Felsőoktatási portfolió kompetencia alapon történő tervezése = Design of Higher Education Portfolio

Mind nemzetközi, mind hazai szinten olyan tendenciák érzékelhetők, amelyek a felsőoktatás munkaerő-piaci igényeknek megfelelő átstrukturálását igénylik. A kutatás során kifejlesztett rendszer egy olyan megoldási lehetőségre világított rá, amely a felsőoktatás átstrukturálását érintő, jelenleg is aktuális közigazgatási döntés-előkészítési folyamatot más megközelítésből tudná támogatni, azaz a munkaerőpiac keresleti és kínálati oldalának képzettségre vonatkozó egyezőségeinek, illetve különbözőségeinek a feltárásával. A kompetenciára épülő modellek, valamint a képesítési keretrendszerek átláthatóbbá, tervezhetőbbé teszik mind a szervezeti tevékenységeket, mind a képzési programokat, ezért a kompetencia megfelelő alapot szolgáltat a munkaerőpiac két oldalán megjelenő szakma-, illetve foglalkozási struktúra összehasonlítására. Mivel a szakirodalomban a fogalomnak nincs egyezményes definíciója, attól függően kerül használatba, hogy milyen tevékenység (szerepkörhöz kapcsolódó feladat elvégzése, vagy tanulás) elvégzése érdekében kerül aktiválásra. Ezért a kutatásban, a mögöttes tartalmát legjobban reprezentáló tudás-képesség-attitűd hármasként lett interpretálva, amely valamilyen feladat elvégzéséhez kapcsolódik. A rendszer ontológia alapú megközelítésben történő fejlesztését támasztja alá, az hogy az ontológia konzisztens alapot biztosít az összehasonlításra, valamint az egyes, ugyanerre a kutatási területre irányuló, továbbfejleszteni kívánt rendszerek is ebben a szemléletben készültek el. A kutatás során egy prototípus került kidolgozásra, amely a BCE Gazdaságinformatikus képzésének, valamint a hozzá kapcsolódó IT munkakörök közül a Szoftverfejlesztő munkakör kompetenciatartalmait kívánta összehasonlítani. A rendszer fejlesztése a kétfázisú inkrementális rendszerfejlesztési módszertan lépéseit követi, vagyis minden egyes szakaszban kifejlesztett részrendszer értékelésre került, amelyhez kapcsolódóan, az eredeti követelményeket az ott felmerült igényekkel kiegészítve került sor a második részrendszer előállítására. A kutatás legvégén a jelenleg is zajló döntés-előkészítési folyamatba való beilleszthetőségét vizsgáltam meg

ICT INDUSTRY INTEGRATED CURRICULA: TOWARDS AN ONTOLOGY BASED COMPETENCY MODEL

As technology advances rapidly, the ever changing industry needs for skills and competencies keeps changing in efforts to seize the nearest competitive advantage. This creates a great burden on higher education institutions to accurately be able to supply what the industry currently demands. Understanding and analyzing the gap between the supplied and demanded competencies has been always a topic of debate and research between both domains of knowledge. In this thesis, we have proposed developing an ontology that would help in identifying the gap between the employee and occupation competencies. The objective is to be able to generate the gap analysis utilizing the ontology and provide users with information that would help them in gaining more knowledge about the domain and taking informative decisions based on facts. Two separate ontologies representing classes and object properties of the Education and the Industry domain were successfully modeled. The validation shows that the ontology correctly classifies the employees as Fit or Un-fit to the set of occupations they applied for according to the competency gap analysis. Future work will involve experts validating the results of the ontology from the domain of knowledge point of view.QNRF project ProSkima NPRP 7-1883-5-28

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

VET and the “Competency-Tetris” : Inclusion of Whom, to What, and Where?

The purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research (DBR) approach, we used abductive applications to analyse data produced through participatory ethnographic observations in VET (N=32) of which counselling sessions (n=29), meetings (n=2) and a workshop (n=1) followed with subsequent semi-structured interviews (N=12) with VET counsellor and teacher practitioners. The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning commu-nities. Concerning inclusion, the Competency-Tetris materialised as a social divider, providing the self-governing stu-dents a fast-track to the “work-force auction,” separating them from students in need of support in their learning. Be-cause of the “go-forward” engine, equal learning for all students faces a U-turn whilst the economic value accumulated in competency-based qualification measures is accentuated. Albeit obscured, another aspiration starts to take form, requiring inclusion in VET to concern major domains of life, human encounters based on dignity, mutual respect, and social generosity approached as part of, within, and through VET.Peer reviewe

An employer demand intelligence framework

Employer demand intelligence is crucial to ensure accurate and reliable education, workforce and immigration related decisions are made. To date, current methods have been manually intensive and expensive — providing insufficient scope of information required to address such important economic implications. This research developed an Employer Demand Intelligence Framework (EDIF) to address detailed employer demand intelligence requirements. To further the EDIF’s functionality, a semi-automated Employer Demand Identification Tool (EDIT) was developed that continuously provide such intelligence

Teaching and Assessing Information Literacy in Orally-Communicating Rural Environments: A Model

In reviewing the various contexts of published models and frameworks for information literacy, the consistent dominance on formal education and professional workplace practises were noted. The total absence of an information literacy model that addresses the information experience of rural dwellers became a clear gap. Consequently, an analytical research approach was adopted to introduce a new model of information literacy – a model that does not override other existing models but provides a new way of thinking about information literacy in orally-communicating rural environments. The proposed model comprised of three rungs – awareness, access and utilisation rungs – and offered a framework for teaching and learning about information literacy in communities where information and knowledge transfer is predominantly done through verbal communication. The paper defined the key terms in the model, hinted on how the model can be used, and recommended further research to contest or strengthen the model