Competences of IT Architects

The field of architecture in the digital world uses a plethora of terms to refer to different kinds of architects, and recognises a confusing variety of competences that these architects are required to have. Different service providers use different terms for similar architects and even if they use the same term, they may mean something different. This makes it hard for customers to know what competences an architect can be expected to have.\ud \ud This book combines competence profiles of the NGI Platform for IT Professionals, The Open Group Architecture Framework (TOGAF), as well as a number of Dutch IT service providers in a comprehensive framework. Using this framework, the book shows that notwithstanding a large variety in terminology, there is convergence towards a common set of competence profiles. In other words, when looking beyond terminological differences by using the framework, one sees that organizations recognize similar types of architects, and that similar architects in different organisations have similar competence profiles. The framework presented in this book thus provides an instrument to position architecture services as offered by IT service providers and as used by their customers.\ud \ud The framework and the competence profiles presented in this book are the main results of the special interest group “Professionalisation” of the Netherlands Architecture Forum for the Digital World (NAF). Members of this group, as well as students of the universities of Twente and Nijmegen have contributed to the research on which this book is based

Kompetence za poucevanje za trajnostni razvoj na podrocju izobrazevanja uciteljev

Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.

Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence

Synergistic Team Composition

Effective teams are crucial for organisations, especially in environments that require teams to be constantly created and dismantled, such as software development, scientific experiments, crowd-sourcing, or the classroom. Key factors influencing team performance are competences and personality of team members. Hence, we present a computational model to compose proficient and congenial teams based on individuals' personalities and their competences to perform tasks of different nature. With this purpose, we extend Wilde's post-Jungian method for team composition, which solely employs individuals' personalities. The aim of this study is to create a model to partition agents into teams that are balanced in competences, personality and gender. Finally, we present some preliminary empirical results that we obtained when analysing student performance. Results show the benefits of a more informed team composition that exploits individuals' competences besides information about their personalities

Competences possessed and required by European graduates. REFLEX Report to HEFCE No 4

The report is based on the results of a major international study of graduate employment some five years after graduation. It presents an analysis of graduates' perceptions of what competences they need to do their current jobs and whether they possess these competences

Endogenous competences and linkages development

In this paper we analyze empirically the influence of firms’ endogenous competences in the existence, quality and results of the linkages between firms and different types of agents. Using survey data from 170 firms belonging to the steel making and automotive production networks in Argentina, we show that the level of endogenous competences influences the linkages’ quality, objectives and results. Higher level of competences generates more virtuous linkages and influences the objectives that firms are after when interacting. Without certain minimum competences, firms only relate commercially and do not form links aimed to exchange knowledge or innovate. Better standing in terms of competences positively affects the probability of being involved in technological transfer agreements and cooperation agreements aimed at innovation. Being involved in useful interations requires previous competences, defining a vicious circle that calls for public intervention and policy implementation.Linkages; Networks; Endogenous Capacities

Changes in work and competences

This introductory chapter is in three sections, and will discuss the main changes that have affected the world of work over the past 50 years, and their consequences on organisations, activities, and the competences of employees. (DIPF/Orig.

Impact of Personality and Emotional Intelligence on Successful Training in Competences

Many modern management theories and researches deriving therefrom seek those personality features and traits that ought to ensure the efficient development of an individual’s competences. In my research we found out that managers are able to develop top quality management and top quality competences irrespective of their personality traits. Since there is no uniform method that would offer an explanation as to how individuals should develop their competences, we presented how an individual training programme and the development of competences should proceed.However,we can only attain optimum success in training needed competences if we take into consideration individual features of a person, his/her emotional intelligence and the requirements of his/her working environment.What the dynamic and variable working environment expects from a modern leader is a wide range of good or even perfect competences. The article at hand presents the importance of a long-term basis training that has a systematic influence on the improvement of management techniques.competences, training, personality traits, management, behaviour

Do differences exist between how Engineering and non-Engineering lecturers perceive the importance of teaching competences?

A survey we conducted a few years ago concluded that higher education teachers should have the following competences: interpersonal, methodological, communicative, planning and management, teamwork and innovation. The authors of this work belong to the Institute in charge of the lecturer-training program at our university, which is basically a technical one. In order to improve our training program, we pose the following research questions: What are the competences that lecturers perceive as less important. Do our university teachers (engineering teachers) have a different perception of the importance of the different lecturer competences compared to that of other teachers? The results we present in this paper come from a survey that was sent to a total of 15,209 teachers belonging to public universities in our community, and we received a total of 2,347 valid answers. As a result of this study, we found which competences are those with a significantly bad rating by lecturers in general, and our lecturers in particular. We analyze what measures should be introduce into our teacher training program.Postprint (author's final draft

School starters’ early structure sense

Low and high achieving children’s competences regarding pattern and structure at the beginning of formal schooling are comparatively analyzed in order to evaluate the range of school starters’ early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low achievers. Cognitive milestones for the development of a sound early structure sense are named