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Students with high intrinsic motivation often outperform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game-like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.

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Purpose -The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence-based education approach are being used in, and perceived as being fruitful for, academic education. Design/methodology/approach -In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case-study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated. Findings -The opinions of the respondents on the usefulness of the competence-based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence-based education approach. Many hurdles exist for actually implementing this in university curricula. Research limitations/implications -Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study. Practical implications -With some exceptions, the competence-based education approach is currently not much used in academic education. Possibilities and limitations of competence-based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs. Originality/value -The competence concept has been underexposed in university education practices and in research.

This article builds on a previous 2004 Journal of Vocational Education and Training (JVET) contribution by Biemans et al., in which several possible pitfalls in designing and implementing competence-based education (CBE) were discussed. The present article reports on the results of an extensive research programme on competence development and CBE consisting of four empirical studies carried out in schools for secondary and higher vocational education in the life sciences in the Netherlands in the years 2004 to 2008. Based on the research findings, the article examines how the CBE pitfalls have been dealt with in Dutch VET. The conclusion can be drawn that the various pitfalls have received attention during the design and implementation of CBE, but not all problems have been solved yet. The article provides clues as to how the various pitfalls might be further addressed in the future to improve the quality of competence-based VET.

Fostering oral presentation competence through a virtual reality-based task for delivering feedback

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