Faculty views of CBE, self‐efficacy, and institutional support: An exploratory study

Abstract

Competency‐based education (CBE) is essentially an approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE differs from traditional education that focuses instead more on seat time and credit hours. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE, institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self‐efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed though balanced views of CBE, generally high self‐efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can help institutions with CBE or those considering it to support faculty and ensure they are trained in teaching courses in this modality.

Teachers’ Perceptions of Competency-Based Curriculum Implementation, and Government Support: A Mixed Methods Study on Grade 1-5 Teachers in Homabay County, Kenya

“…This finding challenges the claim by Prokes et al (2021) that competency-based education (CBE) fosters more employment prospects, leading to workplace empowerment for re-entering the workforce or advancing within an enterprise. However, some teachers reported positive attitudes towards CBC, citing its learner-centered approach, nurturing of individual differences and cognitive experience, and catering to different abilities.…”

“…This design aims to provide a more comprehensive understanding by comparing both the quantitative and qualitative data (Creswell & Plano, 2018). The study instruments were adopted from Prokes et al, (2021), with minimal modifications, to conform to the current study's convergent design. Despite not having been field-tested, the reliability of the instruments was evaluated using Cronbach's alpha (41 items: α = .97).…”

Organization support as an antecedent of self-efficacy during the COVID-19 lockdown in Sri Lanka

“…Further, Luthans ( 2002 , p. 59) asserts that self-efficacy can be “measured, developed, and effectively managed for performance improvement”. In line with these arguments, previous research showed that self-efficacy predicts several individual outcomes (refer to Bandura 1977 ; Prokes et al 2021 ; Rai et al 2020 ; Shamshad and Naqi Khan 2020; Whyte and Saks 2007 ; Xanthopoulou et al 2009 ). For instance, greater self-efficacy relates to increased task engagement and psychological well-being (Rai et al 2020 ; Shamshad and Naqi Khan, 2020; Xanthopoulou et al 2009 ) whereas low self-efficacy relates to reduced health-related outcomes such as depression (Bandura 1977 ).…”

Effectiveness of Teaching and Learning Process Based on Competency Curriculum and Influence on Student Skills Activation: Study on Students of the Makassar Tourism Polytechnic

“…The curriculum has a very important position and position in the educational process, the curriculum is an absolute requirement and an inseparable part of education itself. The curriculum can provide competencies needed in the world of work to students so that if students graduate they will be easily absorbed in the world of work through the competencies they can get in college [4]. However, the competencies taught must also be relevant to the competencies needed by the world of work, because every place of business has set competency standards, so the relevance of these competencies is very important for students to be absorbed in the world of work.…”