How Are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?

Autor/inn/en	Rich, Jessica; Klinger, Don; Young, Sue Fostaty; Donnelly, Catherine
Titel	How Are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 11 (2020) 2, Artikel 5 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Foreign Countries; Professional Education; Competency Based Education; Student Evaluation; Achievement Tests; Public Colleges; College Faculty; School Personnel; Business Administration Education; Engineering Education; Legal Education (Professions); Regional Planning; Urban Planning; Clinical Psychology; Nursing Education; Occupational Therapy; Allied Health Occupations Education; Medical Education; Teacher Education; Postdoctoral Education; Academic Freedom; Canada + Suchen Sie Ihr Suchwort? Ausland; Berufsausbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fakultät; Schulpersonal; Ingenieurausbildung; Juristischer Beruf; Regionalplanung; Stadtplanung; Klinische Psychologie; Pflegepädagogik; Beschäftigungstherapie; Medizinische Ausbildung; Lehrerausbildung; Lehrerbildung; Akademische Freiheit; Kanada
Abstract	Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used to classify the manner in which these programs operationalize competence, and (c) challenges with supporting faculty to buy in to competency-informed pedagogy and assessment. Given these findings, it is recommended that professional accrediting bodies and education programs spend time to consider the role university-based programs play in determining competence for entry-to-practice, as well their intents for implementing a competence framework, to ensure sufficiency in the approaches being used. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01