Competence in Management Development: Rites and Wrongs

Holman, David; Hall, Laura

doi:10.1111/j.1467-8551.1996.tb00114.x

Cited by 30 publications

(28 citation statements)

References 23 publications

(10 reference statements)

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“…Cheetham (1994) studied 40 candidates for MCI management qualifications and found 'that a significant number found the experience provided limited opportunities for development'. Finally, Holman and Hall (1996) report the benefits of undertaking an NVQ to be mainly organisational: the candidates are more organised and document their work more carefully; the learning which takes place is defined narrowly by candidates; and there is little change in workplace practice.…”

Section: The Research Literaturementioning

confidence: 98%

Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

Canning

1999

Journal of Education and Work

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The introduction of competence-based national vocational qualifications in the UK marked a radical departure in vocational education policy, and has subsequently provoked widespread criticism in the literature. Surprisingly, however, there has been little research published of students' experience of the new work-based vocationalism. This article presents the findings of a qualitative study into higher level NVQs. The research supports much of the critical discourses on competence, particularly the emphasis given in the qualifications to 'procedural knowledge' and 'surface level learning'. What emerges from the study casts serious doubt upon the wisdom of using generic competence-'based approaches to accredit professional practice. The author argues the case for a more expansive and integrative approach to development, embracing both formal and informal learning processes.

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Section: The Research Literaturementioning

confidence: 98%

Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

Canning

1999

Journal of Education and Work

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“…The competences used are derived from the graduate development literature and are relatively broad. Because of the inconsistent usage of competence terms noted by Holman & Hall (1996) amongst others, the competences are given quite detailed descriptions as well as titles.…”

Section: Perceived Competence Development 47mentioning

confidence: 99%

Students' perceptions of competence development in undergraduate business-related degrees

Arnold

Loan‐Clarke

Harrington

et al. 1999

Studies in Higher Education

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Degree courses are increasingly being designed to develop students' competences as well as their subject-specific knowledge. What competences do students perceive as being developed, and to what extent? Do work placements and academic studies have different patterns of competence development, and how well do these patterns match employers' priorities in selecting graduates? The study reported in this article addresses these issues, using data from a total of 269 second and final year students on retail and financial management degrees at five English universities, and 45 representatives of employers in the retail and financial sectors. Results indicate quite positive perceptions of development of a range of competences in academic work and even more positive perceptions of placement work. However, of the competences developed, most were not necessarily those that employers value most in selecting graduates, and this was true of placement work as well as academic work. It is suggested that current teaching methods and goals offer much scope for the development of a range of competences, but that attention could usefully focus on tile further development of students' teamworking skills and on clearer distinctions between second and final year academic work in terms of competence development.

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“…Higher NVQs have a poor reputation for developing skills and knowledge (Hillier, 1999). In management NVQs for example, a recurring problem is that candidates feel they are not learning much that is new and are only being accredited for what they know they can do already (Fuller, 1994;Holman & Hall, 1997).…”

Section: The Learning Experiencementioning

confidence: 99%

Structural barriers to the take-up of higher level NVQs

Swailes

Roodhouse

2003

Journal of Vocational Education & Training

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This article explores perceptions of barriers to the take-up of higher level NVQs (levels 4/5). The literature on higher NVQ adoption is reviewed together with uptake statistics. Research involving interviews and case studies showed that the most successful higher NVQs are linked to professional qualifying routes, have generic application across a range of sectors or fill gaps where qualifications were not previously established. Higher NVQs suffer from credibility problems and variable delivery quality partly accounts for a tarnished image. Support for occupational standards is strong, but their design is not generally suited to higher qualifications. Awarding bodies need to assess the learning experience on award programmes more closely. Funding mechanisms disadvantage higher NVQs particularly in the university sector. NVQs are perceived to be relatively costly; however, there is little data available to enable objective comparison. Suggestions for overcoming these barriers are offered.

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Competence in Management Development: Rites and Wrongs

Cited by 30 publications

References 23 publications

Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

Students' perceptions of competence development in undergraduate business-related degrees

Structural barriers to the take-up of higher level NVQs

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