Competences and Competence Model of University Teachers

Abstract

Competences represent a summary of key professional and personal skills/talents and behavioural patterns of an individual. They form the basis of any proficient working behaviour, and the level of their maturity is crucial for the successful performance of the profession concerned. From this point of view, the competences of university teachers are of exceptional importance, mainly because teachers constitute the basis for the creation of new knowledge and new values beneficial to the university as well as to students, and subsequently also to enterprises in the role of employers, who should be able to use reasonably and develop systematically the mature competences of their employees. The intention of the study is to analyse the professional-personal profile of university teachers and the competences they should have. The study also presents outcomes of a questionnaire-based survey conducted with a sample of 686 students of the University of Žilina, the Slovak Republic. The first stage of our survey (2012/2013, 395 students) focused on questioning as to which competences the teacher should have according to students. The second stage of our survey (2013/2014), which is dealt with in this study, focuses on defining the negative competences and characteristics of teachers, i.e. it focuses on the question as to which features the teacher should certainly not have. In addition to interesting outcomes of the survey, the most important part of the study is an originally created competence model of the university teacher. Such competence model should become a quality standard or a paragon of the positive indicators of the teacher's working behaviour. The model also needs to clearly define the negative indicators (undesirable behaviour) which teachers should eliminate from their performance and behaviour. Persistence of such behaviour should be strictly penalised by the management of the faculty or university.

Technical and Behavioral Competencies on Performance Evaluation: Petrek Leaders’ Perspectives

“…From this definition, one example is an employee's interaction to gain impacts (influence) in the view of another employee or leader, and another instance is an interaction aiming to show empathy. Similar definitions have been provided recently by Jackson and Chapman (2012), Blašková et al (2014), andEdwards-Schachter et al (2015). From Jackson and Chapman's perspective, competencies are capabilities entailing attributes, skills, abilities, and values that help employees in operating successfully in the workplace.…”

“…In fact, the competencies deemed relevant in several organizations have been widely investigated to maximize the quality of performance (Blašková et al, 2014;Getha-Taylor et al, 2016;Gómez-Arizaga et al, 2016;Jackson & Chapman, 2012;Torres, 2012). To improve the quality of teaching, Blašková et al (2014) analyzed the technical and behavioral competencies required of university teachers in the republic of Slovak. By administering a questionnaire survey with 686 students, Blašková et al identified the competencies that teachers should have and the ones they should not have.…”

“…Second, most studies were conducted with reference to university contexts. Although universities provide students with technical expertise required for workplaces (Blašková et al, 2014), organizational contexts may be characterized by some competencies that cannot be captured in the university contexts. Some organizations use competency models, in which every competency required is familiar to employees (Leme, 2012).…”

Personality Value Qualities of an Ideal Higher Education Teacher

“…In our study special attention is paid to the researches of the Czech scientists. As a result of the survey among the students of the University of Žilina (Czech Republic), which was conducted by the Czech scientists Blaškováa, Blaškoa, and Kucharíkováa (2014), the negative characteristics, which higher education teachers should not have, have been developed. According to the researches, all respondents marked bias and unfairness in the first position.…”

Designing and validating a potential formative evaluation inventory for teacher competences

“…Competence is defined as a set of professional skills that underlie successful performances (Blašková et al 2014). Avalos (2011) stated that teacher competence is the teachers' ability in critical analysis of teaching phenomena and education policies which enables them to design the teaching process and procedure in a way to achieve the objectives.…”