Manual 2 - Tempusprojects.tempus.ac.rs/attachments/project_resource/562/921_Competence... · This...

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Manual 2: Manual to Matching Competences

in Higher Education and the Labour Market.

Impressum:

This document is the second part of a manual collection for the matching of competences between higher education and the labour market. This document is a dissemination measure of the European funded Tempus project COMPETENCE. The project partners collaborating in this project are: University of Zenica (Bosnia and Herzegovina), World University Service (WUS) Austria (Austria),FH JOANNEUM University of Applied Sciences (Austria), Catholic University College Ghent (Belgium), University of Girona (Spain) , University of Novi Sad (Serbia), Ss. Cyril and Methodius University Skopje (Macedonia) and University of Montenegro (Montenegro).

Editors: Bernadette Frech, Rupert Beinhauer (FH JOANNEUM, University of Applied Sciences)Authors: Bernadette Frech, Biviana Deisy Castro Buitrago, Rene Wenzel, Rupert Beinhauer, Ana Azevedo, Robert Minovski

Project managers: Darko Petkovic (University of Zenica) Nina Besirevic (World University Service (WUS) Austria)

Layout: Edin Prnjavorac (World University Service (WUS) Austria)Photo: All Photos by Reen West except on the page 20,21 by Xavier Häpe

The Competence Consortium, Graz, Dezember 2010

ISBN: 1-38011702-28-3

COMPETENCE – Manual to Matching Competences

in Higher Education and the Labour Market:From competence catalogue

to strategy and curriculum development

Manual 2: Manual to Matching Competences

in Higher Education and the Labour Market

The manuals in this series provide insights into the following topics:

Manual 1: Competence Based Thinking

MANUAL 2: MATCHING COMPETENCES BETWEEN HIGHER EDUCATION AND THE LABOUR MARKET

Manual 3: Developing Competence Catalogues

Manual 4: Strategy and Curricula Development

TABLE OF CONTENTS

INTRODUCTION

FOREWORD by Bernadette Frech 5

IMPORTANCE OF COMPETENCE ASSESSMENT FOR THE LABOUR MARKET AND UNIVERSITY STAKEHOLDERSby Bernadette Frech; Biviana Deisy Castro Buitrago; Rupert Beinhauer 7

PHASE 1: COMPETENCE ASSESSMENT IN PRACTICE

COMPETENCE ASSESSMENT by Bernadette Frech & Biviana Deisy Castro Buitrago 9

METHODOLOGY OF COMPETENCE ASSESSMENT by Bernadette Frech & Rene Wenzel 10

FOCUS GROUP INTERVIEWS by Bernadette Frech & Rupert Beinhauer 13

PHASE 2: QUESTIONNAIRE GUIDELINES

QUESTIONNAIRE GUIDELINE FOR COMPETENCE ASSESSMENT by Bernadette Frech & Ana Azevedo 15

- Sample Questionnaire with Employers - BUSINESS KNOWLEDGE 16

- Sample Questionnaire with Employers - COMPETENCIES 17

- Sample Questionnaire with Graduates - BUSINESS KNOWLEDGE 18

- Sample Questionnaire with Graduates - BUSINESS COMPETENCIES 19

CASE STUDY: SUCCESSFUL INTEGRATION OF COMPETENCE CENTRES AT THE UNIVERSITY OF NOVI SAD

CASE STUDY: SUCCESSFUL INTEGRATION OF COMPETENCE CENTRES AT THE UNIVERSITY NOVI SAD by TEMPUS Group, University of Novi Sad 21

The role of education and particularly higher education is considered to be a crucial factor of influence to boost the social and economic development in modern societies. The existence of a strong nexus between education and the labour market is clear; yet this dynamic relationship appears to be disjointed and unfocused. Governments and scholars have realized that rote memorization does not provide students with enough skills to face the challenges of the modern labour market. Nowadays, employers demand graduates who are able to operate in complex environments characterized by ill-defined problems, contradictory information, collaboration, and abstract, dynamic and highly integrated processes (Edwards; Sánchez-Ruiz & Sánchez-Díaz, 2009). As a consequence, educational institutions must aim at meeting the fast changing labour market needs and equip students not just with theoretical knowledge but also the necessary competences to put it into practice. “Competences represent a dynamic combination of knowledge, understanding, abilities and values” (Belasen & Rufer, 2007; Palmer et al, 2004; Berge et al, 2002; Summers & Summers, 1997; Gillard & Pierce, 2005; Nabi, 2003) which allow individuals to be responsive to signals given by the market and respond to it not just as theory demands but most importantly meet the practical job requirements. In the past module issues related to competence based thinking were addressed. The present brochure will highlight those aspects which need to be considered when matching competences between the labour market and higher education institutions.

FOREWORDBernadette Frech, FH JOANNEUM, University of Applied Sciences

5

Introduction

Until recently the assessment of competences did not play an important role in any education system in the world, yet the picture has changed in response to a labour market which is increasingly competence centric and demands a shift towards a competency driven learning in the educational sector (Vervenne & Xheneumont, 2005). The new graduates do not only need basic theoretical knowledge but also a set of competences which allows them to be more versatile when facing new and unknown challenges. In this context the concern of the university stakeholders (especially employees andstudents) on the effectiveness of the programs taught has increased dramatically. Ewell and Boyer (1988) and Davis (1989) highlight that assessment in higher education is important, since it can provide institutions with crucial feedback which will allow them to improve and develop a student, a program, or a department. For these reasons, universities assess competence gaps between the competencies they teach and the labour market requirements to find how far they are from closing these gaps and how curricula need to be changed to increase the quality, performance and accountability of the education offered. Furthermore, through the assessment of competences students will receive a more transparent education and at the same time learn the necessary skills to become more employable in the future. University employees will be influenced by such an assessment as well since any curriculum change will have an impact on the way how activities – administrative procedures, teaching techniques and materials, personnel selection — are performed within the university.

IMPORTANCE OF COMPETENCE ASSESSMENT FOR THE LABOUR MARKET AND UNIVERSITY STAKEHOLDERS

7

IntroductionBernadette Frech; Biviana Deisy Castro Buitrago; Rupert Beinhauer

FH JOANNEUM, University of Applied Sciences

Phase 1:

Competence Assessment in Practice

Hager, Gonczi and Athanasou (1994) explain that competence-based assessment is the process which determines whether a candidate meets the necessary skills required by employers, in other words whether they demonstrate competence or not. Thrash (1990) argues that assessment “should be seen as a means of documenting that institutions are doing what they say they do and that students who complete their programs receive what is promised. The emphasis should be on institutional quality and individual competence”. In this line of arguments, Alderson and Wall (1993) describe the importance of the relationship between learning and assessment as the “wash-back effect”, implying that what is assessed strongly influences what is learned. In other words, if the ultimate goal to achieve with any assessment is to only measure the factual knowledge acquired in the educational institution, students will respond equally and just learn facts. But, if universities use assessment tools to improve the employability abilities of their students, in the future they will evidence a better adaptability to the requirements of the labour market. The Tempus project COMPETENCE underpins the importance of adequate and accurate competence assessment; and it is aimed at developing and/or advancing procedures and tools for assessing and improving the match between competences developed by institutions of higher education and those required by the labour market in the four partner Western Balkan countries.

COMPETENCE ASSESSMENT Bernadette Frech & Biviana Deisy Castro Buitrago

FH JOANNEUM University of Applied Sciences

9

Phase 1

The competence methodology on which COMPETENCE is based was developed by the University of Applied Sciences FH Joanneum in the framework of the LLP project (Leonardo da Vinci) MISLEM. This methodology comprises eight steps:

1. Preparing the focus group: Focus interviews held in order to detect specific and generic competencies (5-6 group members with one moderator is the ideal number, the moderator must keep the discussion tuned with the issues to be addressed whenever it starts to get out of line.

2. Analysis of the focus groups: Specific competences are used to compile the questionnaires, while generic competences are matched with the results of the questionnaires.

3.Compiling Questionnaires: Two questionnaires are required: one for employers and one for alumni. The main objectives to cover with the questionnaire are:

- Explore graduate perceptions of the quality of their educational experiences

- Explore employer satisfaction of relevant undergraduate study programs

- Identify graduate perspectives of graduates’ core discipline-specific knowledge and skills.

- Identify graduate perspectives of competences taught at undergraduate level

- Test the extent to which competences acquired in relevant study programs were used by graduates in the course of their employment.

4. Execution and analysis of the quantitative survey: For each of the surveys (Graduates and Employers) an amount of 100 questionnaires collected should be the minimum.The questionnaire for graduates

METHODOLOGY OF COMPETENCE ASSESSMENT Bernadette Frech & Rene WenzelFH JOANNEUM University of Applied Sciences, Graz

Phas

e 1

10

ask for the rate of satisfaction of the graduates with the competencies they were trained in and how relevant these are for their current jobs. The employers survey evaluates the satisfaction rate with generic and specific competences of graduates and their usability for future employment.

5. Development of a competence matrix: Based on the results of the survey a matrix for curricula is developed. This matrix is a tool to ensure that relevant competences are taught in the best fitting courses of the program. All subjects taught in a program are matched with those competences graduates should have when they finish their studies. In the rows all subjects of the degree program are listed, while in the columns the corresponding competences are shown.

6. Competence matrix software: The software developed by the University of Girona can be used. At this stage is the task of the head of the department to assign competences to subjects with the help of the matrix done before.

7. Planning activities and methods for assessment: The matrix is filled by translating (specific and generic) competences into learning outcomes and activities.

8. Evaluation: An evaluation of the developed learning outcomes is vital to assess the impact of the educational activity.

METHODOLOGY OF COMPETENCE ASSESSMENT Bernadette Frech & Rene Wenzel

FH JOANNEUM University of Applied Sciences, Graz

11

Phase 1

Competence 1 Competence 2 Competence 3 Competence (n)....

Subject 2Subject 1

Subject 3Subject (n)...

Phas

e 1

METHODOLOGY OF COMPETENCE ASSESSMENT Bernadette Frech & Rene WenzelFH JOANNEUM University of Applied Sciences, Graz

METHODOLOGY OF COMPETENCE ASSESSMENT – FLOW CHART

12

Phase 1

A focus group interview is a form of qualitative research and is a structured small group interview. Focus groups are focused because the persons interviewed are similar in some way (e.g., university stakeholders, employers …); and the purpose of the interview is to gather information about a particular topic guided by a designed set of focused questions (Taylor-Powell & UWE, 2002). Powell and Single (1996) add that “the focus underpinning the discussion is anything that engages the focus group in a collective activity”. In a focus group setting questions are raised in an interactive setting. Participants are invited to speak openly. Still the moderator must keep the discussion focused. The main goal is to develop a broad and deep understanding of the research problem rather than to make a quantitative summary of the answers obtained. Moreover by using this method of research the emphasis is on insights, responses and opinions (UWE, 2002). This method is considered valuable because it is easy to undertake, results can be obtained in a short period of time and through the interaction more complex and detailed responses are gathered. In general, six to eight participants (professors/administrators, employers, graduates and students) are chosen for each partner taking part in the project, it is important to highlight that participants must have a specific experience with the topic of interest. All the questions addressed in the discussions by the groups are elaborated beforehand and written in a detailed guideline to be followed. The discussions are recorded and the most important keywords are transcribed and collected within a table for each question in the survey. At the end, the resulting table is compared with the results of other groups (Beinhauer & Frech & Wenzel, 2010).

FOCUS GROUPS INTERVIEWS Bernadette Frech & Rupert Beinhauer


13

Phase 2:

QUESTIONNAIRE GUIDELINES

Phase 2

The questionnaire fundamentals are based on the MISLEM project, a Leonardo da Vinci project coordinated by FH JOANNEUM. This two-year project developed a reliable competence-assessment tool which allows the assessment of meta-level indicators (i.e. the evaluation of the relevance, the value, and the capability of selected competences). In the process of designing the questionnaires it is essential to define learning outcomes for assessing courses and programs in terms of general and specific skills and competences. After having clarified what the universities consider the competences their students/graduates should have, the design (adaptation when a template is available) of the questionnaire is the next step. In order to view the gap between educational offers and labour market needs it is advisable to design two questionnaire forms, one for graduates and one for employers. In terms of sampling it is ideal to interview graduates and their direct supervisors. Furthermore, graduates should be sampled who graduated within the last six months in order to ensure that alumni evaluate competences developed through educational offerings rather than work experience. Finally, an analysis and interpretation of the core findings follows. It is advisable to create a feedback system in order to continuously monitor the labour market relevance of a study programme.

QUESTIONNAIRE GUIDELINE FOR COMPETENCE ASSESSMENT Bernadette Frech & Ana Azevedo


15

1. Do you agree that the following business knowledge areas are valuable for the performance of the employee’s current job activities? (Please circle one option per line)

2. To what extent do you agree with the following statement: “The employee appears to have a good understanding of the following business functions”... (Please circle one option per line)

SAMPLE QUESTIONNAIRE WITH EMPLOYERS

BUSINESS KNOWLEDGE

Phas

e 2

- 13 -

Sample Questionnaire with Employers

BUSINESS KNOWLEDGE

1. Do you agree that the following business knowledge areas are valuable for the per-formance of the employee’s current job activities? (Please circle one option per line)

2. To what extent do you agree with the following statement: “The employee appears to have a good understanding of the following business func-

KNOWLEDGE AREAS Strongly Neutral stronglyDisagree agree

I don’t know

Accounting 1 2 3 4 5 Marketing 1 2 3 4 5 Finance 1 2 3 4 5 Other –Please State(Economics, ICT, Law, etc)

1 2 3 4 5


I don’t know


1 2 3 4 5

- 13 -


BUSINESS KNOWLEDGE

1. Do you agree that the following business knowledge areas are valuable for the per-formance of the employee’s current job activities? (Please circle one option per line)

2. To what extent do you agree with the following statement: “The employee appears to have a good understanding of the following business func-


I don’t know


1 2 3 4 5


I don’t know


1 2 3 4 5

16

SAMPLE QUESTIONNAIRE WITH EMPLOYERS

COMPETENCIES

Phase 2

1.Has the employee supervised by you ever had to... (Please circle one option per line)

2.Do you agree that the following competencies are valuable for the employee’s performance of his/her current job activities? (Please circle one option per line)


COMPETENCIES


2.Do you agree that the following competencies are valuable for the employee’s perform-ance of his/her current job activities? Please circle one option per line)

Sample Questionnaire w

BUSINESS KNOWLEDG

1.Do you agree that the foance your current job acti

2.To what extent do you a“I am capable if undercircle one option per l

- 14 -

Influence someone’s point of view Yes No I don’t know

Work closely with a team Yes No I don’t know

Take a leading or coordinating role in a team Yes No I don’t know

Organise project or event by himself/herself Yes No I don’t know

COMPETENCIES Strongly Neutral stronglyDisagree agree

I don’t know

Influencing and Persuad-ing

1 2 3 4 5

Teamwork and Relation-ship Building

1 2 3 4 5

Critical/Analytical 1 2 3 4 5 Self and Time Manage-ment

1 2 3 4 5

Leadership 1 2 3 4 5

KNOWLEDGE AREAS

AccountingMarketingFinanceOther –Please State(Economics, ICT, Law, etc)

KNOWLEDGE AREAS



COMPETENCIES


2.Do you agree that the following competencies are valuable for the employee’s perform-ance of his/her current job activities? Please circle one option per line)

Sample Questionnaire w

BUSINESS KNOWLEDG

1.Do you agree that the foance your current job acti

2.To what extent do you a“I am capable if undercircle one option per l

- 14 -






I don’t know


1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

Leadership 1 2 3 4 5

KNOWLEDGE AREAS


KNOWLEDGE AREAS


17

Phas

e 2

BUSINESS KNOWLEDGE

1.Do you agree that the following business knowledge areas are valuable for the performance your current job activities? (Please circle one option per line)

2.To what extent do you agree with the following statement: “I am capable if understanding concepts from the following business areas”... (Please circle one option per line)

SAMPLE QUESTIONNAIRE WITH GRADUATES

Sample Questionnaire with Graduates

BUSINESS KNOWLEDGE

1.Do you agree that the following business knowledge areas are valuable for the perform-ance your current job activities? (Please circle one option per line)

2.To what extent do you agree with the following statement: “I am capable if understanding concepts from the following business areas”...Pleasecircle one option per line)

- 15 -


I don’t know

Accounting 1 2 3 4 5 6 7Marketing 1 2 3 4 5 6 7Finance 1 2 3 4 5 6 7Other –Please State(Economics, ICT, Law, etc)

1 2 3 4 5 6 7


I don’t know


1 2 3 4 5 6 7


BUSINESS KNOWLEDGE

1.Do you agree that the following business knowledge areas are valuable for the perform-ance your current job activities? (Please circle one option per line)

2.To what extent do you agree with the following statement: “I am capable if understanding concepts from the following business areas”...Pleasecircle one option per line)

- 15 -


I don’t know


1 2 3 4 5 6 7


I don’t know


1 2 3 4 5 6 7

18

SAMPLE QUESTIONNAIRE WITH GRADUATES

Phase 2

BUSINESS COMPETENCIES

1.Can you remember a specific situation where you had to... (Please circle one option per line)

2.To what extent do you agree with the following statement:“The following competencies are valuable when I perform my current job activities”...Please circle one option per line)




2.To what extent do you agree with the following statement: “The following competencies are valuable when I perform my current job activities”...Pleasecircle one option per line)

- 16 -






I don’t know


1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

Leadership 1 2 3 4 5 CASE STtence cen




2.To what extent do you agree with the following statement: “The following competencies are valuable when I perform my current job activities”...Pleasecircle one option per line)

- 16 -






I don’t know


1 2 3 4 5


1 2 3 4 5


1 2 3 4 5

Leadership 1 2 3 4 5 CASE STtence cen19

CASE STUDY:

Successful integration of competence centres at the

University of Novi Sad

Case Study

The Competence and Observation Centre (COC) at the University of Novi Sad (UNS) was established in May 2010 by the University Senate, as an integral part of the university structure. Besides COC at the same meeting of the University Senate two other centres were founded as well: the Centre for Educational Conversion and the Centre for Lifelong Learning.

University of Novi Sad coordinates and participates in several projects that are funded by the Tempus Programme IV. Generally those projects have foreseen establishment of different centres integrated in the university structure, to ensure sustainability of project context after the funding period contracted with European Commission.

Since the beginning of the project “COMPETENCE - Matching competences in higher education and economy: From competence catalogue to strategy and curriculum development” a local project team at the University of Novi Sad has started to advocate the integration of similar centres in order to gain more impact through synergies of their activities, and moreover to achieve long term sustainability of their primer goals.

In October 2009 there was a turnover in highest level of University management: a new rector, university senate and university council were elected and took over university governance. The local project team had organized several short meetings with the university rector and discussed the idea of a competence and observation centre, its aims and tasks, and the need to integrate such a centre with other similar ones (dealing with career development and student counselling, lifelong learning, educational conversion, quality assurance, distance learning etc.).

CASE STUDY: SUCCESSFUL INTEGRATION OF COMPETENCE CENTRES AT THE UNIVERSITY NOVI SAD

TEMPUS GroupUniversity of Novi Sad

21

In May 2010 the University Senate has established the Competence and Observation Centre (COC) as integral part of the structure of the University of Novi Sad. Since the foundation COC shares offices with the Centre for Career Development and Student Counselling. The COC together with the local project team has prepared material for two pilot studies, established contacts with alumni and employers and is very much involved in finding the most appropriate software to support competence based learning and university-labour market cooperation in the future.

Further development of COC and of its scope of responsibilities and activities, as well as functional coordination with other centres will be discussed with the university management and will be undertaken with the help of other Tempus projects in future. In the final year of project implementation it is planned to further improve the COC and support its becoming national knowledge transfer, training and service centre for universities, companies and labour market. Dissemination activities are in process, covering the academic community and all potential groups of project beneficiaries, such as: School of Architecture (within the event Cultural heritage education, Bač, August 2010, on engineering, educational and employment policies), target groups of national meetings and brochures organized/published by Tempus Office Serbia, participants at university meetings on labour market, university cooperation and employment, and many others.

22

Case

Stu

dyCASE STUDY: SUCCESSFUL INTEGRATION OF COMPETENCE CENTRES AT THE UNIVERSITY NOVI SADTEMPUS GroupUniversity of Novi Sad

University of Zenica (BA)

WUS Austria (AT)

FH JOANNEUM University of Applied Sciences (AT)

Catholic University College Ghent (BE)

University of Girona (ES)

University of Novi Sad (RS)

University Ss. Cyril and Methodius (MK)

University of Montenegro (ME)

Competence Consortium

COMPETENCE CONSORTIUM

23

This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.

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