous improvement. It allows the enterprise to spot key competencies, mobilize them in order to serve its strategic objectives and to develop future competencies. The second is to propose a method to evaluate the level of Collective Competence. The approach was confirmed through an application carried out at an automotive company. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies%E2%80%99%20approach" title=" competencies’ approach"> competencies’ approach</a>, <a href="https://publications.waset.org/abstracts/search?q=competence%20management" title=" competence management"> competence management</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20improvement" title=" continuous improvement"> continuous improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20competence%20level" title=" collective competence level"> collective competence level</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20indicator" title=" performance indicator"> performance indicator</a> </p> <a href="https://publications.waset.org/abstracts/31366/towards-a-competence-management-approach-based-on-continuous-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17324</span> Core Competence Development while Carrying out Organizational Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20A.%20Shvetsova">Olga A. Shvetsova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contains the different issues of competence management in industrial companies. The theoretical bases of human resources management and practical issues of innovative enterprises’ competitiveness are considered. The research is focused on the modern industrial enterprise changes management problems; it focuses on the effective personnel management of industrial enterprises on the basis of competence approach. The influence of organizational changes on the competence development is discussed. The need for development of the new technologies is mentioned, proposal is based on competence-based approach in personnel management including in the conditions of carrying out organizational changes; methods of acquisition and development of missing key professional competences are discussed; importance of key competencies in forming competitive advantage of the organization is mentioned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence%20model" title="competence model">competence model</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title=" core competencies"> core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20industrial%20company" title=" development of industrial company"> development of industrial company</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20changes" title=" organizational changes"> organizational changes</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a> </p> <a href="https://publications.waset.org/abstracts/62103/core-competence-development-while-carrying-out-organizational-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17323</span> Leadership Competences: The Case of Slovenian Healthcare</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helena%20Kova%C4%8Di%C4%8D">Helena Kovačič</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrej%20Rus"> Andrej Rus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compared ratings for leadership competence of managers in the healthcare sector and professional managers in Slovenia. Managers’ competence scores were analyzed for Slovenia and compared with some other EU countries. Comparisons of correlations yielded significant differences in leader/non-leader healthcare professionals in their relational competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovenia" title=" Slovenia"> Slovenia</a> </p> <a href="https://publications.waset.org/abstracts/2147/leadership-competences-the-case-of-slovenian-healthcare" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17322</span> Managing Core Competencies in Innovative Entrepreneurship: Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Shvetsova">Olga Shvetsova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research paper contains the different issues of competence management in innovation companies. The theoretical bases of human resources management and practical issues of innovative enterprises’ competitiveness are considered. The research is focused on the modern innovative enterprise management problems; it focuses on the effective management of the personnel of innovative enterprises on the basis of competence approach. The concept of core competence approach is discussed. The point of view, that the key competences of the company create the competitive advantages, support strategy development and protect business from external negative factors is considered. The used methodology is background research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence%20model" title="competence model">competence model</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20management" title=" innovation management"> innovation management</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a> </p> <a href="https://publications.waset.org/abstracts/62658/managing-core-competencies-in-innovative-entrepreneurship-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17321</span> Experience of the Formation of Professional Competence of Students of IT-Specialties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20I.%20Zhumagaliyev">B. I. Zhumagaliyev</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Sh.%20Balgabayeva"> L. Sh. Balgabayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20S.%20Nabiyeva"> G. S. Nabiyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20Tulegenova"> B. A. Tulegenova</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Oralkhan"> P. Oralkhan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kalenova"> B. S. Kalenova</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Akhmetov"> S. S. Akhmetov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article describes an approach to build competence in research of Bachelor and Master, which is now an important feature of modern specialist in the field of engineering. Provides an example of methodical teaching methods with the research aspect, is including the formulation of the problem, the method of conducting experiments, analysis of the results. Implementation of methods allows the student to better consolidate their knowledge and skills at the same time to get research. Knowledge on the part of the media requires some training in the subject area and teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20competence" title="professional competence">professional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20of%20it-specialties" title=" model of it-specialties"> model of it-specialties</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a> </p> <a href="https://publications.waset.org/abstracts/8556/experience-of-the-formation-of-professional-competence-of-students-of-it-specialties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17320</span> Disparities in Language Competence and Conflict: The Moderating Role of Cultural Intelligence in Intercultural Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Peyrols%20Wu">Catherine Peyrols Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural interactions are becoming increasingly common in organizations and life. These interactions are often the stage of miscommunication and conflict. In management research, these problems are commonly attributed to cultural differences in values and interactional norms. As a result, the notion that intercultural competence can minimize these challenges is widely accepted. Cultural differences, however, are not the only source of a challenge during intercultural interactions. The need to rely on a lingua franca – or common language between people who have different mother tongues – is another important one. In theory, a lingua franca can improve communication and ease coordination. In practice however, disparities in people’s ability and confidence to communicate in the language can exacerbate tensions and generate inefficiencies. In this study, we draw on power theory to develop a model of disparities in language competence and conflict in a multicultural work context. Specifically, we hypothesized that differences in language competence between interaction partners would be positively related to conflict such that people would report greater conflict with partners who have more dissimilar levels of language competence and lesser conflict with partners with more similar levels of language competence. Furthermore, we proposed that cultural intelligence (CQ) an intercultural competence that denotes an individual’s capability to be effective in intercultural situations, would weaken the relationship between disparities in language competence and conflict such that people would report less conflict with partners who have more dissimilar levels of language competence when the interaction partner has high CQ and more conflict when the partner has low CQ. We tested this model with a sample of 135 undergraduate students working in multicultural teams for 13 weeks. We used a round-robin design to examine conflict in 646 dyads nested within 21 teams. Results of analyses using social relations modeling provided support for our hypotheses. Specifically, we found that in intercultural dyads with large disparities in language competence, partners with the lowest level of language competence would report higher levels of interpersonal conflict. However, this relationship disappeared when the partner with higher language competence was also high in CQ. These findings suggest that communication in a lingua franca can be a source of conflict in intercultural collaboration when partners differ in their level of language competence and that CQ can alleviate these effects during collaboration with partners who have relatively lower levels of language competence. Theoretically, this study underscores the benefits of CQ as a complement to language competence for intercultural effectiveness. Practically, these results further attest to the benefits of investing resources to develop language competence and CQ in employees engaged in multicultural work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20intelligence" title="cultural intelligence">cultural intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20interactions" title=" intercultural interactions"> intercultural interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20competence" title=" language competence"> language competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20teamwork" title=" multicultural teamwork"> multicultural teamwork</a> </p> <a href="https://publications.waset.org/abstracts/106110/disparities-in-language-competence-and-conflict-the-moderating-role-of-cultural-intelligence-in-intercultural-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17319</span> The Mediator Role of Social Competence in the Relation between Effortful Control and Maths Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Fern%C3%A1ndez-Vilar">M. A. Fernández-Vilar</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20Gali%C3%A1n"> M. D. Galián</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Ato"> E. Ato </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work was to analyze the relation between children´s effortful control and Maths achievement in a sample of 447 Spanish children aged between 6 and 8 years. Traditionally, the literature confirms that higher level of effortful control has been associated with higher academic achievement, but there are few studies that include the effect that children´s social competence exert to this relation. To measure children’s effortful control parents were given the TMCQ (Temperament in Middle Childhood Questionnaire), and Maths achievement was taken from teacher´s rates. To measure social competence, we used the nominations method in the classroom context. Results confirmed that higher effortful control predicted a better maths achievement, whereas lower effortful control scores predicted lower Maths scores. Using a statistical modeling approach, we tested a mediation model that revealed the mediating role of social competence (popularity and rejection) in the relation between effortful control and Maths achievement. Concretely, higher social competence (higher popularity and lower rejection) seems to mediate the better Maths achievement showed by better self´regulated children. Therefore, an adequate social competence mediates the positive effect that self-regulatory capacity exerts to academic achievement. The clinical implications of the present findings should be considered. Specifically, rejected children must be detected and evaluated in community settings, such as school or community programs, due the relevant role of social competence in the relation between temperament and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effortful%20control" title="effortful control">effortful control</a>, <a href="https://publications.waset.org/abstracts/search?q=maths%20achievement" title=" maths achievement"> maths achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20competence" title=" social competence"> social competence</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/25316/the-mediator-role-of-social-competence-in-the-relation-between-effortful-control-and-maths-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17318</span> Proactive Competence Management for Employees: A Bottom-up Process Model for Developing Target Competence Profiles Based on the Employee's Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maximilian%20Cedzich">Maximilian Cedzich</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Dietz%20Von%20Bayer"> Ingo Dietz Von Bayer</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Jochem"> Roland Jochem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order for industrial companies to continue to succeed in dynamic, globalized markets, they must be able to train their employees in an agile manner and at short notice in line with the exogenous conditions that arise. For this purpose, it is indispensable to operate a proactive competence management system for employees that recognizes qualification needs timely in order to be able to address them promptly through qualification measures. However, there are hardly any approaches to be found in the literature that includes systematic, proactive competence management. In order to help close this gap, this publication presents a process model that systematically develops bottom-up, future-oriented target competence profiles based on the tasks of the employees. Concretely, in the first step, the tasks of the individual employees are examined for assumed future conditions. In other words, qualitative scenarios are considered for the individual tasks to determine how they are likely to change. In a second step, these scenario-based future tasks are translated into individual future-related target competencies of the employee using a matrix of generic task properties. The final step pursues the goal of validating the target competence profiles formed in this way within the framework of a management workshop. This process model provides industrial companies with a tool that they can use to determine the competencies required by their own employees in the future and compare them with the actual prevailing competencies. If gaps are identified between the target and the actual, these qualification requirements can be closed in the short term by means of qualification measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20globalized%20markets" title="dynamic globalized markets">dynamic globalized markets</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20competence%20management" title=" employee competence management"> employee competence management</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20companies" title=" industrial companies"> industrial companies</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/136460/proactive-competence-management-for-employees-a-bottom-up-process-model-for-developing-target-competence-profiles-based-on-the-employees-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17317</span> Communication Competence or Language Proficiency for Employability: An Investigation on Malaysian Polytechnics ESL Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chong%20Ling%20Ling">Chong Ling Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Malaysian polytechnic, there are concerns about language proficiency, communicative competence, and employability among Malaysian polytechnic ESL engineering students. This study examined the relationships between communicative competence, language proficiency, and employability using descriptive analysis and inferential statistics. Next, Pearson’s Correlation determines the correlation between communication competence, language proficiency, and employability skills of Malaysian Polytechnic ESL engineering students. The total number of participants was 81 final-year engineering students. The findings revealed high positive correlations between the communicative competence -'I can talk with a friend in English.' and employability skill (r = 0.854, p = .031), also, language proficiency -'I can understand the English songs I listen to' and employability skill (r = 0.887, p = .038). The result is consistent with the theories. The result revealed that for the 81 students, communication competence and language proficiency, and employability skills are firmly and significantly correlated. Thus, it concluded that both communicative competence and language proficiency equally essential to ensure a higher employability rate among Malaysian polytechnic ESL engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20polytechnic" title=" Malaysian polytechnic"> Malaysian polytechnic</a> </p> <a href="https://publications.waset.org/abstracts/138854/communication-competence-or-language-proficiency-for-employability-an-investigation-on-malaysian-polytechnics-esl-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17316</span> Cultural Competence of Philippine National Police Personnel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nestor%20C.%20Nabe">Nestor C. Nabe</a>, <a href="https://publications.waset.org/abstracts/search?q=Melvie%20F.%20Bayog"> Melvie F. Bayog</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cultural competence of police officers can lead to effective law enforcement and gain respect to their organization. This study evaluated the level of cultural competence of Philippine National Police Personnel in Midsayap, Cotabato, Philippines. Descriptive survey research design was used in this study. The survey utilized an adapted questionnaire to measure the level of cultural competence of the respondents. Questionnaires were administered to 305 ethnic minorities coming from the four major ethnic tribes in Midsayap, Cotabato, Philippines. The data gathered were treated using Percentage, Mean, T-test and Analysis of Variance (ANOVA). The findings are as follows: the level of cultural competence of police personnel is moderate; and, there is no significant difference in the cultural competence of the police personnel when analyzed by age, gender, civil status and, occupation while there is a significant difference analyzed by educational attainment and ethnic tribe. Based on the findings, the following conclusions were drawn: the level of cultural competence of police personnel is only manifested sometimes; and, civil status, and occupation has no significant difference in the cultural competence of police personnel while educational attainment and ethnic tribe has a significant difference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural" title=" cultural"> cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=police" title=" police"> police</a> </p> <a href="https://publications.waset.org/abstracts/76183/cultural-competence-of-philippine-national-police-personnel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17315</span> Quality of Today's Teachers: Post-Certified Teachers' Competence in Alleviating Poverties towards a Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudirman">Sudirman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Competence is a term describing capability that correlates with a person’s occupation. The competence of a teacher consists of four, i.e., pedagogical, professional, personality and social competence. These four components are implemented during interacting with students to motivate the students and improve their achievement. The objective of this qualitative study is to explore the roles and contributions of certified teachers in alleviating the issue of poverty to promote a sustainable development. The data comprise primary and secondary data which were generated from observation, interview, documentation and library research. Furthermore, this study offers in-depth information regarding the performance of the teachers in coping with poverty and sustaining development. The result shows that the teacher’s competence positively contributes to the improvement of students’ achievement. This helps the students to prepare for the real work experience by which it results in a better income and, therefore, alleviate poverty. All in all, the quality of today’s teachers can be measured by their contribution in enhancing the students’ competence prior to entering real work, resulting in a wealthy society. This is to deal with poverty and conceptualizing a sustainable development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/103476/quality-of-todays-teachers-post-certified-teachers-competence-in-alleviating-poverties-towards-a-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17314</span> Educational Psychologists in Instructional and Mentoring Contexts: The Significance of Multicultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yassir%20Semmar">Yassir Semmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past two decades, the topic of multicultural competence has gained much attention in the psychology field, most notably in the clinical and counseling specializations. While higher education institutions have been placing a premium on sensitizing their faculty, staff, and student bodies to various diversity and multicultural issues, little emphasis has been directed towards mandating multicultural training for graduate learners in the educational psychology specialty. Given the increasingly diverse student population, it is imperative for educational psychologists to become multiculturally competent particularly in instructional and mentoring contexts. Strategies and conditions for attaining multicultural competence are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title="multicultural competence">multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/14581/educational-psychologists-in-instructional-and-mentoring-contexts-the-significance-of-multicultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17313</span> The Impact of Perspective Taking and Gender Differences on the Encouragement of Social Competence for the Next Generation: The Evidence From Chinese Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Huang">Yi Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: For the development of children, it is important for parents to encourage children not only on academic competence but also on children’s social competence. In the western cultural context, parents emphasize more heavily on female children’s social-behavioral development. However, whether the conclusion is correct in eastern culture and whether the parent’s gender affects such an emphasis remains unclear. And, more valuably, from the perspective of intervention, except for the nature factors - child’s gender and parent’s gender, it is also worth to probe whether the improvable factors, such as parent’s perspective taking, influence parent’s emphasis on child’s social competence. Aim: This study was aimed to investigate the impact of parent’s gender, child’s gender, and parent’s perspective-taking on parent’s attitudes of encouragement of the child’s social competence under the Chinese cultural context. Method: 461 Chinese parents whose children were in the first year of middle school during the research time participated in this study. Among all participants, there were 155 fathers and 306 mothers. The research adopted the self-report of perspective-taking, which is the sub-scale of the Interpersonal Reactivity Index and the self-report of the encouragement on a child’s social communication, which is the sub-scale of the Chinese version of The Children Rearing Practice Report. In this study, 291 parents reported regarding male children, and 170 parents reported regarding female children. Results: Contrary to the traditional western theory, which usually suggests parent puts more attention on social development and competence to girl the instead of the boy, in the Chinese context, parent emphasizes social competence more on the male child. Analogically, in China, compared to mother, father underscores the child’s social competence more heavily. By constructing the hierarchical regression model, the result indicated that after controlling the variables of the gender of child and the gender of parent, parent’s perspective-taking still explains for the variance of parent’s encouragement on child’s social competence, which means, parent’s perspective-taking predicts parent’s encouragement on child’s social competence after excluding the impact of the gender of parent and child. Conclusion: For Chinese parents, the ability of perspective-taking is beneficial to enhance their awareness of encouraging children’s social competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parent%3B%20child" title="parent; child">parent; child</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective-taking" title=" perspective-taking"> perspective-taking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a> </p> <a href="https://publications.waset.org/abstracts/119674/the-impact-of-perspective-taking-and-gender-differences-on-the-encouragement-of-social-competence-for-the-next-generation-the-evidence-from-chinese-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17312</span> An Intervention Method on Improving Teamwork Competence for Business Studies Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Franco">Silvia Franco</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Sarasola"> Marcos Sarasola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Faculty of Business Administration at the Catholic University of Uruguay is performing an important educational innovation, unique in the country. In preparing future professionals in companies, teamwork competence is very important. However, there is no often a systematic and specific training in the acquisition of this competence in undergraduate students. For this reason, we have designed and implemented an educational innovation through an intervention method to improve teamwork competence for undergraduate students of business studies. Students’ teams are integrated according to the complementary roles of Belbin; changes in teamwork competence during training period are measured with CCSAC tool; classroom methodology in the prio-border teamwork by Team-Based Learning. Methodology also integrates coaching and support team performance during the first two semesters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20students" title="business students">business students</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a> </p> <a href="https://publications.waset.org/abstracts/38668/an-intervention-method-on-improving-teamwork-competence-for-business-studies-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17311</span> Insights into the Assessment of Intercultural Competence of Female University Students in the KSA </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnes%20Havril">Agnes Havril</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to introduce some partial findings of an ongoing research project which is investigating the improvement of intercultural competence of Saudi female university students in English as a Second Language academic environment at the multicultural Jazan University. Since previous research results support the idea that this university generation has the desire to become interculturally or globally competent university students, the present-day investigation is focusing on the assessment of Saudi-specific cultural terms and intercultural competence components in comparison with the Anglo-Saxon oriented western perspective of intercultural competence theories and models. On this stage of the research quantitative research methodology is applied and a survey is being conducted among the female university students in different academic specializations. This paper discusses some empirical data with the aim of identifying and evaluating certain supplementary aspects of intercultural dimensions and components of the intercultural competence construct. The research results also highlight several gender issues in the gender separated higher education in the Kingdom of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20separation" title="gender separation">gender separation</a>, <a href="https://publications.waset.org/abstracts/search?q=globally%20competent%20university%20student" title=" globally competent university student"> globally competent university student</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence%20construct" title=" intercultural competence construct"> intercultural competence construct</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/40499/insights-into-the-assessment-of-intercultural-competence-of-female-university-students-in-the-ksa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40499.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17310</span> Competence-Based Human Resources Selection and Training: Making Decisions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Starineca">O. Starineca</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Voronchuk"> I. Voronchuk </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Resources (HR) selection and training have various implementation possibilities depending on an organization’s abilities and peculiarities. We propose to base HR selection and training decisions about on a competence-based approach. HR selection and training of employees are topical as there is room for improvement in this field; therefore, the aim of the research is to propose rational decision-making approaches for an organization HR selection and training choice. Our proposals are based on the training development and competence-based selection approaches created within previous researches i.e. Analytic-Hierarchy Process (AHP) and Linear Programming. Literature review on non-formal education, competence-based selection, AHP form our theoretical background. Some educational service providers in Latvia offer employees training, e.g. motivation, computer skills, accounting, law, ethics, stress management, etc. that are topical for Public Administration. Competence-based approach is a rational base for rational decision-making in both HR selection and considering HR training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence-based%20selection" title="competence-based selection">competence-based selection</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource" title=" human resource"> human resource</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a> </p> <a href="https://publications.waset.org/abstracts/31400/competence-based-human-resources-selection-and-training-making-decisions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17309</span> The Importance of Self-Efficacy and Collective Competence Beliefs in Managerial Competence of Sports Managers'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eenol%20Yanar">Şenol Yanar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinan%20%C3%87eli%CC%87kbi%CC%87lek"> Sinan Çeli̇kbi̇lek</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Bayansalduz"> Mehmet Bayansalduz</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Can"> Yusuf Can</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managerial competence defines as the skills that managers in managerial positions have in relation to managerial responsibilities and managerial duties. Today's organizations, which are in a competitive environment, have the desire to work with effective managers in order to be more advantageous position than the other organizations they are competing with. In today's organizations, self-efficacy and collective competence belief that determine managerial competencies of managers to assume managerial responsibility are of special importance. In this framework, the aim of this study is to examine the effects of sports managers' perceptions of self-efficacy and collective competence in managerial competence perceptions. In the study, it has also been analyzed if there is a significant difference between self-efficacy, collective competence and managerial competence levels of sports managers in terms of their gender, age, duty status, year of service and level of education. 248 sports managers, who work at the department of sports service’s central and field organization at least as a chief in the manager position, have been chosen with random sampling method and they have voluntarily participated in the study. In the study, the self-efficacy scale which was developed by Schwarzer, R. & Jerusalem, M. (1995), collective competence scale developed by Goddard, Hoy and Woolfolk-Hoy (2000) and managerial competence scale developed by Cetinkaya (2009) have been used as a data collection tool. The questionnaire form used as a data collection tool in the study includes a personal information form consisting of 5 questions; questioning gender, age, duty status, years of service and level of education. In the study, Pearson Correlation Analysis has been used for defining the correlation among self-efficacy, collective competence belief, and managerial competence levels in sports managers and regression analysis have been used to define the affect of self-efficacy and collective competence belief on the perception of managerial competence. T-test for binary grouping and ANOVA analysis have been used for more than binary groups in order to determine if there is any significant difference in the level of self-efficacy, collective and managerial competence in terms of the participants’ duty status, year of service and level of education. According to the research results, it has been found that there is a positive correlation between sports managers' self-efficacy, collective competence beliefs, and managerial competence levels. According to the results of the regression analysis, it is understood that the managers’ perception of self-efficacy and collective competence belief significantly defines the perception of managerial competence. Also, the results show that there is no significant difference in self-efficacy, collective competence, and level of managerial competence of sports managers in terms of duty status, year of service and level of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports%20manager" title="sports manager">sports manager</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20competence" title=" collective competence"> collective competence</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20competence" title=" managerial competence"> managerial competence</a> </p> <a href="https://publications.waset.org/abstracts/74937/the-importance-of-self-efficacy-and-collective-competence-beliefs-in-managerial-competence-of-sports-managers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17308</span> Organization Culture: Mediator of Information Technology Competence and IT Governance Effectiveness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonny%20Nyeko">Sonny Nyeko</a>, <a href="https://publications.waset.org/abstracts/search?q=Moses%20Niwe"> Moses Niwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This research paper examined the mediation effect of organization culture in the relationship between information technology (IT) competence and IT governance effectiveness in Ugandan public universities. The purpose of the research paper is to examine the role of organizational culture in the relationship between IT competence and IT governance effectiveness. Design/methodology/approach: The paper adopted the MedGraph program, Sobel tests and Kenny and Baron Approach for testing the mediation effects. Findings: It is impeccable that IT competence and organization culture are true drivers of IT governance effectiveness in Ugandan public universities. However, organizational culture reveals partial mediation in the IT competence and IT governance effectiveness relationship. Research limitations/implications: The empirical investigation in this research depends profoundly on public universities. Future research in Ugandan private universities could be undertaken to compare results. Practical implications: To effectively achieve IT governance effectiveness, it means senior management requires IT knowledge which is a vital ingredient of IT competence. Moreover, organizations today ought to adopt cultures that are intended to have them competitive in their businesses, with IT operations not in isolation. Originality/value: Spending thousands of dollars on IT resources in advanced institutes of learning necessitates IT control. Preliminary studies in Ugandan public universities have revealed the ineffective utilization of IT resources. Besides, IT governance issues with IT competence and organization culture remain outstanding. Thus, it’s a new study testing the mediating outcome of organization culture in the association between IT competence and IT governance effectiveness in the Ugandan universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organization%20culture" title="organization culture">organization culture</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20competence" title=" IT competence"> IT competence</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20governance" title=" IT governance"> IT governance</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=mediating%20effect" title=" mediating effect"> mediating effect</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Uganda" title=" Uganda"> Uganda</a> </p> <a href="https://publications.waset.org/abstracts/123062/organization-culture-mediator-of-information-technology-competence-and-it-governance-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17307</span> Developing University EFL Students’ Communicative Competence by Using Communicative Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mutwakel%20Abdalla%20Ali%20Garalzain">Mutwakel Abdalla Ali Garalzain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to develop university EFL students’ communicative competence. The descriptive, analytical method was used in this study. To collect the data, the researcher designed two questionnaires, one for university EFL students and the other for English language teachers. The respondents of the study were eighty-eight; 76 university EFL students, and 12 English language teachers. The data obtained were analyzed by using statistical package for social science (SPSS). The findings of the study have revealed that most of the university EFL students are unable to express their ideas properly, although they have an abundance of vocabulary. The findings of the study have also shown that most of the university EFL students have positive attitudes towards communicative competence. The results of the study also identified the best strategies that can be used to enhance university EFL students’ communicative competence in English language teaching. The study recommends that English language textbooks should be compatible with the requirements of the student-centered approach. It also recommends that English language teachers should adopt the communicative approach’s strategies in the EFL classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title=" communicative competence "> communicative competence </a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20EFL%20students" title=" university EFL students"> university EFL students</a> </p> <a href="https://publications.waset.org/abstracts/116051/developing-university-efl-students-communicative-competence-by-using-communicative-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17306</span> Comparing Russian and American Students’ Metaphorical Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20L.%20Mishlanova">Svetlana L. Mishlanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Evgeniia%20V.%20Ermakova"> Evgeniia V. Ermakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariia%20E.%20Timirkina"> Mariia E. Timirkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is concerned with the study of metaphor production in essays written by Russian and English native speakers in the framework of cognitive metaphor theory. It considers metaphorical competence as individual’s ability to recognize, understand and use metaphors in speech. The work analyzes the influence of visual metaphor on production and density of conventional and novel verbal metaphors. The main methods of research include experiment connected with image interpretation, metaphor identification procedure (MIPVU) and visual conventional metaphors identification procedure proposed by VisMet group. The research findings will be used in the project aimed at comparing metaphorical competence of native and non-native English speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor" title="metaphor">metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20competence" title=" metaphorical competence"> metaphorical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional" title=" conventional"> conventional</a>, <a href="https://publications.waset.org/abstracts/search?q=novel" title=" novel"> novel</a> </p> <a href="https://publications.waset.org/abstracts/68451/comparing-russian-and-american-students-metaphorical-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17305</span> Development of a One-Window Services Model for Accessing Cancer Immunotherapies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizwan%20Arshad">Rizwan Arshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessio%20Panza"> Alessio Panza</a>, <a href="https://publications.waset.org/abstracts/search?q=Nimra%20Inayat"> Nimra Inayat</a>, <a href="https://publications.waset.org/abstracts/search?q=Syeda%20Mariam%20Batool%20Kazmi"> Syeda Mariam Batool Kazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shawana%20Azmat"> Shawana Azmat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapidly expanding use of immunotherapy for a wide range of cancers from late to early stages has, predictably, been accompanied by evidence of inequities in access to these highly effective but costly treatments. In this survey-based case study, we aimed to develop a One-window services model (OWSM) based on Anderson’s behavioral model to enhance competence in accessing cancer medications, particularly immunotherapies, through the analysis of 20 patient surveys conducted in the Armed forces bone marrow transplant center of the district, Rawalpindi from November to December 2022. The purposive sampling technique was used. Cronbach’s alpha coefficient was found to be 0.71. It was analyzed using SPSS version 26 with descriptive analysis, and results showed that the majority of the cancer patients were non-competent to access their prescribed cancer immunotherapy because of individual-level, socioeconomic, and organizational barriers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cancer%20immunotherapy" title="cancer immunotherapy">cancer immunotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=one-window%20services%20model" title=" one-window services model"> one-window services model</a>, <a href="https://publications.waset.org/abstracts/search?q=accessibility" title=" accessibility"> accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a> </p> <a href="https://publications.waset.org/abstracts/162517/development-of-a-one-window-services-model-for-accessing-cancer-immunotherapies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17304</span> Exploring Non-Native English Language Teachers' Understandings and Attitudes towards the Integration of Intercultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sasani">Simin Sasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will explore a group of English language teachers’ understanding of intercultural competence to find out if they are aware of the concept and how important it is for them. It will investigate how much they are concerned about the challenges that the learners might face in their intercultural communications and to what extent they can help the learners to overcome the barriers to increase students’ insight into cultural differences. In addition, it will explore how a group of non-native English language teachers define culture in relation to their English language teaching practices. More specifically, the research tries to take the how and why of inclusion of intercultural competence into consideration and how non-native teachers think they can improve their learners’ knowledge and skills in this domain. The study will be conducted in the UK and the participants are eight non-native English language teachers who are currently teaching general English language courses for foreigners. A pilot study have been conducted for this research which its results show three non-native English teachers are aware of the notion although they have not had any formal education about intercultural competence. Their challenges and limitation were also highlighted through interviews and observations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teachers" title=" English language teachers"> English language teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communications" title=" intercultural communications"> intercultural communications</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-natives" title=" non-natives"> non-natives</a> </p> <a href="https://publications.waset.org/abstracts/24609/exploring-non-native-english-language-teachers-understandings-and-attitudes-towards-the-integration-of-intercultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17303</span> Intercultural Competence in Teaching Mediation to Students of Legal English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulina%20Dwuznik">Paulina Dwuznik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For students of legal English, the skill of mediation is of special importance as it constitutes part of their everyday work. Developing the skill of mediation requires developing linguistic, communicative, textual, pragmatic, interactive, social, and intercultural competencies. The study conducted at the Open University of the University of Warsaw compared the results of a questionnaire concerning the needs of legal professionals relating to mediation tasks, which they perform at work with the analysis of the content of different legal English handbooks with special stress on the development of intercultural competence necessary in interlinguistic mediation. The study found that legal English handbooks focus mainly on terminology study, but some of them extend students' intercultural competence in a way which may help them to perform tasks of mediating concepts, texts, and communication. The author of the paper will present the correlation between intercultural competence and mediation skill and give some examples of mediation tasks which may be based on comparative intercultural content of some chosen academic legal English handbooks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title="intercultural competence">intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20English" title=" legal English"> legal English</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation%20skill" title=" mediation skill"> mediation skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/130325/intercultural-competence-in-teaching-mediation-to-students-of-legal-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17302</span> English Learning Motivation in Communicative Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sebastianus%20Menggo">Sebastianus Menggo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of communicative language teaching is to enable learners to communicate in the target language. Each learner is required to perform the micro and macro components in each utterance produced. Utterances produced must be in line with the understanding of competence and performance of each speaker. These are inter-depended. Competence and performance are obliged to be appeared proportionally in creating the utterances. The representative of competence and performance reflects the linguistics identity of a speaker in providing sentences in each certain language community. Each lexicon spoken may lead that interlocutor in comprehending the intentions utterances given. However proportional performance of both components in an utterance needed to be further elaborated. Finding appropriate gap between competence and performance components in a communicative competence must be supported positive response given by the learners.The learners’ inability to keep communicative competence proportionally is caused by inside and outside factors. The inside factors are certain lacks such as lack of self-confidence and lack of motivation which could make students feel ashamed to produce utterances, scared to make mistakes, and have no enough confidence. Knowing learner’s English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward the achievement of communicative competence. Meanwhile, the outside factor is related with the teacher. The teacher should be able to recognize the students’ problem in creating conducive atmosphere in the classroom that will raise the students’ ability to be an English speaker qualified. Moreover, the aim of this research is to know and describe the English learning motivation affecting students’ communicative competence of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and students’ speaking achievement document. Result shows the description of motivation significantly affecting students’ communicative competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative" title="communicative">communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/73153/english-learning-motivation-in-communicative-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17301</span> Reconceptualising Faculty Teaching Competence: The Role of Agency during the Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Fatimawati%20Adi%20Badiozaman">Ida Fatimawati Adi Badiozaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Augustus%20Raymond%20Segar"> Augustus Raymond Segar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Covid-19 pandemic transformed teaching contexts at an unprecedented level. Although studies have focused mainly on its impact on students, little is known about how emergency online teaching affects faculty members in higher education. Given that the pandemic has robbed teachers of opportunities for adequate preparation, it is vital to understand how teaching competencies were perceived in the crisis-response transition to online teaching and learning (OTL). Therefore, the study explores how academics perceive their readiness for OTL and what competencies were perceived to be central. Therefore, through a mixed-methods design, the study first explores through a survey how academics perceive their readiness for OTL and what competencies were perceived to be central. Emerging trends from the quantitative data of 330 academics (three public and three private Higher learning institutions) led to the formulation of interview guides for the subsequent qualitative phase. The authors use critical sensemaking (CSM) to analyse interviews with twenty-two teachers (n = 22) (three public; three private HEs) toward understanding the interconnected layers of influences they draw from as they make sense of their teaching competence. The sensemaking process reframed competence and readiness in that agentic competency emerged as crucial in shaping resilience and adaptability during the transition to OTL. The findings also highlight professional learningcriticalto teacher competence: course design, communication, time management, technological competence, and identity (re)construction. The findings highlight opportunities for strategic orientation to change during crisis. Implications for pedagogy and policy are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title="online teaching">online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20competence" title=" pedagogical competence"> pedagogical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=agentic%20competence" title=" agentic competence"> agentic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20competence" title=" technological competence"> technological competence</a> </p> <a href="https://publications.waset.org/abstracts/157043/reconceptualising-faculty-teaching-competence-the-role-of-agency-during-the-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17300</span> Training the Hospitality Entrepreneurship on the Account of Constructing Nascent Entrepreneurial Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ching-Hsu%20Huang">Ching-Hsu Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yao-Ling%20Liu"> Yao-Ling Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past several decades there has been considerable research on the topics of entrepreneurship education and nascent entrepreneurial competence. The purpose of this study is to explore the nascent entrepreneurial competence within entrepreneurship education via the use of three studies. It will be a three-phrases longitudinal study and the effective plan will combine the qualitative and quantitative mixed research methodology in order to understand the issues of nascent entrepreneurship and entrepreneurial competence in hospitality industry in Taiwan. In study one, the systematic literature reviews and twelve nascent entrepreneurs who graduated from hospitality management department will be conducted simultaneously to construct the nascent entrepreneurial competence indicators. Nine subjects who are from industry, government, and academia will be the decision makers in terms of forming the systematic nascent entrepreneurial competence indicators. The relative importance of indicators to each decision maker will be synthesized and compared using the Analytic Hierarchy Process method. According to the results of study one, this study will develop the teaching module of nascent hospitality entrepreneurship. It will include the objectives, context, content, audiences, assessment, pedagogy and outcomes. Based on the results of the second study, the quasi-experiment will be conducted in third study to explore the influence of nascent hospitality entrepreneurship teaching module on learners’ learning effectiveness. The nascent hospitality entrepreneurship education program and entrepreneurial competence will be promoted all around the hospitality industry and vocational universities. At the end, the implication for designing the nascent hospitality entrepreneurship teaching module and training programs will be suggested for the nascent entrepreneurship education. All of the proposed hypotheses will be examined and major finding, implication, discussion, and recommendations will be provided for the government and education administration in hospitality field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20competence" title="entrepreneurial competence">entrepreneurial competence</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20entrepreneurship" title=" hospitality entrepreneurship"> hospitality entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=nascent%20entrepreneurial" title=" nascent entrepreneurial"> nascent entrepreneurial</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20in%20hospitality%20entrepreneurship" title=" training in hospitality entrepreneurship"> training in hospitality entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/80109/training-the-hospitality-entrepreneurship-on-the-account-of-constructing-nascent-entrepreneurial-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17299</span> Pragmatic Competence of Jordanian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Mahmoud%20Hammouri">Dina Mahmoud Hammouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the Jordanian EFL learners’ pragmatic competence through their production of the speech acts of responding to requests, making suggestions, making threats and expressing farewells. The sample of the study consists of 130 Jordanian EFL learners and native speakers. 2600 responses were collected through a Discourse Completion Test (DCT). The findings of the study revealed that the tested students showed similarities and differences in performing the strategies of four speech acts. Differences in the students’ performances led to pragmatic failure instances. The pragmatic failure committed by students refers to a lack of linguistic competence (i.e., pragmalinguistic failure), sociocultural differences and pragmatic transfer (i.e., sociopragmatic failure). EFL learners employed many mechanisms to maintain their communicative competence; the analysis of the test on speech acts showed learners’ tendency towards using particular strategies, resorting to modify strategies and relating them to their grammatical competence, prefabrication, performing long forms, buffing and transfer. The results were also suggestive of the learners’ lack of pragmalinguistic and sociopragmatic knowledge. The implications of this study are for language teachers to teach interlanguage pragmatics explicitly in EFL contexts to draw learners’ attention to both pragmalinguistic and sociopragmatic features, pay more attention to these areas and allocate more time and practice to solve learners’ problems in these areas. The implication of this study is also for pedagogical material designers to provide sufficient and well-organized pragmatic input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20failure" title="pragmatic failure">pragmatic failure</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian%20EFL%20learner" title=" Jordanian EFL learner"> Jordanian EFL learner</a>, <a href="https://publications.waset.org/abstracts/search?q=sociopragmatic%20competence" title=" sociopragmatic competence"> sociopragmatic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmalinguistic%20competence" title=" pragmalinguistic competence"> pragmalinguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/171491/pragmatic-competence-of-jordanian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17298</span> Undergraduates' Development of Interpersonal and Cooperative Competence in Service-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huixuan%20Xu">Huixuan Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was set out to investigate the extent to which and how service-learning fostered a sample of 138 Hong Kong undergraduates’ interpersonal competence and cooperative orientation development. Interpersonal competence is presented when an individual shows empathy with others, provides intelligent advice to others and has practical judgment. Cooperative orientation reflects individuals’ willingness to work with others to achieve common goals. A quality service-learning programme may exhibit the features of provision of meaningful service, close link to curriculum, continuous reflection, youth voice, and diversity. Mixed methods were employed in the present study. Pre-posttest survey was administered to capture individual undergraduates’ development of interpersonal competence and cooperative orientation over a period of four months. The respondents’ evaluation of service-learning elements was administered in the post-test survey. Focus groups were conducted after the end of the service-learning to further explore how the certain service-learning elements promoted individual undergraduates’ development of interpersonal competence and cooperative orientation. Three main findings were reported from the study. (1) The scores of interpersonal competence increased significantly from the pretest to the posttest, while the change of cooperative orientation was not significant. (2) Cooperative orientation and interpersonal competence were correlated positively with the overall course quality respectively, which suggested that the more a service-learning course complied with quality practice, the students became more competent in interpersonal competence and cooperative orientation. (3) The following service-learning elements showed higher impacts: (a) direct contact with service recipients, which engaged students in practicing interpersonal skills; (b) individual participants’ being exposed to a situation that required communication and dialogue with people from diverse backgrounds with different views; (c) experiencing interpersonal conflicts among team members and having the conflicts solved; (d) students’ taking a leading role in a project-based service. The present study provides compelling evidence about what elements in a service-learning program may foster undergraduates’ development of cooperative orientation and interpersonal competence. Implications for the design of service-learning programmes are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title="undergraduates">undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20competence" title=" interpersonal competence"> interpersonal competence</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperation%20orientation" title=" cooperation orientation"> cooperation orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=service-learning" title=" service-learning"> service-learning</a> </p> <a href="https://publications.waset.org/abstracts/78937/undergraduates-development-of-interpersonal-and-cooperative-competence-in-service-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=competence%20model&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=competence%20model&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=competence%20model&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=competence%20model&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=competence%20model&page=6">6</a></li> <li class="page-item"><a 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