The Experts below are selected from a list of 674091 Experts worldwide ranked by ideXlab platform
Madjid Fathi - One of the best experts on this subject based on the ideXlab platform.
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Competence assessment as an expert system for human resource management: A mathematical approach
Expert Systems with Applications, 2017Co-Authors: Mahdi Bohlouli, George Kakarontzas, Theodosios Theodosiou, Nikolaos Mittas, Lefteris Angelis, Madjid FathiAbstract:Efficient human resource management needs accurate assessment and representation of available Competences as well as effective mapping of required Competences for specific jobs and positions. In this regard, appropriate definition and identification of Competence gaps express differences between acquired and required Competences. Using a detailed quantification scheme together with a mathematical approach is a way to support accurate Competence analytics, which can be applied in a wide variety of sectors and fields. This article describes the combined use of software technologies and mathematical and statistical methods for assessing and analyzing Competences in human resource information systems. Based on a standard Competence model, which is called a Professional, Innovative and Social Competence tree, the proposed framework offers flexible tools to experts in real enterprise environments, either for evaluation of employees towards an optimal job assignment and vocational training or for recruitment processes. The system has been tested with real human resource data sets in the frame of the European project called ComProFITS.
Moira Mikolajczak - One of the best experts on this subject based on the ideXlab platform.
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the profile of emotional Competence pec development and validation of a self reported measure that fits dimensions of emotional Competence theory
PLOS ONE, 2013Co-Authors: Sophie Brasseur, Jacques Gregoire, Romain Bourdu, Moira MikolajczakAbstract:Emotional Competence (EC), which refers to individual differences in the identification, understanding, expression, regulation and use of one’s own emotions and those of others, has been found to be an important predictor of individuals’ adaptation to their environment. Higher EC is associated with greater happiness, better mental and physical health, more satisfying social and marital relationships and greater occupational success. While it is well-known that EC (as a whole) predicts a number of important outcomes, it is unclear so far which specific competency(ies) participate(s) in a given outcome. This is because no measure of EC distinctly measures each of the five core emotional Competences, separately for one’s own and others’ emotions. This lack of information is problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions). This paper aims to address this issue. We developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence. Analyses performed on a representative sample of 5676 subjects revealed promising psychometric properties. The internal consistency of scales and subscales alike was satisfying, factorial structure was as expected, and concurrent/discriminant validity was good.
Carlos Sanchezdiaz - One of the best experts on this subject based on the ideXlab platform.
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achieving Competence based curriculum in engineering education in spain
Proceedings of the IEEE, 2009Co-Authors: Monica Edwards, Luis M Sanchezruiz, Carlos SanchezdiazAbstract:The fact of placing Competences and outcomes learning at the heart of the academic activity means overhauling the curricular architecture of higher education in Europe. Some universities have undergone important transformations moving toward a Competence-based learning environment, while others maintain traditional curriculum packaged formats. In the realm of the European Higher Education Area, this paper examines the use of Competence-based initiatives in curricular development for engineering degrees with special focus to the Spanish case. Although the concept of Competence and Competence-based learning has a long history in education and training research, these terms are still very diffuse and demand a clear conceptualization. In the first part of this paper, we provide a conceptual overview and a critical reflection of Competences as implemented in a wide range of settings, including its origins, key concepts, and definitions. Next, we discuss the purposes, principles, pitfalls, and processes that enable defining a map of Competences within engineering education. Lastly, we present a pilot project involving curriculum development and faculty enhancement within a Competence-based learning initiative in electronic engineering.
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achieving Competence based curriculum in engineering education in spain
Research Papers in Economics, 2009Co-Authors: Monica Edwards, Luis M Sanchezruiz, Carlos SanchezdiazAbstract:The fact of placing Competences and outcomes learning at the heart of the academic activity means overhauling the curricular architecture of higher education in Europe. Some universities have undergone important transformations moving toward a Competence-based learning environment, while others maintain traditional curriculum packaged formats. In the realm of the European Higher Education Area, this paper examines the use of Competence-based initiatives in curricular development for engineering degrees with special focus to the Spanish case. Although the concept of Competence and Competence-based learning have a long history in education and training research, these terms are still very diffuse and demand a clear conceptualization. In the first part of this paper, we provide a conceptual overview and a critical reflection of Competences as implemented in a wide range of settings, including its origins, key concepts and definitions. Next, we discuss the purposes, principles, pitfalls, and processes that enable to define a map of Competences within Engineering Education. Finally, we present a pilot project involving curriculum development and faculty enhancement within a Competence-based learning initiative in Electronic Engineering.
Mahdi Bohlouli - One of the best experts on this subject based on the ideXlab platform.
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Competence assessment as an expert system for human resource management: A mathematical approach
Expert Systems with Applications, 2017Co-Authors: Mahdi Bohlouli, George Kakarontzas, Theodosios Theodosiou, Nikolaos Mittas, Lefteris Angelis, Madjid FathiAbstract:Efficient human resource management needs accurate assessment and representation of available Competences as well as effective mapping of required Competences for specific jobs and positions. In this regard, appropriate definition and identification of Competence gaps express differences between acquired and required Competences. Using a detailed quantification scheme together with a mathematical approach is a way to support accurate Competence analytics, which can be applied in a wide variety of sectors and fields. This article describes the combined use of software technologies and mathematical and statistical methods for assessing and analyzing Competences in human resource information systems. Based on a standard Competence model, which is called a Professional, Innovative and Social Competence tree, the proposed framework offers flexible tools to experts in real enterprise environments, either for evaluation of employees towards an optimal job assignment and vocational training or for recruitment processes. The system has been tested with real human resource data sets in the frame of the European project called ComProFITS.
Sabine Zundel - One of the best experts on this subject based on the ideXlab platform.
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an analysis of core epas reveals a gap between curricular expectations and medical school graduates self perceived level of Competence
BMC Medical Education, 2021Co-Authors: Adrian Marty, Sonia Frick, Heidi Bruderer Enzler, Sabine ZundelAbstract:BACKGROUND Entrustable Professional Activities (EPAs) are being implemented worldwide as a means to promote competency-based medical education. In Switzerland, the new EPA-based curriculum for undergraduate medical education will be implemented in 2021. The aim of our study was to analyze the perceived, self-reported Competence of graduates in 2019. The data represent a pre-implementation baseline and will provide guidance for curriculum developers. METHODS Two hundred eighty-one graduates of the Master of Human Medicine program of the University of Zurich who had passed the Federal Licensing Exam in September 2019 were invited to complete an online survey. They were asked to rate their needed level of supervision ("observe only", "direct, proactive supervision", "indirect, reactive supervision") for 46 selected EPAs. We compared the perceived Competence with the expected Competence of the new curriculum. RESULTS The response rate was 54%. The need for supervision expressed by graduates varied considerably by EPA. The proportion of graduates rating themselves at expected level was high for "history taking", "physical examination" "and documentation"; medium for "prioritizing differential diagnoses", "interpreting results" and "developing and communicating a management plan"; low for "practical skills"; and very low for EPAs related to "urgent and emergency care". CONCLUSIONS Currently, there are significant gaps between the expectations of curriculum developers and the perceived Competences of students. This is most obvious for practical skills and emergency situations. The new curriculum will either need to fill this gap or expectations might need to be revised.
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an analysis of core epas reveals a gap between curricular expectations and medical school graduates self perceived level of Competence
BMC Medical Education, 2021Co-Authors: Adrian Marty, Sonia Frick, Heidi Bruderer Enzler, Sabine ZundelAbstract:Entrustable Professional Activities (EPAs) are being implemented worldwide as a means to promote competency-based medical education. In Switzerland, the new EPA-based curriculum for undergraduate medical education will be implemented in 2021. The aim of our study was to analyze the perceived, self-reported Competence of graduates in 2019. The data represent a pre-implementation baseline and will provide guidance for curriculum developers. Two hundred eighty-one graduates of the Master of Human Medicine program of the University of Zurich who had passed the Federal Licensing Exam in September 2019 were invited to complete an online survey. They were asked to rate their needed level of supervision (“observe only”, “direct, proactive supervision”, “indirect, reactive supervision”) for 46 selected EPAs. We compared the perceived Competence with the expected Competence of the new curriculum. The response rate was 54%. The need for supervision expressed by graduates varied considerably by EPA. The proportion of graduates rating themselves at expected level was high for “history taking”, “physical examination” “and documentation”; medium for “prioritizing differential diagnoses”, “interpreting results” and “developing and communicating a management plan”; low for “practical skills”; and very low for EPAs related to “urgent and emergency care”. Currently, there are significant gaps between the expectations of curriculum developers and the perceived Competences of students. This is most obvious for practical skills and emergency situations. The new curriculum will either need to fill this gap or expectations might need to be revised.
