Achieving Competence-Based Curriculum in Engineering Education in Spain

Abstract

| 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.

Holistic competence approach in tourism higher education: an exploratory study in Spain

“…Also, in Spain some studies were performed focused on competences (e.g. Edwards, Sánchez-Ruiz, & Sánchez-Díaz, 2009;Ibarra, Rodríguez-Gómez, & Gómez-Ruiz, 2010;Moreno, 2009), but none of them match the present study based on a structural model. Literature review shows a significant gap in highlighting the relationships among competences.…”

“…However, training based on competences is viewed as one of the pillars to advance in the EHEA process despite the fact that many important issues about its conceptualisation and applicability remain unclear (Edwards et al, 2009). Although this concept is commonly used in the educational area in some European countries (the UK, Denmark, Finland, France, among others), there is an increasing criticism about the ambiguity of its use and the lack of a theoretical frame supporting it.…”

“…Following Edwards et al (2009), in contrast with a long experience and background in other countries, competence-based initiatives in Spain are at the early stages of development. The most commonly assumed scopes of initiatives have been taken following the Tuning project.…”

Evaluación de trabajos de proyecto colaborativos en el último curso de Máster: la experiencia con alumnos de Ingeniería Civil - [Evaluation of Group project work in the last year of the Master’s degree: the experience with Civil Engineering students]

“…Edwards et al (2009) han descrito las nuevas tendencias y retos a los que se enfrenta el mundo de la Ingeniería, que incluyen unas mayores restricciones medioambientales, la aparición de nuevos materiales constructivos o, entre otras muchas, el uso masivo de las tecnologías de la información. Por otro lado, la sociedad moderna precisa de un ingeniero mejor preparado, capaz de resolver retos técnicos complejos, trabajando en equipos cada vez más interdisciplinares y respetando las preocupaciones culturales y sociales.…”

Supporting Student Attainment and Management of Competencies in a Transdisciplinary Degree Program

“…The main distinction between the two terms is that "competence" implies the demonstration (or process) of knowledge, skills, and attitudes, whereas "competency" suggests the description of such knowledge, skills, and attitudes. 12 There is no unified agreement as to how to approach competencies as part of a pedagogical model. An argument in research literature is ongoing as to whether it is necessary to completely overhaul programs and knowledge and skills taught to allow for the identification and mapping of competencies that may be valuable in today's workplace, or whether educators should carefully synchronize competencies based on their purpose and context, while paying particular attention to the dimensions of competence (e.g., hybrid and context-dependent professional dimensions) and elements of competence (e.g., theoretical foundation, analytical elements applicable across competencies).…”