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A competency model for higher education: an assessment based on placements

dc.contributor.authorGómez M.
dc.contributor.authorAranda E.
dc.contributor.authorSantos J.
dc.date.accessioned2020-09-02T22:19:53Z
dc.date.available2020-09-02T22:19:53Z
dc.date.issued2017
dc.identifier10.1080/03075079.2016.1138937
dc.identifier.citation42, 12, 2195-2215
dc.identifier.issn03075079
dc.identifier.urihttps://hdl.handle.net/20.500.12728/4796
dc.descriptionThe European Higher Education Area, which is based on competency acquisition, has led to changes in teaching methods and student evaluations. In this new context, placements represent the best university–business connection for the development of competencies and integration of students into the employment market. Therefore, the primary objective of this study is to construct and empirically apply a model to identify and assess the generic competencies of students in their learning. The study employs a sample of 351 student reports by professional supervisors of social sciences students who held two-year placements. Before testing the hypotheses, the measuring instrument was evaluated by means of a partial least squares regression. The results identify the extent to which students acquired competencies and the primary differences between both academic years. Useful information for teachers and professionals is provided in a proposed learning and assessment tool for placements. © 2016 Society for Research into Higher Education.
dc.language.isoen
dc.publisherRoutledge
dc.subjectcompetencies assessment
dc.subjectEuropean higher education area
dc.subjectpartial least squares regression (PLS)
dc.subjectplacements
dc.subjectskills
dc.titleA competency model for higher education: an assessment based on placements
dc.typeArticle


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