Organizational and Institutional Commitment to Designing and Evaluating Competencies at University

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Publication Details

Author list: Garcia JMT, Garcia PI, Aros CB
Publisher: Ministerio de Educación, Cultura y Deporte (España)
Publication year: 2013
Journal: REVISTA DE EDUCACION (0034-8082)
Issue number: 361
Start page: 223
End page: 251
Number of pages: 29
ISSN: 0034-8082
Languages: English-Great Britain (EN-GB)


Abstract

This article is based on a research and development project conducted at various Catalan public universities. It seeks to draw a picture of the current state of the assessment of learning at university and to provide insight into best practices in competency assessment. Other aims include suggesting curricular, methodological and institutional enhancements that will enable a transformation and reconceptualization of organizational and didactic aspects of the modern university. The methodology combines a descriptive study (based on a questionnaire filled in by a sample of teachers) and an interpretative study (based on a multiple-case analysis). The results suggest that the teaching staff from Catalan universities view experiences in competency design and assessment very positively. However, the costs involved mean that such efforts can only be carried out successfully with the support of institutions. Neither lack of professional expertise nor reluctance to change is the main problem. Actually, the foremost obstacles are weak organizational structure and ineffective curricular, professional and social leadership. Teachers urge that these elements be strengthened to improve the quality of university education. This article provides specific data on and analysis of the crucial role of institutional strategies at the intermediary level of university management. Only institutional strategies can initiate, consolidate and successfully implement initiatives for designing and assessing competencies at universities. Unless there is institutional commitment that organizes and supplements the efforts that individual members of the teaching staff make to enhance teaching and learning processes, there can be no training that truly develops professional competencies.


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Last updated on 2019-23-08 at 11:15