Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching

[EN] Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.Cortellazzo, L.; Bonesso, S.; Gerli, F. (2021). Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 1385-1392. https://doi.org/10.4995/HEAd21.2021.12946OCS1385139

Experiences that matter: Unraveling the link between extracurricular activities and emotional and social competencies

Emotional and social competencies have been shown to be extremely desirable in young people for their successful entry into the labor market. Their development has been studied primarily as a result of formal training in the educational and work domains, whereas relatively little is known about the role played by extracurricular activities in promoting these types of competencies. Non-working personal experiences are often used as proxies to assess the emotional and social competencies of candidates in recruitment and selection phases. However, this inference is not based on clear scientific evidence. Drawing on experiential learning theory, this study investigated empirically the relationship between a range of extracurricular activities (volunteering, cultural activities, experience abroad, sport) and the competency portfolio of graduates. Data were collected from a sample of 324 graduates through a structured survey and a multi-rater assessment of their emotional and social competencies. The results of the Partial Least Square-Path Modeling in general provide support for the positive association between experiential extracurricular activities and emotional and social competencies, although not all relationships are supported. The present study contributes to advance in the understanding of the determinants of emotional and social competencies by examining their relationship with a broad range of extracurricular activities. Moreover, it discusses implications for higher education and human resource management

Competency development in higher education: Crafting the future self as a driver for change

[EN] Comparison between ideal and real self provides the chance to implement a process of social and emotional competencies development. At theoretical and empirical levels, there is still room to measure the effects of the ideal self crafting on the activation of a competency development process and how the real self signals actual strengths and areas of improvement. Nonetheless, literature could devote more attention to the role of higher education institutions in the process of developing the competencies, from helping students in assessing their real self and discovering the needed competencies to achieve the desired future. The present study describes the implementation of this process in the domain of higher education, showing the results from an elective course delivered in a public Italian University to Master’s degree students.Bonesso, S.; Cortellazzo, L.; Gerli, F.; Milani, G. (2024). Competency development in higher education: Crafting the future self as a driver for change. Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd24.2024.1732

Nurturing students’awareness of their behavioral competencies: The Competency Lab experience

[EN] Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.Gerli, F.; Bonesso, S.; Cortellazzo, L. (2019). Nurturing students’awareness of their behavioral competencies: The Competency Lab experience. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 677-684. https://doi.org/10.4995/HEAD19.2019.9232OCS67768

The interplay between experiential and traditional learning for competency development

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies

Modelling corneal transparency with reference to stromal architecture

The arrangement of corneal collagen fibrils within lamellae was investigated by comparing fibril positions obtained from electron microscopy with distorted hexagonal, quasi-random and aperiodic arrays. By calculating the wavelength dependence and Fourier transforms of these various arrays it was determined that an aperiodic array based on the sunflower seed head is the most compatible with corneal ultrastructure. An investigation of corneal light scattering away from the central axis was undertaken for the first time. Experimentally it was shown that corneal transmission decreases peripherally, particularly in the far periphery near the limbus. This was shown to be theoretically compatible with calculated positional changes in refractive index and fibril radius, by calculating transmission using the direct summation of scattered fields method. In swollen human corneas, it was determined that there was a notable change in wavelength dependence in the peripheral regions, possibly suggesting an increase in the size and relative number fibril free voids. . Corneal infrared transmission is poorly studied. In this part of the spectrum, the cornea acts as an absorber of incident radiation. It was hypothesised that there should be a systematic variation between corneal hydration and infrared light transmission. Experimentally, by Fourier transform infrared spectroscopy a convenient linear relationship between hydration and transmission was found. Riboflavin-UVA crosslinking is used to treat keratoconus, a degenerative corneal disorder. A swelling experiment was performed on porcine corneas in order to elucidate whether the crosslinking mechanism is intra- or inter-fibrillar. Swelling rates for the treated and untreated tissue were not statistically significant, excluding interfibrillar crosslinking. The penetration depth of the riboflavin molecule into corneal stroma was also examined by visible spectroscopy of thin segments of tissue. It was demonstrated that when riboflavin infiltrates a full thickness cornea, the highest concentration of riboflavin is present in the anterior tissue segment.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

ATLANTIC EPIPHYTES: a data set of vascular and non-vascular epiphyte plants and lichens from the Atlantic Forest

Epiphytes are hyper-diverse and one of the frequently undervalued life forms in plant surveys and biodiversity inventories. Epiphytes of the Atlantic Forest, one of the most endangered ecosystems in the world, have high endemism and radiated recently in the Pliocene. We aimed to (1) compile an extensive Atlantic Forest data set on vascular, non-vascular plants (including hemiepiphytes), and lichen epiphyte species occurrence and abundance; (2) describe the epiphyte distribution in the Atlantic Forest, in order to indicate future sampling efforts. Our work presents the first epiphyte data set with information on abundance and occurrence of epiphyte phorophyte species. All data compiled here come from three main sources provided by the authors: published sources (comprising peer-reviewed articles, books, and theses), unpublished data, and herbarium data. We compiled a data set composed of 2,095 species, from 89,270 holo/hemiepiphyte records, in the Atlantic Forest of Brazil, Argentina, Paraguay, and Uruguay, recorded from 1824 to early 2018. Most of the records were from qualitative data (occurrence only, 88%), well distributed throughout the Atlantic Forest. For quantitative records, the most common sampling method was individual trees (71%), followed by plot sampling (19%), and transect sampling (10%). Angiosperms (81%) were the most frequently registered group, and Bromeliaceae and Orchidaceae were the families with the greatest number of records (27,272 and 21,945, respectively). Ferns and Lycophytes presented fewer records than Angiosperms, and Polypodiaceae were the most recorded family, and more concentrated in the Southern and Southeastern regions. Data on non-vascular plants and lichens were scarce, with a few disjunct records concentrated in the Northeastern region of the Atlantic Forest. For all non-vascular plant records, Lejeuneaceae, a family of liverworts, was the most recorded family. We hope that our effort to organize scattered epiphyte data help advance the knowledge of epiphyte ecology, as well as our understanding of macroecological and biogeographical patterns in the Atlantic Forest. No copyright restrictions are associated with the data set. Please cite this Ecology Data Paper if the data are used in publication and teaching events. © 2019 The Authors. Ecology © 2019 The Ecological Society of Americ

Affrontare incertezze e cambiamenti sviluppando l’adattabilità

L'articolo introduce la competenza trasversale "adattabilità" e discute i metodi di apprendimento per svilupparl