Learner‐Centered <scp>SEM</scp> and Competency‐Based Education: Exploring the Learning Frontier of Graduate Enrollment Futures

Snowden, Monique L.

doi:10.1002/sem3.20035

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…[ 12 , 13 ] Questionnaire survey is a method of issuing a structured questionnaire to investigate the ability required for a specific position, thereby constructing a competency model. [ 14 , 15 ]…”

Section: Introductionmentioning

confidence: 99%

Analysis of factors and corresponding interactions influencing clinical management assistant ability using competency model in China

Zheng

Shi

2020

Medicine

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The clinical management assistant (CMA) is an innovative and practical way to help manage a hospital, so the selection of CMA is important. This research is to find the influencing factors on the competency of CMA and help to select proper candidate of CMA. Based on the items of competency theory using the structural equation model, the data of 600 hospital managers from Shanghai, Guangzhou and Wuhan were identified by exploratory factor analysis and confirmatory factor analysis. In further analysis, the interactions among the factors were evaluated. A total of 20 items were identified as critical to CMA capability, which were further tested and divided into 3 factors: (1) personal characteristics; (2) competence; (3) thinking. The subsequent analysis showed that all factors had significant impact on CMA's ability, and competence contributed the most to the formation of CMA's ability, while the intermediary role of personal characteristics and thinking could not be ignored in practice. The results showed that the competency model contained these 3 factors and had the same structure as the classic competency model. This study presented a tentative approach for assessing CMA's competency, as well as provided the criteria to find and evaluate a CMA.

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Section: Introductionmentioning

confidence: 99%

Analysis of factors and corresponding interactions influencing clinical management assistant ability using competency model in China

Zheng

Shi

2020

Medicine

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“…In the intensified era of evidencing educational outcomes, Snowden (, ) proclaims that learning is the new SEM frontier that has yet to be fully explored, in terms of the roles that SEM professionals—particularly registrars—can and will play in institutional environments with heightened foci on innovative learning spaces, models, and delivery methods—and associated learning outcomes. Competency‐based learning, prior learning assessment, and direct assessment of learning are creating curricular opportunities and challenges for colleges and universities, beyond that of transfer credit and the articulation of credit.…”

Section: Finding and Repositioning The Registrar In The Sem Contextmentioning

confidence: 99%

Refocusing | Losing | Finding: BeyondSEMStructures, Functions, and Administrative Contexts

Snowden

2016

Strategic Enroll Management

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Jack Maguire proclaimed in his classic article, detailing Boston College's enrollment management (EM) design, that “to the organized go the students.” Since the inception of EM in the 1970s, college and university leaders have perpetuated structuralist approaches to EM, which are often reflected in persistent debates about the ideal collection and organizational placement of EM functions under either an administrative or academic C‐level executive. This article acknowledges the structural beginnings and inherent functional aspects of SEM, but also challenges SEM researchers and practitioners to expand their theoretical frames, analytical lenses, organizational conclusions, and individual actions toward more effectively realizing SEM practices and professions in the academic context. To that end, the author promotes an academic orientation to SEM and the strategic repositioning of the 21st century collegiate registrar in a SEM context.

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Finding the right fit: the search and selection process for direct assessment program enrollees

Morrison

2016

J of Competency-Based Ed

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BackgroundCoupling the new majority of learners being 22 or older with the dawning of new alternative programs such as direct assessment competency‐based programs this study serves two purposes—to test a model for researching college choice of competency‐based education (CBE) students and investigate how learners, like participant one mentioned above, who ultimately enroll in a direct assessment competency‐based program, search for and choose that program.MethodThis qualitative study utilized interviews to investigate how learners, who recently enrolled in direct assessment CBE programs, undertook the college choice process.ResultsInitial results found that 80% of participants (N = 5) did not complete a formal search process and chose to enroll based on information from a trusted source—namely their employers and in one case, the Washington Post. The flexibility and the potential for cost savings, both through credit for prior learning and the ability to move quickly, were key enrollment catalysts.ConclusionThe implications of this study are important for institutions developing competency‐based education programs—adult learners may not be actively looking for a program, the program has to find them through a trusted source and appeal to their wallet and career aspirations with flexible programs that treat them like the professionals they are.

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Learner‐Centered SEM and Competency‐Based Education: Exploring the Learning Frontier of Graduate Enrollment Futures

Cited by 4 publications

References 5 publications

Analysis of factors and corresponding interactions influencing clinical management assistant ability using competency model in China

Analysis of factors and corresponding interactions influencing clinical management assistant ability using competency model in China

Refocusing | Losing | Finding: BeyondSEMStructures, Functions, and Administrative Contexts

Finding the right fit: the search and selection process for direct assessment program enrollees

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