Competency-based models of learning for engineers: a comparison

Abstract

One of the goals of higher professional education is to develop generic student competencies across a variety of disciplines that play a crucial role in education and that provide wider opportunities for graduates in finding good jobs and more chance of promotion. In this article a list of generic competencies developed in Russian universities is compared with a similar list developed by a consortium of Russian and European universities (project TUNING-RUSSIA). Then there is a second comparison with a list of competencies taken from the CDIO Syllabus. This comparison indicates the degree of similarity among the lists and the possible convergence among universities all over the world. The results are taken from a survey carried out among Russian employers, academics, and graduates. The survey asked to rate each listed competence by its importance and the degree of achieving goals in the process of the education.

Situational Judgment Tests as Measures of 21st Century Skills: Evidence across Europe and Latin America

“…The development of the competency framework was based on various sources of information. These included best practices in competency modeling (Campion et al, 2011;Kurz & Bartram, 2002), content of competency frameworks from academic institutions and professional companies (e.g., Getha-Taylor, Hummert, Nalbandian, & Silvia, 2013;Lee, 2009;Lunev, Petrova, & Zaripova, 2013), internal research conducted by several institutions in the Laureate network, and data from various research partners. A draft competency framework was developed by integrating information from these sources and utilizing competency names and definitions from the SHL Universal Competency Framework (Bartram, 2012).…”

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

“…The concept of competency-based curricula appears in order to incorporate competencies into the engineering curriculum (Lunev, Petrova, and Zaripova, 2013). This model focuses on the learning process and is oriented towards results (Tomić et al, 2019).…”

A Flipped Model to Develop Improved Problem Identification & Development Skills in a Mechanics of Materials Course

“…Each Topic contained between 1-5 Assessment Questions, which were analogous to the traditional problems at the end of a section in the textbook. These questions were evaluated via a competency-based model [4] where the student must get the problem correct to obtain any credit for completing the problem. To discourage random guessing, a 10% penalty per problem was assessed for an incorrect response and the student was given another attempt at the problem.…”