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assessment</title> <meta name="description" content="Search results for: competency assessment"> <meta name="keywords" content="competency assessment"> <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 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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="competency assessment"> <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> 6009</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: competency assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6009</span> A Comparative Study of Specific Assessment Criteria Related to Commercial Vehicle Drivers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nur%20Syahidatul%20Idany%20Abdul%20Ghani">Nur Syahidatul Idany Abdul Ghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahizar%20Ramli"> Rahizar Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamilah%20Mohamad"> Jamilah Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Saifizul"> Ahmad Saifizul</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Rehan%20Karim"> Mohamed Rehan Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increasing fatalities in road accidents in Malaysia over the last 10 years are quite alarming. Based on Malaysian Institute of Road Safety Research (Miros) latest research ‘Predicting Malaysian Road Fatalities for year 2020; it is predicted that road fatalities in Malaysia for 2015 is 8,780 and 10,716 for the year 2020 which 30 percent of fatalities were caused by accidents involving commercial vehicles. Government, related agencies and NGOs have continuously and persistently work to reduce the statistics through enforcement, educating the public, training to drivers, road safety campaigns, advertisements etc. However, the trend of casualties does not show encouraging pattern but instead, steadily growing. Thus, this comparative study reviews the literature pertaining on method of measurement used to evaluate commercial drivers competency. In several studies driving competency has been assessed with different assessment based on the license procedures and requirements according to the country regulation. The assessment criteria that has been establish for commercial drivers generally focus on driving tasks and assessment e.g. theory test, medical test and road assessment rather than driving competency test or physical test. Realizing the importance of specific assessment test for drivers competency this comparative study reviews the most discussed literature related to competency assessment method to identify competency of the drivers include (1. judgement and reaction, 2. skill of drivers, 3. experiences and fatigue). The concluding analysis of this paper is a comparative table for assessment methodology to access driver’s competency. A comparative study is a further discussion reviewing past literature to provide an overview on existing assessment test and potential subject matters that can be identified for further studies to increase awareness of the drivers, passengers as well as the authorities about the importance of competent drivers in order to improve safety in commercial vehicles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commercial%20vehicles" title="commercial vehicles">commercial vehicles</a>, <a href="https://publications.waset.org/abstracts/search?q=driver%E2%80%99s%20competency" title=" driver’s competency"> driver’s competency</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20assessment" title=" specific assessment"> specific assessment</a> </p> <a href="https://publications.waset.org/abstracts/29855/a-comparative-study-of-specific-assessment-criteria-related-to-commercial-vehicle-drivers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29855.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">444</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">6008</span> A Study of Variables Affecting on a Quality Assessment of Mathematics Subject in Thailand by Using Value Added Analysis on TIMSS 2011</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruangdech%20Sirikit">Ruangdech Sirikit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to study the variables affecting the quality assessment of mathematics subject in Thailand by using value-added analysis on TIMSS 2011. The data used in this research is the secondary data from the 2011 Trends in International Mathematics and Science Study (TIMSS), collected from 6,124 students in 172 schools from Thailand, studying only mathematics subjects. The data were based on 14 assessment tests of knowledge in mathematics. There were 3 steps of data analysis: 1) To analyze descriptive statistics 2) To estimate competency of students from the assessment of their mathematics proficiency by using MULTILOG program; 3) analyze value added in the model of quality assessment using Value-Added Model with Hierarchical Linear Modeling (HLM) and 2 levels of analysis. The research results were as follows: 1. Student level variables that had significant effects on the competency of students at .01 levels were Parental care, Resources at home, Enjoyment of learning mathematics and Extrinsic motivation in learning mathematics. Variable that had significant effects on the competency of students at .05 levels were Education of parents and self-confident in learning mathematics. 2. School level variable that had significant effects on competency of students at .01 levels was Extra large school. Variable that had significant effects on competency of students at .05 levels was medium school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20assessment" title="quality assessment">quality assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20model" title=" value-added model"> value-added model</a>, <a href="https://publications.waset.org/abstracts/search?q=TIMSS" title=" TIMSS"> TIMSS</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand "> Thailand </a> </p> <a href="https://publications.waset.org/abstracts/27349/a-study-of-variables-affecting-on-a-quality-assessment-of-mathematics-subject-in-thailand-by-using-value-added-analysis-on-timss-2011" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27349.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">284</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">6007</span> Measuring Principal and Teacher Cultural Competency: A Need Assessment of Three Proximate PreK-5 Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Caswell">Teresa Caswell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the United States and within a myriad of demographic contexts, students of color experience the results of systemic inequities as an academic outcome. These disparities continue despite the increased resources provided to students and ongoing instruction-focused professional learning received by teachers. The researcher postulated that lower levels of educator cultural competency are an underlying factor of why resource and instructional interventions are less effective than desired. Before implementing any type of intervention, however, cultural competency needed to be confirmed as a factor in schools demonstrating academic disparities between racial subgroups. A needs assessment was designed to measure levels of individual beliefs, including cultural competency, in both principals and teachers at three neighboring schools verified to have academic disparities. The resulting mixed method study utilized the Optimal Theory Applied to Identity Development (OTAID) model to measure cultural competency quantitatively, through self-identity inventory survey items, with teachers and qualitatively, through one-on-one interviews, with each school’s principal. A joint display was utilized to see combined data within and across school contexts. Each school was confirmed to have misalignments between principal and teacher levels of cultural competency beliefs while also indicating that a number of participants in the self-identity inventory survey may have intentionally skipped items referencing the term oppression. Additional use of the OTAID model and self-identity inventory in future research and across contexts is needed to determine transferability and dependability as cultural competency measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20competency" title="cultural competency">cultural competency</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20development" title=" identity development"> identity development</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-method%20analysis" title=" mixed-method analysis"> mixed-method analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20assessment" title=" needs assessment"> needs assessment</a> </p> <a href="https://publications.waset.org/abstracts/152311/measuring-principal-and-teacher-cultural-competency-a-need-assessment-of-three-proximate-prek-5-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152311.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">153</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">6006</span> Competency Based Talent Acquisition: Concept, Practice, and Model, with Reference to Indian Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manasi%20V.%20Shah">Manasi V. Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations, in the competitive era, are participating in the competency act. They have discerned that, strategically researched and defined competencies when put up on the shelf, can help in achieving business goals. The research focuses on critical elements of competency-based talent acquisition process from practical vantage, with significant experience in a variety of business settings. The research is exploratory and descriptive in nature. The research conduct and outcome is the hinge on with reference to Indian Industries. It elaborates about the concept, practice and a brief model that human resource practitioner can use for effective talent acquisition process, which in turn would be in alignment with business performance. The research helps to present a prudent understanding of recruiting and selecting apt human capital, that can fit in a given job role and has action oriented competency based assessment approach for measuring the probable success of a job incumbent in a given job role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20based%20talent%20acquisition" title="competency based talent acquisition">competency based talent acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20concept" title=" talent acquisition concept"> talent acquisition concept</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20practice" title=" talent acquisition practice"> talent acquisition practice</a> </p> <a href="https://publications.waset.org/abstracts/61639/competency-based-talent-acquisition-concept-practice-and-model-with-reference-to-indian-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61639.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">312</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">6005</span> Nursing Preceptors' Perspectives of Assessment Competency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Watin%20Alkhelaiwi">Watin Alkhelaiwi</a>, <a href="https://publications.waset.org/abstracts/search?q=Iseult%20Wilson"> Iseult Wilson</a>, <a href="https://publications.waset.org/abstracts/search?q=Marian%20Traynor"> Marian Traynor</a>, <a href="https://publications.waset.org/abstracts/search?q=Katherine%20Rogers"> Katherine Rogers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Clinical nursing education allows nursing students to gain essential knowledge from practice experience and develop nursing skills in a variety of clinical environments. Integrating theoretical knowledge and practical skills is made easier for nursing students by providing opportunities for practice in a clinical environment. Nursing competency is an essential capability required to fulfill nursing responsibilities. Effective mentoring in clinical settings helps nursing students develop the necessary competence and promotes the integration of theory and practice. Preceptors play a considerable role in clinical nursing education, including the supervision of nursing students undergoing a rigorous clinical practicum. Preceptors are also involved in the clinical assessment of nursing students’ competency. The assessment of nursing students’ competence by professional practitioners is essential to investigate whether nurses have developed an adequate level of competence to deliver safe nursing care. Competency assessment remains challenging among nursing educators and preceptors, particularly owing to the complexity of the process. Consistency in terms of assessment methods and tools and valid and reliable assessment tools for measuring competence in clinical practice are lacking. Nurse preceptors must assess students’ competencies to prepare them for future professional responsibilities. Preceptors encounter difficulties in the assessment of competency owing to the nature of the assessment process, lack of standardised assessment tools, and a demanding clinical environment. The purpose of the study is to examine nursing preceptors’ experiences of assessing nursing interns’ competency in Saudi Arabia. There are three objectives in this study; the first objective is to examine the preceptors’ view of the Saudi assessment tool in relation to preceptorship, assessment, the assessment tool, the nursing curriculum, and the grading system. The second and third objectives are to examine preceptors’ view of "competency'' in nursing and their interpretations of the concept of competency and to assess the implications of the research in relation to the Saudi 2030 vision. The study uses an exploratory sequential mixed-methods design that involves a two-phase project: a qualitative focus group study is conducted in phase 1, and a quantitative study- a descriptive cross-sectional design (online survey) is conducted in phase 2. The results will inform the preceptors’ view of the Saudi assessment tool in relation to specific areas, including preceptorship and how the preceptors are prepared to be assessors, and assessment and assessment tools through identifying the appropriateness of the instrument for clinical practice. The results will also inform the challenges and difficulties that face the preceptors. These results will be analysed thematically for the focus group interview data, and SPSS software will be used for the analysis of the online survey data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20assessment%20tools" title="clinical assessment tools">clinical assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20competence" title=" clinical competence"> clinical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20assessment" title=" competency assessment"> competency assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor" title=" mentor"> mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=preceptor" title=" preceptor"> preceptor</a> </p> <a href="https://publications.waset.org/abstracts/173979/nursing-preceptors-perspectives-of-assessment-competency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173979.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">67</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">6004</span> Validity and Reliability of Competency Assessment Implementation (CAI) Instrument Using Rasch Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhamad%20Hanafi">Nurfirdawati Muhamad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmanirah%20Ab%20Rahman"> Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Ibrahim%20Mukhtar"> Marina Ibrahim Mukhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarebah%20Warman"> Sarebah Warman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to generate empirical evidence on validity and reliability of the item of Competency Assessment Implementation (CAI) Instrument using Rasch Model for polythomous data aided by Winstep software version 3.68. The construct validity was examined by analyzing the point-measure correlation index (PTMEA), in fit and outfit MNSQ values; meanwhile the reliability was examined by analyzing item reliability index. A survey technique was used as the major method with the CAI instrument on 156 teachers from vocational schools. The results have shown that the reliability of CAI Instrument items were between 0.80 and 0.98. PTMEA Correlation is in positive values, in which the item is able to distinguish between the ability of the respondent. Statistical data obtained shows that out of 154 items, 12 items from the instrument suggested to be omitted. This study is hoped could bring a new direction to the process of data analysis in educational research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20assessment" title="competency assessment">competency assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a> </p> <a href="https://publications.waset.org/abstracts/4060/validity-and-reliability-of-competency-assessment-implementation-cai-instrument-using-rasch-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4060.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">446</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">6003</span> The Development of an Integrity Cultivating Module in School-Based Assessment among Malaysian Teachers: A Research Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazilawati%20Binti%20Abdullah"> Norazilawati Binti Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahimah%20Adam"> Rahimah Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Bin%20Lebar"> Othman Bin Lebar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The competency and integrity required for better understanding and practice of School-based Assessment (PBS) comes not only from the process, but also in providing the support or ‘scaffolding’ for teachers to recognize the student as a learner, improve their self-assessment skills, understanding of the daily teaching plan and its constructive alignment of the curriculum, pedagogy and assessment. The cultivation of integrity in PBS among the teachers is geared towards encouraging them to become committed and dedicated in implementing assessments in a serious, efficient manner, thus moving away from the usual teacher-focused approach to the student-focused approach. The teachers show their integrity via their professional commitment, responsibility and actions. The module based on the cultivation of integrity in PBS among Malaysian teachers aims to broaden the guidance support for teachers (embedded in the training), which consists of various domains to enable better evaluation of complex assessment tasks and the construction of suitable instrument for measuring the relevant cognitive, affective and psychomotor domains to describe the students’ achievement. The instrument for integrity cultivation in PBS has been developed and validated for measuring the effectiveness of the module constructed. This module is targeted towards assisting the staff in the Education Ministry, especially the principal trainers, teachers, headmasters and education officers to acquire effective intervention for improving the PBS assessors’ integrity and competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title="school-based assessment">school-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20competency%20integrity%20cultivation" title=" assessment competency integrity cultivation"> assessment competency integrity cultivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20commitment" title=" professional commitment"> professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=module" title=" module"> module</a> </p> <a href="https://publications.waset.org/abstracts/40997/the-development-of-an-integrity-cultivating-module-in-school-based-assessment-among-malaysian-teachers-a-research-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40997.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">410</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">6002</span> Competency Model as a Key Tool for Managing People in Organizations: Presentation of a Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20%C4%8Cop%C3%ADKov%C3%A1">Andrea ČopíKová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Competency Based Management is a new approach to management, which solves organization’s challenges with complexity and with the aim to find and solve organization’s problems and learn how to avoid these in future. They teach the organizations to create, apart from the state of stability – that is temporary, vital organization, which is permanently able to utilize and profit from internal and external opportunities. The aim of this paper is to propose a process of competency model design, based on which a competency model for a financial department manager in a production company will be created. Competency models are very useful tool in many personnel processes in any organization. They are used for acquiring and selection of employees, designing training and development activities, employees’ evaluation, and they can be used as a guide for a career planning and as a tool for succession planning especially for managerial positions. When creating a competency model the method AHP (Analytic Hierarchy Process) and quantitative pair-wise comparison (Saaty’s method) will be used; these methods belong among the most used methods for the determination of weights, and it is used in the AHP procedure. The introduction part of the paper consists of the research results pertaining to the use of competency model in practice and then the issue of competency and competency models is explained. The application part describes in detail proposed methodology for the creation of competency models, based on which the competency model for the position of financial department manager in a foreign manufacturing company, will be created. In the conclusion of the paper, the final competency model will be shown for above mentioned position. The competency model divides selected competencies into three groups that are managerial, interpersonal and functional. The model describes in detail individual levels of competencies, their target value (required level) and the level of importance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic%20hierarchy%20process" title="analytic hierarchy process">analytic hierarchy process</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20pairwise%20comparison" title=" quantitative pairwise comparison"> quantitative pairwise comparison</a> </p> <a href="https://publications.waset.org/abstracts/60510/competency-model-as-a-key-tool-for-managing-people-in-organizations-presentation-of-a-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60510.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">6001</span> MOOCs (E-Learning) Project Personnel Competency Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shang-Hua%20Wu">Shang-Hua Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Rong-Chi%20Chang"> Rong-Chi Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Horng%E2%80%93Twu%20Liaw"> Horng–Twu Liaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, competencies of e-learning project personnel are very important in assisting them in offering courses, serving students in an effective way, leveraging advantages, strengthen their relationships with potential students, etc. among e-learning platforms, MOOCs has recently attracted increasing focuses in distance education since it can be conducted for a large numbers of virtual learners. Nonetheless, since MOOCs is a relatively new e-learning platform, top concerns have been paid to what competencies are important for e-learning personnel to consider. Taking this need, this research aimed to carry out an in-depth exploration of competency requirements of MOOCs (e-learning) project personnel in Taiwan vocational schools. Data were collected through thorough literature reviews and discussions and competency analysis was carried out using Delphi technique questionnaires. The results show that that MOOCs (e-learning) project personnel’ professional competency lie in three main dimensions, among which ‘demand analysis competency’ (i.e., containing 10 major competences and 48 subordinate capabilities) is the most important competency, followed by ‘project management competency’ (i.e., comprising 6 major competences and 31 secondary capabilities), and finally ‘digital content production competency’ (i.e., including 12 major competences and 79 secondary capabilities). As such, in Taiwan context with different organizational scales and market sizes, the e-learning competency items and unique experience/ achievements throughout the promotion process obtained in this research will provide useful references for academic institutions in promoting e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20analysis" title="competency analysis">competency analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Delphi%20technique%20questionnaire" title=" Delphi technique questionnaire"> Delphi technique questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a> </p> <a href="https://publications.waset.org/abstracts/56037/moocs-e-learning-project-personnel-competency-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56037.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">285</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">6000</span> Higher Education Teachers' Perceptions of Core Competencies and Innovation: The Case of Mohamed V University Abu Dhabi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Soussi">Khalid Soussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Implementing innovative teaching and learning methods is of pivotal importance for student motivation and teaching quality. At the center of such quality are teaching competencies. The present paper investigates three teachers’ core competencies related to their innovative teaching performance: educational/pedagogical competency, teaching competency, and social competency. The paper also attempts to describe the influence of social factors on innovation in higher education. Many recent studies highlight the technological competency as an independent one, but it is believed in this study that the latter makes part of the pedagogical competency. A Likert scale questionnaire was used to measure teachers’ judgements of core competencies role in innovative teaching performance. The study also attempted to demarcate the social variables that may affect innovative teaching in higher education. The findings indicate that teachers’ educational competency and teaching competency were generally confirmed to be either important or very important for innovation in teaching performance. Regarding social competency, the study also shows that satisfaction from job, daily working hours, amount of workload, flexibility in the functioning and the quality of students are the main factors that have a large effect on teachers’ innovative teaching performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching" title=" innovative teaching"> innovative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20competencies" title=" teaching competencies"> teaching competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance "> teaching performance </a> </p> <a href="https://publications.waset.org/abstracts/110414/higher-education-teachers-perceptions-of-core-competencies-and-innovation-the-case-of-mohamed-v-university-abu-dhabi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110414.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">145</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">5999</span> Talent Management, Employee Competency, and Organizational Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunyoung%20Park">Sunyoung Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Talent management is a strategic approach that has received considerable attention in recent years to improve employee competency and organizational performance in many organizations. The implementation of talent management involves identifying objectives and positions within the organization, developing a pool of high-potential employees, and establishing appropriate HR functions to promote high employee and organizational performance. This study aims to investigate the relationship between talent management, HR functions, employee competency, and organizational performance in the South Korean context. Research Aim: The main objective of this study is to investigate the structural relationships among talent management, human resources (HR) functions, employee competency, and organizational performance. Methodology: To achieve the research aim, this study used a quantitative research method. Specifically, a total of 1,478 responses were analyzed using structural equation modeling based on data obtained from the Human Capital Corporate Panel (HCCP) survey in South Korea. Findings: The study revealed that talent management has a positive influence on HR functions and employee competency. Additionally, HR functions directly affect employee competency and organizational performance. Employee competency was found to be related to organizational performance. Moreover, talent management and HR functions indirectly affect organizational performance through employee competency. Theoretical Importance: This study provides empirical evidence of the relationship between talent management, HR functions, employee competency, and organizational performance in the South Korean context. The findings suggest that organizations should focus on developing appropriate talent management and HR functions to improve employee competency, which, in turn, will lead to better organizational performance. Moreover, the study contributes to the existing literature by emphasizing the importance of the relationship between talent management and HR functions in improving organizational performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20competency" title="employee competency">employee competency</a>, <a href="https://publications.waset.org/abstracts/search?q=HR%20functions" title=" HR functions"> HR functions</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20management" title=" talent management"> talent management</a> </p> <a href="https://publications.waset.org/abstracts/168290/talent-management-employee-competency-and-organizational-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168290.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">98</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">5998</span> A Standard-Based Competency Evaluation Scale for Preparing Qualified Adapted Physical Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiabei%20Zhang">Jiabei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although adapted physical education (APE) teacher preparation programs are available in the nation, a consistent standards-based competency evaluation scale for preparing of qualified personnel for teaching children with disabilities in APE cannot be identified in the literature. The purpose of this study was to develop a standard-based competency evaluation scale for assessing qualifications for teaching children with disabilities in APE. Standard-based competencies were reviewed and identified based on research evidence documented as effective in teaching children with disabilities in APE. A standard-based competency scale was developed for assessing qualifications for teaching children with disabilities in APE. This scale included 20 standard-based competencies and a 4-point Likert-type scale for each standard-based competency. The first standard-based competency is knowledgeable of the causes of disabilities and their effects. The second competency is the ability to assess physical education skills of children with disabilities. The third competency is able to collaborate with other personnel. The fourth competency is knowledgeable of the measurement and evaluation. The fifth competency is to understand federal and state laws. The sixth competency is knowledgeable of the unique characteristics of all learners. The seventh competency is the ability to write in behavioral terms for objectives. The eighth competency is knowledgeable of developmental characteristics. The ninth competency is knowledgeable of normal and abnormal motor behaviors. The tenth competency is the ability to analyze and adapt the physical education curriculums. The eleventh competency is to understand the history and the philosophy of physical education. The twelfth competency is to understand curriculum theory and development. The thirteenth competency is the ability to utilize instructional designs and plans. The fourteenth competency is the ability to create and implement physical activities. The fifteenth competency is the ability to utilize technology applications. The sixteenth competency is to understand the value of program evaluation. The seventeenth competency is to understand professional standards. The eighteenth competency is knowledgeable of the focused instruction and individualized interventions. The nineteenth competency is able to complete a research project independently. The twentieth competency is to teach children with disabilities in APE independently. The 4-point Likert-type scale ranges from 1 for incompetent to 4 for highly competent. This scale is used for assessing if one completing all course works is eligible for receiving an endorsement for teaching children with disabilities in APE, which is completed based on the grades earned on three courses targeted for each standard-based competency. A mean grade received in three courses primarily addressing a standard-based competency will be marked on a competency level in the above scale. The level 4 is marked for a mean grade of A one receives over three courses, the level 3 for a mean grade of B over three courses, and so on. One should receive a mean score of 3 (competent level) or higher (highly competent) across 19 standard-based competencies after completing all courses specified for receiving an endorsement for teaching children with disabilities in APE. The validity, reliability, and objectivity of this standard-based competency evaluation scale are to be documented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation%20scale" title="evaluation scale">evaluation scale</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=adapted%20physical%20education%20teachers" title=" adapted physical education teachers"> adapted physical education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20children%20with%20disabilities" title=" and children with disabilities"> and children with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/107485/a-standard-based-competency-evaluation-scale-for-preparing-qualified-adapted-physical-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107485.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">117</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">5997</span> Intercultural and Inclusive Teaching Competency Implementation within a Canadian Polytechnic's Academic Model: A Pre- and Post-Assessment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selinda%20England">Selinda England</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Bodnaryk"> Ben Bodnaryk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With an unprecedented increase in provincial immigration and government support for greater international and culturally diverse learners, a trade/applied learning-focused polytechnic with four campuses within one Canadian province saw the need for intercultural awareness and an intercultural teaching competence strategy for faculty training. An institution-wide pre-assessment needs survey was conducted in 2018, in which 87% of faculty professed to have some/no training when working with international and/or culturally diverse learners. After researching fellow Polytechnics in Canada and seeing very little in the way of faculty support for intercultural competence, an institutional project team comprised of members from all facets of the Polytechnic was created and included: Indigenous experts, Academic Chairs, Directors, Human Resource Managers, and international/settlement subject matter experts. The project team was organized to develop and implement a new academic model focused on enriching intercultural competence among faculty. Utilizing a competency based model, the project team incorporated inclusive terminology into competency indicators and devised a four-phase proposal for implementing intercultural teacher training: a series of workshops focused on the needs of international and culturally diverse learners, including teaching strategies based on current TESOL methodologies, literature and online resources for quick access when planning lessons, faculty assessment examples and models of interculturally proficient instructors, and future job descriptions - all which promote and encourage development of specific intercultural skills. Results from a post-assessment survey (to be conducted in Spring 2020) and caveats regarding improvements and next steps will be shared. The project team believes its intercultural and inclusive teaching competency-based model is one of the first, institution-wide faculty supported initiatives within the Canadian college and Polytechnic post-secondary educational environment; it aims to become a leader in both the province and nation regarding intercultural competency training for trades, industry, and business minded community colleges and applied learning institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity%20and%20education" title="cultural diversity and education">cultural diversity and education</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20training%20teacher%20training" title=" diversity training teacher training"> diversity training teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/119032/intercultural-and-inclusive-teaching-competency-implementation-within-a-canadian-polytechnics-academic-model-a-pre-and-post-assessment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119032.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">117</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">5996</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.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">467</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">5995</span> Threshold Competency of Students in Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the survey research, designed to find out the threshold competency of graduate students in terms of knowledge excellency and professional skills proficiency based on Thai Qualifications Framework for Higher Education (TQF). The sample group consisted of 240 students. The results were collected by stratified sampling, using study programs for each stage. The results were analysed and calculated by computer program. Statistics used during analysing were percentage, mean, and standard deviation. From the study, the threshold competency of graduate students were in very high score range in both overall and specific category. The top category which received the most score was interpersonal skills and responsibility, following by ethics and morality, knowledge and skills, and numerical communication and information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold%20competency" title="threshold competency">threshold competency</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a> </p> <a href="https://publications.waset.org/abstracts/5476/threshold-competency-of-students-in-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5476.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">402</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">5994</span> Effects of Research-Based Blended Learning Model Using Adaptive Scaffolding to Enhance Graduate Students' Research Competency and Analytical Thinking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon">Panita Wannapiroon</a>, <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook"> Prachyanun Nilsook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the findings of a Research and Development (R&D) aiming to develop the model of Research-Based Blended Learning Model Using Adaptive Scaffolding (RBBL-AS) to enhance graduate students’ research competency and analytical thinking skills, to study the result of using such model. The sample consisted of 10 experts in the fields during the model developing stage, while there were 23 graduate students of KMUTNB for the RBBL-AS model try out stage. The research procedures included 4 phases: 1) literature review, 2) model development, 3) model experiment, and 4) model revision and confirmation. The research results were divided into 3 parts according to the procedures as described in the following session. First, the data gathering from the literature review were reported as a draft model; followed by the research finding from the experts’ interviews indicated that the model should be included 8 components to enhance graduate students’ research competency and analytical thinking skills. The 8 components were 1) cloud learning environment, 2) Ubiquitous Cloud Learning Management System (UCLMS), 3) learning courseware, 4) learning resources, 5) adaptive Scaffolding, 6) communication and collaboration tolls, 7) learning assessment, and 8) research-based blended learning activity. Second, the research finding from the experimental stage found that there were statistically significant difference of the research competency and analytical thinking skills posttest scores over the pretest scores at the .05 level. The Graduate students agreed that learning with the RBBL-AS model was at a high level of satisfaction. Third, according to the finding from the experimental stage and the comments from the experts, the developed model was revised and proposed in the report for further implication and references. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20based%20learning" title="research based learning">research based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20scaffolding" title=" adaptive scaffolding"> adaptive scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20competency" title=" research competency"> research competency</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking%20skills" title=" analytical thinking skills"> analytical thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/30653/effects-of-research-based-blended-learning-model-using-adaptive-scaffolding-to-enhance-graduate-students-research-competency-and-analytical-thinking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30653.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">418</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">5993</span> A Study of Native Speaker Teachers’ Competency and Achievement of Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimpisa%20Rattanadilok%20Na%20Phuket">Pimpisa Rattanadilok Na Phuket</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to examine: 1) teaching competency of the native English-speaking teacher (NEST) 2) the English language learning achievement of Thai students, and 3) students’ perceptions toward their NEST. The population considered in this research was a group of 39 undergraduate students of the academic year 2013. The tools consisted of a questionnaire employed to measure the level of competency of NEST, pre-test and post-test used to examine the students’ achievement on English pronunciation, and an interview used to discover how participants perceived their NEST. The data was statistically analysed as percentage, mean, standard deviation and One-sample-t-test. In addition, the data collected by interviews was qualitatively analyzed. The research study found that the level of teaching competency of native speaker teachers of English was mostly low, the English pronunciation achievement of students had increased significantly at the level of 0.5, and the students’ perception toward NEST is combined. The students perceived their NEST as an English expertise, but they felt that NEST had not recognized students' linguistic difficulty and cultural differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20English-speaking%20teacher%20%28NET%29" title=" native English-speaking teacher (NET)"> native English-speaking teacher (NET)</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/11059/a-study-of-native-speaker-teachers-competency-and-achievement-of-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11059.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">375</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">5992</span> Actual Nursing Competency among Nurses in Hospital in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Ha">Do Thi Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Khanitta%20Nuntaboot"> Khanitta Nuntaboot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Competency of nurses is vital to safe nursing practice as well as essential component to drive quality of nursing services. There exists little up to date information concerning actual competency among Vietnamese nurses. Purposes: The purpose of this study is to identify the actual nursing competency among nurses in clinical settings in Vietnam. Methods: A qualitative study, ethnographic method, comprised of the participant-observation, in-depth interview, and focus group discussion with multidisciplinary groups of nurses employing in Cho Ray hospital, Vietnam, managers/administrators, nurse teachers, medical doctors, other health care providers, patients and family members which derived from purposeful sampling technique. Content analysis was used for data analysis. Results: Five essential themes of nursing competencies among nurses were identified include (1) knowledge, (2) skills, (3) attitude and value-based nursing practice, (4) legal and ethical competencies, and (5) transcultural competencies. Basic and advanced knowledge were identified as further two dimensions of knowledge. There were five sub themes identified as further dimensions of skills include technical skills, communication skills, organizing and management skills, teamwork and interrelationship, and critical thinking skills. Conclusions: The findings from this study provide valuable information and understanding of the actual competency among nurses in clinical settings in Vietnam. It is expected that this understanding would assist in developing a guide to nursing education and training, nursing practice and relevant policy regulation used for promoting nursing competency among nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnographic%20method" title="ethnographic method">ethnographic method</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20competency" title=" nursing competency"> nursing competency</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20design" title=" qualitative design"> qualitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/46174/actual-nursing-competency-among-nurses-in-hospital-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46174.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">5991</span> The Outsourcing System and Competitiveness Enhancement in the Thai Electricity and Electronic Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudawan%20Somjai">Sudawan Somjai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to find out level of influences of factors that affected core competency and competitiveness of Thai electricity and electronics, and to indentify factors that affected core competency and competitiveness of Thai electricity and electronics. Using systematic random sampling technique, the samples of this study were 400 employees in the selected 10 medium enterprises in the electricity and electronic industries of Thailand that applied an outsourcing system. All selected companies were located in Bangkok and the eastern part of Thailand. Interviews were also utilized with managing directors. Qualitative and quantitative approaches were both applied. Questionnaires were employed in data collection, whereas in-depth interviews and focus groups were used with key informants in management. The findings unveiled a high level of influence of the outsourcing system on labor flexibility, manpower management efficiency, capability of business processes, cost reduction, business risk elimination and core competency. These factors were found to have a relationship with business core competency for competitiveness in the Thai electricity and electronic industry. Suggestions of this paper were also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title="competitiveness">competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competency" title=" core competency"> core competency</a>, <a href="https://publications.waset.org/abstracts/search?q=outsourcing" title=" outsourcing"> outsourcing</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20electricity%20and%20electronic%20industry" title=" Thai electricity and electronic industry"> Thai electricity and electronic industry</a> </p> <a href="https://publications.waset.org/abstracts/9833/the-outsourcing-system-and-competitiveness-enhancement-in-the-thai-electricity-and-electronic-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9833.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">411</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">5990</span> Soil and Environmental Management Awareness as Professional Competency of the Agricultural Extension Officers for Their Plans Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Zafarullah%20Khan">Muhammad Zafarullah Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Agricultural Extension Officers’ (AEOs) competency level in soil and environmental management awareness is important for interacting with farming communities of different types of soil. Questionnaire was developed for all AEOs for data collection to know the present position and needed position of competency on Likert scale from 01-05 by assigning very low (01) and very high (05). Wide gap was found in competency of suitability of various soil types for horticultural and agronomic crops and reclamation of saline soil. We observed that suitability ranking of various soil types for horticultural crops (Diff. = 1.21), agronomic crops (Diff. = 1.20) and soil borne diseases (Diff. = 1.19) were the top three important competencies where training or improvement is needed. To better fill this gap we recommend that professional qualification of AEOs should be enhanced and training opportunities should be provided to them particularly to deal with soil and environmental management awareness. Thus training opportunities may increase their competency and will add highly skilled manpower to the system for sustainable development to protect environment. It is therefore, recommended that AEOs may be provided pre and in service trainings of soil environmental management in order to equip them with a capacity to work with farming community effectively to boost the living standard of farming community and alleviate poverty for environmental protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20competency" title="professional competency">professional competency</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20extension%20officers" title=" agricultural extension officers"> agricultural extension officers</a>, <a href="https://publications.waset.org/abstracts/search?q=soil%20and%20environmental%20management%20awareness" title=" soil and environmental management awareness"> soil and environmental management awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=plans%20implementation" title=" plans implementation"> plans implementation</a> </p> <a href="https://publications.waset.org/abstracts/8961/soil-and-environmental-management-awareness-as-professional-competency-of-the-agricultural-extension-officers-for-their-plans-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8961.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">393</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">5989</span> Best Practices in Designing a Mentoring Programme for Soft Skills Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Kokt">D. Kokt</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20F.%20Dreyer"> T. F. Dreyer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of the study was to design a mentoring programme aimed at developing the soft skills of mentors. The mentors are all employed by a multinational corporation. The company had a mentoring plan in place that did not yield the required results, especially related to the development of soft skills. This prompted the researchers to conduct an extensive literature review followed by a mixed methods approach to ascertain the best practices in developing the soft skills of mentors. The outcomes of the study led to the development of a structured mentoring programme using 25 modules to be completed by mentors. The design incorporated a blended modular approach using both face-to-face teaching and teaching supported by Information Communication Technology (ICT). Blended learning was ideal as the ICT component helped to minimise instructor-mentor physical contact as part of the health measures during the Covid-19 pandemic. The blended learning approach also allowed instructors and mentors an online or offline mode, so that mentors could have more time for creative and cooperative exercises. A range of delivery methodologies were spread out across the different modules to ensure mentor engagement and accelerate mentor development. This included concept development through in-person instructor-led training sessions, concept development through virtual instructor-led training sessions, simulations, case studies, e-learning, role plays, interactive learning using mentoring toolkits, and experiential learning through application. The mentor development journey included formal modular competency assessments. All modules contained post-competency assessment consisting of 10 questions (comprising of a combination of explanatory questions and multiple-choice questions) to ensure understanding and deal with identified competency gaps. The minimum pass mark for all modular competency assessments was 80%. Mentors were allowed to retake the assessment if they scored less than 80% until they demonstrated understanding at the required level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentor" title="mentor">mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=mentee" title=" mentee"> mentee</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor%20development" title=" mentor development"> mentor development</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=modular%20approach" title=" modular approach"> modular approach</a> </p> <a href="https://publications.waset.org/abstracts/186928/best-practices-in-designing-a-mentoring-programme-for-soft-skills-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186928.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">30</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">5988</span> An Experimental Quantitative Case Study of Competency-Based Learning in Online Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pascal%20Roubides">Pascal Roubides</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation proposed herein describes a research case study of a hybrid application of the competency-based education model best exemplified by Western Governor’s University, within the general temporal confines of an accelerated (8-week) term of a College Algebra course at the author’s institution. A competency-based model was applied to an accelerated online College Algebra course, built as an Open Educational Resources (OER) course, seeking quantifiable evidence of any differences in the academic achievement of students enrolled in the competency-based course and the academic achievement of the current delivery of the same course. Competency-based learning has been gaining in support in recent times and the author’s institution has also been involved in its own efforts to design and develop courses based on this approach. However, it is unknown whether there had been any research conducted to quantify evidence of the effect of this approach against traditional approaches prior to the author’s case study. The research question sought to answer in this experimental quantitative study was whether the online College Algebra curriculum at the author’s institution delivered via an OER-based competency-based model can produce statistically significant improvement in retention and success rates against the current delivery of the same course. Results obtained in this study showed that there is no statistical difference in the retention rate of the two groups. However, there was a statistically significant difference found between the rates of successful completion of students in the experimental group versus those in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency-based%20learning" title="competency-based learning">competency-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20mathematics" title=" online mathematics"> online mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20math%20education" title=" online math education"> online math education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20courses" title=" online courses"> online courses</a> </p> <a href="https://publications.waset.org/abstracts/98719/an-experimental-quantitative-case-study-of-competency-based-learning-in-online-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98719.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">129</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">5987</span> Competency and Strategy Formulation in Automobile Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandan%20Deep%20Singh">Chandan Deep Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In present days, companies are facing the rapid competition in terms of customer requirements to be satisfied, new technologies to be integrated into future products, new safety regulations to be followed, new computer-based tools to be introduced into design activities that becomes more scientific. In today’s highly competitive market, survival focuses on various factors such as quality, innovation, adherence to standards, and rapid response as the basis for competitive advantage. For competitive advantage, companies have to produce various competencies: for improving the capability of suppliers and for strengthening the process of integrating technology. For more competitiveness, organizations should operate in a strategy driven way and have a strategic architecture for developing core competencies. Traditional ways to take such experience and develop competencies tend to take a lot of time and they are expensive. A new learning environment, which is built around a gaming engine, supports the development of competences in specific subject areas. Technology competencies have a significant role in firm innovation and competitiveness; they interact with the competitive environment. Technological competencies vary according to the type of competitive environment, thus enhancing firm innovativeness. Technological competency is gained through extensive experimentation and learning in its research, development and employment in manufacturing. This is a review paper based on competency and strategic success of automobile industry. The aim here is to study strategy formulation and competency tools in the industry. This work is a review of literature related to competency and strategy in automobile industry. This study involves review of 34 papers related to competency and strategy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20competency" title="manufacturing competency">manufacturing competency</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20success" title=" strategic success"> strategic success</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20formulation" title=" strategy formulation"> strategy formulation</a> </p> <a href="https://publications.waset.org/abstracts/66848/competency-and-strategy-formulation-in-automobile-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66848.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">311</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">5986</span> Development of Active Learning Calculus Course for Biomedical Program </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Bouniaev">Mikhail Bouniaev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reviews design and implementation of a Calculus Course required for the Biomedical Competency Based Program developed as a joint project between The University of Texas Rio Grande Valley, and the University of Texas’ Institute for Transformational Learning, from the theoretical perspective as presented in scholarly work on active learning, formative assessment, and on-line teaching. Following a four stage curriculum development process (objective, content, delivery, and assessment), and theoretical recommendations that guarantee effectiveness and efficiency of assessment in active learning, we discuss the practical recommendations on how to incorporate a strong formative assessment component to address disciplines’ needs, and students’ major needs. In design and implementation of this project, we used Constructivism and Stage-by-Stage Development of Mental Actions Theory recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=calculus" title=" calculus"> calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20demand" title=" cognitive demand"> cognitive demand</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=stage-by-stage%20development%20of%20mental%20action%20theory" title=" stage-by-stage development of mental action theory"> stage-by-stage development of mental action theory</a> </p> <a href="https://publications.waset.org/abstracts/73453/development-of-active-learning-calculus-course-for-biomedical-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73453.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">362</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">5985</span> Discerning Beginning Teachers' Conceptions of Competence through a Phenomenographic Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Swee%20Choo%20Goh">Pauline Swee Choo Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kung%20Teck%20Wong"> Kung Teck Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research reported here investigates variation in beginning teachers’ early experiences of their own teaching competency. A phenomenographic research approach was used to show the qualitatively different ways teacher competence was understood amongst beginning teachers in Malaysia. Phenomenographic interviews were conducted with 18 beginning teachers who had started full time teaching for between 1-3 years. Analysis revealed that beginning teachers ‘saw’, ‘understood’ the conceptions of competency in five different ways: i) the ability to manage classroom and student behavior, ii) a strong knowledge of the subject content, iii) the ability to reach out for assistance and support, iv) understanding the students they teach, and v) possessing values of professionalism. The relationships between these different ways are represented diagrammatically. This investigation gives an insider’s perspective a strong voice of what constitutes teacher competence, as well as illustrates that if teacher competence is to be used for any articulation of teacher standards, the term must be carefully defined through the help of the group most affected by any judgements of their competency to avoid misunderstandings, unhappiness and discontent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title="pre-service teachers">pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/25885/discerning-beginning-teachers-conceptions-of-competence-through-a-phenomenographic-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25885.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">321</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">5984</span> Toward an Informed Capacity Development Program in Inclusive and Sustainable Agricultural and Rural Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ana%20T.%20Quimbo">Maria Ana T. Quimbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA) approaches its 50th founding anniversary. It continues to pursue its mission of strengthening the capacities of Southeast Asian leaders and institutions under its reformulated mission of Inclusive and Sustainable Agricultural and Rural Development (ISARD). Guided by this mission, this study analyzed the desired and priority capacity development needs of institutions heads and key personnel toward addressing the constraints, problems, and issues related to agricultural and rural development toward achieving their institutional goals. Adopting an exploratory, descriptive research design, the study examined the competency needs at the institutional and personnel levels. A total of 35 institution heads from seven countries and 40 key personnel from eight countries served as research participants. The results showed a variety of competencies in the areas of leadership and management, agriculture, climate change, research, monitoring, and evaluation, planning, and extension or community service. While mismatch was found in a number of desired and priority competency areas as perceived by the respondents, there were also interesting concordant answers in both technical and non-technical areas. Interestingly, the competency needs both desired and prioritized were a combination of “hard” or technical skills and “soft” or interpersonal skills. Policy recommendations were forwarded on the need to continue building capacities in core competencies along ISARD; have a balance of 'hard' skills and 'soft' skills through the use of appropriate training strategies and explicit statement in training objectives, strengthen awareness on “soft” skills through its integration in workplace culture, build capacity on action research, continue partnerships encourage mentoring, prioritize competencies, and build capacity of desired and priority competency areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20development" title="capacity development">capacity development</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20needs%20assessment" title=" competency needs assessment"> competency needs assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20and%20development" title=" sustainability and development"> sustainability and development</a>, <a href="https://publications.waset.org/abstracts/search?q=ISARD" title=" ISARD"> ISARD</a> </p> <a href="https://publications.waset.org/abstracts/27221/toward-an-informed-capacity-development-program-in-inclusive-and-sustainable-agricultural-and-rural-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27221.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">379</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">5983</span> Evaluating the Learning Outcomes of Physical Therapy Clinical Fieldwork Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Yi%20Wang">Hui-Yi Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Mei%20Chen"> Shu-Mei Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei-Fang%20Liu"> Mei-Fang Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and purpose: Providing clinical experience in medical education is an important discipline method where students can gradually apply their academic knowledge to clinical situations. The purpose of this study was to establish self-assessment questionnaires for students to assess their learning outcomes for two fields of physical therapy, orthopedic physical therapy, and pediatric physical therapy, in a clinical fieldwork course. Methods: The questionnaires were developed based on the core competence dimensions of the course. The content validity of the questionnaires was evaluated and established by expert meetings. Among the third-year undergraduate students who took the clinical fieldwork course, there were 49 students participated in this study. Teachers arranged for the students to study two professional fields, and each professional field conducted a three-week clinical lesson. The students filled out the self-assessment questionnaires before and after each three-week lesson. Results: The self-assessment questionnaires were established by expert meetings that there were six core competency dimensions in each of the two fields, with 20 and 21 item-questions, respectively. After each three-week clinical fieldwork, the self-rating scores in each core competency dimension were higher when compared to those before the course, indicating having better clinical abilities after the lessons. The best self-rating scores were the dimension of attitude and humanistic literacy, and the two lower scores were the dimensions of professional knowledge and skills and problem-solving critical thinking. Conclusions: This study developed questionnaires for clinical fieldwork courses to reflect students' learning outcomes, including the performance of professional knowledge, practice skills, and professional attitudes. The use of self-assessment of learning performance can help students build up their reflective competencies. Teachers can guide students to pay attention to the performance of abilities in each core dimension to enhance the effectiveness of learning through self-reflection and improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20therapy" title="physical therapy">physical therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20fieldwork%20course" title=" clinical fieldwork course"> clinical fieldwork course</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes%20assessment" title=" learning outcomes assessment"> learning outcomes assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection%20ability" title=" self-reflection ability"> self-reflection ability</a> </p> <a href="https://publications.waset.org/abstracts/155056/evaluating-the-learning-outcomes-of-physical-therapy-clinical-fieldwork-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155056.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">116</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">5982</span> An Analysis of Gender Competencies of Project Managers in National Capital Region, Philippines using the Mann-Whitney U Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Vincent%20Teodoro">Ryan Vincent Teodoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Paul%20Virador"> Adrian Paul Virador</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Christopher%20Cardenas"> Jan Christopher Cardenas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of construction, managerial positions are completely dominated by males. The researchers conducted this study to see if there is a significant difference between the competencies of male and female project managers in the construction field. To see if there is a significant difference, they subdivided the competency of project managers into three components; decision making, organizing skills, and resiliency. The researchers conducted a five-point Likert scale survey of 28 project managers in the construction field, 18 of them are males and 10 are females. The researchers used Cronbach’s alpha to translate the raw scores of the respondents into competency scores. Then, the competency scores are analyzed using the Mann-Whitney U Test to see if there is a significant difference between the male’s and female’s competency scores. A p-value of 0.808 was calculated, which is greater than 0.05, which means that the null hypothesis is accepted. Therefore, the researchers concluded that there is no significant difference between the competencies of male and female project managers in terms of decision making, organizing skills, and resiliency in the construction field in the National Capital Region, Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20managers" title=" project managers"> project managers</a>, <a href="https://publications.waset.org/abstracts/search?q=Mann-Whitney%20U%20test" title=" Mann-Whitney U test"> Mann-Whitney U test</a> </p> <a href="https://publications.waset.org/abstracts/146372/an-analysis-of-gender-competencies-of-project-managers-in-national-capital-region-philippines-using-the-mann-whitney-u-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146372.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">134</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">5981</span> Development of Open Source Geospatial Certification Model Based on Geospatial Technology Competency Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanzeel%20Ur%20Rehman%20Khan">Tanzeel Ur Rehman Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Franz%20Josef%20Behr"> Franz Josef Behr</a>, <a href="https://publications.waset.org/abstracts/search?q=Phillip%20Davis"> Phillip Davis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Open source geospatial certifications are needed in geospatial technology education and industry sector. In parallel with proprietary software, free and open source software solutions become important in geospatial technology research and play an important role for the growth of the geospatial industry. ESRI, GISCI (GIS Certification Institute), ASPRS (American Society of Photogrammetry and remote sensing), and Meta spatial are offering certifications on proprietary and open source software. These are portfolio and competency based certifications depending on GIS Body of Knowledge (Bok). The analysis of these certification approaches might lead to the discovery of some gaps in them and will open a new way to develop certifications related to the geospatial open source (OS). This new certification will investigate the different geospatial competencies according to open source tools that help to identify geospatial professionals and strengthen the geospatial academic content. The goal of this research is to introduce a geospatial certification model based on geospatial technology competency model (GTCM).The developed certification will not only incorporate the importance of geospatial education and production of the geospatial competency-based workforce in universities and companies (private or public) as well as describe open source solutions with tools and technology. Job analysis, market analysis, survey analysis of this certification opens a new horizon for business as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geospatial%20certification" title="geospatial certification">geospatial certification</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20source" title=" open source"> open source</a>, <a href="https://publications.waset.org/abstracts/search?q=geospatial%20technology%20competency%20model" title=" geospatial technology competency model"> geospatial technology competency model</a>, <a href="https://publications.waset.org/abstracts/search?q=geoscience" title=" geoscience"> geoscience</a> </p> <a href="https://publications.waset.org/abstracts/33486/development-of-open-source-geospatial-certification-model-based-on-geospatial-technology-competency-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33486.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">567</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">5980</span> Challenges for Competency-Based Learning Design in Primary School Mathematics in Mozambique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satoshi%20Kusaka">Satoshi Kusaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term ‘competency’ is attracting considerable scholarly attention worldwide with the advance of globalization in the 21st century and with the arrival of a knowledge-based society. In the current world environment, familiarity with varied disciplines is regarded to be vital for personal success. The idea of a competency-based educational system was mooted by the ‘Definition and Selection of Competencies (DeSeCo)’ project that was conducted by the Organization for Economic Cooperation and Development (OECD). Further, attention to this topic is not limited to developed countries; it can also be observed in developing countries. For instance, the importance of a competency-based curriculum was mentioned in the ‘2013 Harmonized Curriculum Framework for the East African Community’, which recommends key competencies that should be developed in primary schools. The introduction of such curricula and the reviews of programs are actively being executed, primarily in the East African Community but also in neighboring nations. Taking Mozambique as a case in point, the present paper examines the conception of ‘competency’ as a target of frontline education in developing countries. It also aims to discover the manner in which the syllabus, textbooks and lessons, among other things, in primary-level math education are developed and to determine the challenges faced in the process. This study employs the perspective of competency-based education design to analyze how the term ‘competency’ is defined in the primary-level math syllabus, how it is reflected in the textbooks, and how the lessons are actually developed. ‘Practical competency’ is mentioned in the syllabus, and the description of the term lays emphasis on learners' ability to interactively apply socio-cultural and technical tools, which is one of the key competencies that are advocated in OECD's ‘Definition and Selection of Competencies’ project. However, most of the content of the textbooks pertains to ‘basic academic ability’, and in actual classroom practice, teachers often impart lessons straight from the textbooks. It is clear that the aptitude of teachers and their classroom routines are greatly dependent on the cultivation of their own ‘practical competency’ as it is defined in the syllabus. In other words, there is great divergence between the ‘syllabus’, which is the intended curriculum, and the content of the ‘textbooks’. In fact, the material in the textbooks should serve as the bridge between the syllabus, which forms the guideline, and the lessons, which represent the ‘implemented curriculum’. Moreover, the results obtained from this investigation reveal that the problem can only be resolved through the cultivation of ‘practical competency’ in teachers, which is currently not sufficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozambique" title=" Mozambique"> Mozambique</a> </p> <a href="https://publications.waset.org/abstracts/103504/challenges-for-competency-based-learning-design-in-primary-school-mathematics-in-mozambique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103504.pdf" target="_blank" class="btn 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