22 SES 05.5 PS, General Poster Session
General Poster Session
Skills and competencies have become the backbone of economic prosperity in the knowledge society of the 21st century. Even though international empirical research has recognized this fact, it has yet neglected modeling and measuring academic competencies in higher education (cf. Tremblay, 2012; Blömeke, Zlatkin-Troitschanskaia, Kuhn & Fege, 2013). The existing research deficit is partly due to the high complexity of defining academic competencies of graduate and PhD students in the face of the international and intranational diversity of study models, education structures, and teaching performances in the tertiary education sector. There do exist approaches to a structural stabilization of empirical higher education research (cf. Tremblay, 2013, on OECD’s feasibility study “Assessment of Higher Education Learning Outcomes” (AHELO)), as an analysis of the international state of research shows (cf. Kuhn & Zlatkin-Troitschanskaia, 2011). At the same time, these studies reveal the challenges for higher education research in measuring competencies in a valid and reliable way. Thus, there is an urgent need for appropriate instruments for modeling and measuring competencies in most university subjects.
This is why the German Federal Ministry of Education and Research (BMBF) initiated the research program “Modeling and measuring competencies in higher education (KoKoHs)” to create a systematic framework for about 70 individual projects in several domains of higher education http://www.kompetenzen-im-hochschulsektor.de/index_ENG.php). In this joint multi- and interdisciplinary research program experts from various disciplines are working together and networking nationally as well as internationally. The three main goals of the funding initiative are
- to maintain the performance of the German tertiary education system in the face of growing international competition,
- to contribute to international competence research in higher education, and
- to create a framework for the evaluation of higher education performance so that policy decisions and institutional measures can be based on empirical evidence.
A coordination office has been installed in order to connect the funded projects to international research activities and in order to use synergies purposefully. The projects funded by KoKoHs cover important university subjects and domains, and have also been selected according to the quantitative criterion of the total number of students enrolled. Another conceptual trademark of KoKoHs is its focus on domain-specific and generic competencies. Following Weinert’s definition of competencies (2001), the competencies in KoKoHs include cognitive disposition, that is academically gained knowledge, as well as the motivational, volitional, and social disposition to apply the gained knowledge flexibly in different situations. With this in mind, the program is funding projects regarding the following subjects and generic areas: economic, social, educational, and engineering sciences, teacher education in STEM subjects, as well as general research competencies and self-regulation (being crucial academically taught generic areas).
Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., & Fege, J. (Eds.) (2013). Modeling and meas-uring competencies in higher education. Rotterdam: Sense Publishers. Hartig, J., Klieme, E., & Leutner, D. (Eds.) (2008). Assessment of competencies in educational con-texts. State of Washington, Göttingen: Hogrefe & Huber Publishers. Kuhn, C., & Zlatkin-Troitschanskaia, O. (2011). Assessment of competencies among university stu-dents and graduates – Analyzing the state of research and perspectives. Mainz: Johannes Guten-berg University Mainz. Arbeitspapiere Wirtschaftspädagogik [working paper: business education], 59. Tremblay, K. (2013). OECD Assessment of Higher Education Learning Outcomes (AHELO): Ra-tionale, challenges and initial insights from the feasibility study. In S. Blömeke, O. Zlatkin-Troitschanskaia, C. Kuhn, & J. Fege (Eds.), Modeling and measuring competencies in higher educa-tion. Rotterdam: Sense Publishers. Trembley, K., Lalancette, D. & Roseveare, D. (2012). Assessment of Higher Education Learning Outcomes. Feasibility Study Report. Volume 1 – Design and Implementation. OECD. Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Seattle, WA: Hogrefe & Hu-ber.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.