Competence Training in Higher Education: The case of the Technological Master "Prestaci��n de Servicios Profesionales" from the Colegio de Postgraduados (M��xico).

The Competency-Based Education in the context of training is intended as a comprehensive approach that seeks to link education with the productive sector and increase the potential of individuals, in the face of social, economic, political and cultural transformations that suffers the world and the contemporary society; this is how educational services associated to the rural area takes part of the global revalorization of the role of learning and knowledge. Under the competence approach and taking into account the CONOCER model, we design a Technological Master from the ���Colegio de Postgraduados��� identifying the competences needed so that the students, professional from different areas of knowledge, managed to develop them, but mainly to achieve the goal of developing the capacities of producers in Mexican rural area.

Project management competence analysis in rural communities through territorial representation: application to Aymara women communities in Puno (Peru)

The acquisition of technical, contextual and behavioral competences is a prerequisite for sustainable development and strengthening of rural communities. Territorial display of the status of these skills helps to design the necessary learning, so its inclusion in planning processes is useful for decision making. The article discusses the application of visual representation of competences in a rural development project with Aymara women communities in Peru. The results show an improvement of transparency and dialogue, resulting in a more successful project management and strengthening of social organization.

Competence Monitoring in Project Teams by using Web based portfolio management systems

This paper reports a learning experience related to the acquisition of project management competences. Students from three different universities and backgrounds, cooperate in a common project that drives the learning-teaching process. Previous related works on this initiative have already evaluated the goodness of this multidisciplinary, project-based learning approach in the context of a new educative paradigm. Yet the innovative experience has allowed the authors to define a rubric in order to measure specific competences in project management. The study shows the rubric���s main aspects as well as competence acquisition evaluation alternatives, based in the metrics defined. Key indicators and specific reports obtained from data base fields in the web tool will support this work. As a result, new competences can be assessed, such ones like teamwork, problem solving, communication and leadership. Final goal is to provide an overall competence map to the students at the same time they improve their skills.

Behavior competence development through e-learning: experience at the undergraduate level in the context of Aula a Distancia Abierta (ADA) Madrid, Spain

This communication presents the results of an innovative approach for competencedevelopment suggesting a new methodology for the integration of these elements in professional development within the ADA initiative (AulaaDistanciaAbierta, Distance and Open Classroom) of the Community of Madrid. The main objective of this initiative is to promote the use of Information and Communication Technologies (ICTs) for educational activities by creating a new learning environment structured on the premises of commitment to self���learning, individual work, communication and virtual interaction, and self and continuous assessment. Results from this experience showed that conceptualization is a positive contribution to learning, as students added names and characteristics to competences and abilities that were previously unknown or underestimated. Also, the diversity of participants��� disciplines indicated multidimensional interest in this idea and supported the theory that this approach to competencedevelopment could be successful in all knowledge areas.

Development and Assessment of the Competence Creativity Applied to Technical Drawing

The results obtained after incorporating the competence ���creativity��� to the subject Technical Drawing of the first course of the Degree in Forestry, Technical University of Madrid, are presented in this study.At first, learning activities which could serve two functions at the same time -developing students��� creativity and developing other specific competences of the subject- were considered. Besides, changes in the assessment procedure were made and a method which analyzes two aspects of the assessment of the competence creativity was established. On the one hand, the products are evaluated by analyzing the outcomes obtained by students in the essays suggested and by establishing a parameter to assess the creativity expressed in those essays. On the other, an assessment of the student is directly carried out through a psychometric test which has been previously chosen by the team.Moreover, these results can be applied to similar or could be of general application

Flexibility in Airline Business Models with Core Competence as an Indicator.

The airline industry is often unstable and unpredictable forcing airlines to restructure and create flexible strategies that can respond to external operating environmental changes. In turbulent and competitive environments, firms with higher flexibility perform better and the value of these flexibilities depends on factors of uncertainty in the competitive environment. A model is sought for and arrived at, that shows how an airline business model will function in an uncertain environment with the least reduction in business performance over time. An analysis of the business model flexibility of 17 Airlines from Asia, Europe and Oceania, that is done with core competence as the indicator reveals a picture of inconsistencies in the core competence strategy of certain airlines and the corresponding reduction in business performance. The performance variations are explained from a service oriented core competence strategy employed by airlines that ultimately enables them in having a flexible business model that not only increases business performance but also helps in reducing the uncertainties in the internal and external operating environments.

Knowledge pipeline in freight pipeline industry: competence- based model for open innovation

There is growing concern over the challenges for innovation in Freight Pipeline industry. Since the early works of Chesbrough a decade ago, we have learned a lot about the content, context and process of open innovation. However, much more research is needed in Freight Pipeline Industry. The reality is that few corporations have institutionalized open innovation practices in ways that have enabled substantial growth or industry leadership. Based on this, we pursue the following question: How does a firm���s integration into knowledge networks depend on its ability to manage knowledge? A competence-based model for freight pipeline organizations is analysed, this model should be understood by any organization in order to be successful in motivating professionals who carry out innovations and play a main role in collaborative knowledge creation processes. This paper aims to explain how can open innovation achieve its potential in most Freight Pipeline Industries.

A model for evaluation of generic competences in engineering: application to the problem. Solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

A model for evaluation of generic competences in engineering: application to the problem-solving competence at UPM.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

Conceptual framework for the design, implementation and validation of psychomotor skills��� assessment systems in minimally invasive surgery

Las t��cnicas de cirug��a de m��nima invasi��n (CMI) se est��n consolidando hoy en d��a como alternativa a la cirug��a tradicional, debido a sus numerosos beneficios para los pacientes. Este cambio de paradigma implica que los cirujanos deben aprender una serie de habilidades distintas de aquellas requeridas en cirug��a abierta. El entrenamiento y evaluaci��n de estas habilidades se ha convertido en una de las mayores preocupaciones en los programas de formaci��n de cirujanos, debido en gran parte a la presi��n de una sociedad que exige cirujanos bien preparados y una reducci��n en el n��mero de errores m��dicos. Por tanto, se est�� prestando especial atenci��n a la definici��n de nuevos programas que permitan el entrenamiento y la evaluaci��n de las habilidades psicomotoras en entornos seguros antes de que los nuevos cirujanos puedan operar sobre pacientes reales. Para tal fin, hospitales y centros de formaci��n est��n gradualmente incorporando instalaciones de entrenamiento donde los residentes puedan practicar y aprender sin riesgos. Es cada vez m��s com��n que estos laboratorios dispongan de simuladores virtuales o simuladores f��sicos capaces de registrar los movimientos del instrumental de cada residente. Estos simuladores ofrecen una gran variedad de tareas de entrenamiento y evaluaci��n, as�� como la posibilidad de obtener informaci��n objetiva de los ejercicios. Los diferentes estudios de validaci��n llevados a cabo dan muestra de su utilidad; pese a todo, los niveles de evidencia presentados son en muchas ocasiones insuficientes. Lo que es m��s importante, no existe un consenso claro a la hora de definir qu�� m��tricas son m��s ��tiles para caracterizar la pericia quir��rgica. El objetivo de esta tesis doctoral es dise��ar y validar un marco de trabajo conceptual para la definici��n y validaci��n de entornos para la evaluaci��n de habilidades en CMI, en base a un modelo en tres fases: pedag��gica (tareas y m��tricas a emplear), tecnol��gica (tecnolog��as de adquisici��n de m��tricas) y anal��tica (interpretaci��n de la competencia en base a las m��tricas). Para tal fin, se describe la implementaci��n pr��ctica de un entorno basado en (1) un sistema de seguimiento de instrumental fundamentado en el an��lisis del v��deo laparosc��pico; y (2) la determinaci��n de la pericia en base a m��tricas de movimiento del instrumental. Para la fase pedag��gica se dise���� e implement�� un conjunto de tareas para la evaluaci��n de habilidades psicomotoras b��sicas, as�� como una serie de m��tricas de movimiento. La validaci��n de construcci��n llevada a cabo sobre ellas mostr�� buenos resultados para tiempo, camino recorrido, profundidad, velocidad media, aceleraci��n media, econom��a de ��rea y econom��a de volumen. Adicionalmente, los resultados obtenidos en la validaci��n de apariencia fueron en general positivos en todos los grupos considerados (noveles, residentes, expertos). Para la fase tecnol��gica, se introdujo el EVA Tracking System, una soluci��n para el seguimiento del instrumental quir��rgico basado en el an��lisis del v��deo endosc��pico. La precisi��n del sistema se evalu�� a 16,33ppRMS para el seguimiento 2D de la herramienta en la imagen; y a 13mmRMS para el seguimiento espacial de la misma. La validaci��n de construcci��n con una de las tareas de evaluaci��n mostr�� buenos resultados para tiempo, camino recorrido, profundidad, velocidad media, aceleraci��n media, econom��a de ��rea y econom��a de volumen. La validaci��n concurrente con el TrEndo�� Tracking System por su parte present�� valores altos de correlaci��n para 8 de las 9 m��tricas analizadas. Finalmente, para la fase anal��tica se compar�� el comportamiento de tres clasificadores supervisados a la hora de determinar autom��ticamente la pericia quir��rgica en base a la informaci��n de movimiento del instrumental, basados en aproximaciones lineales (an��lisis lineal discriminante, LDA), no lineales (m��quinas de soporte vectorial, SVM) y difusas (sistemas adaptativos de inferencia neurodifusa, ANFIS). Los resultados muestran que en media SVM presenta un comportamiento ligeramente superior: 78,2% frente a los 71% y 71,7% obtenidos por ANFIS y LDA respectivamente. Sin embargo las diferencias estad��sticas medidas entre los tres no fueron demostradas significativas. En general, esta tesis doctoral corrobora las hip��tesis de investigaci��n postuladas relativas a la definici��n de sistemas de evaluaci��n de habilidades para cirug��a de m��nima invasi��n, a la utilidad del an��lisis de v��deo como fuente de informaci��n y a la importancia de la informaci��n de movimiento de instrumental a la hora de caracterizar la pericia quir��rgica. Bas��ndose en estos cimientos, se han de abrir nuevos campos de investigaci��n que contribuyan a la definici��n de programas de formaci��n estructurados y objetivos, que puedan garantizar la acreditaci��n de cirujanos sobradamente preparados y promocionen la seguridad del paciente en el quir��fano. Abstract Minimally invasive surgery (MIS) techniques have become a standard in many surgical sub-specialties, due to their many benefits for patients. However, this shift in paradigm implies that surgeons must acquire a complete different set of skills than those normally attributed to open surgery. Training and assessment of these skills has become a major concern in surgical learning programmes, especially considering the social demand for better-prepared professionals and for the decrease of medical errors. Therefore, much effort is being put in the definition of structured MIS learning programmes, where practice with real patients in the operating room (OR) can be delayed until the resident can attest for a minimum level of psychomotor competence. To this end, skills��� laboratory settings are being introduced in hospitals and training centres where residents may practice and be assessed on their psychomotor skills. Technological advances in the field of tracking technologies and virtual reality (VR) have enabled the creation of new learning systems such as VR simulators or enhanced box trainers. These systems offer a wide range of tasks, as well as the capability of registering objective data on the trainees��� performance. Validation studies give proof of their usefulness; however, levels of evidence reported are in many cases low. More importantly, there is still no clear consensus on topics such as the optimal metrics that must be used to assess competence, the validity of VR simulation, the portability of tracking technologies into real surgeries (for advanced assessment) or the degree to which the skills measured and obtained in laboratory environments transfer to the OR. The purpose of this PhD is to design and validate a conceptual framework for the definition and validation of MIS assessment environments based on a three-pillared model defining three main stages: pedagogical (tasks and metrics to employ), technological (metric acquisition technologies) and analytical (interpretation of competence based on metrics). To this end, a practical implementation of the framework is presented, focused on (1) a video-based tracking system and (2) the determination of surgical competence based on the laparoscopic instruments��� motionrelated data. The pedagogical stage���s results led to the design and implementation of a set of basic tasks for MIS psychomotor skills��� assessment, as well as the definition of motion analysis parameters (MAPs) to measure performance on said tasks. Validation yielded good construct results for parameters such as time, path length, depth, average speed, average acceleration, economy of area and economy of volume. Additionally, face validation results showed positive acceptance on behalf of the experts, residents and novices. For the technological stage the EVA Tracking System is introduced. EVA provides a solution for tracking laparoscopic instruments from the analysis of the monoscopic video image. Accuracy tests for the system are presented, which yielded an average RMSE of 16.33pp for 2D tracking of the instrument on the image and of 13mm for 3D spatial tracking. A validation experiment was conducted using one of the tasks and the most relevant MAPs. Construct validation showed significant differences for time, path length, depth, average speed, average acceleration, economy of area and economy of volume; especially between novices and residents/experts. More importantly, concurrent validation with the TrEndo�� Tracking System presented high correlation values (>0.7) for 8 of the 9 MAPs proposed. Finally, the analytical stage allowed comparing the performance of three different supervised classification strategies in the determination of surgical competence based on motion-related information. The three classifiers were based on linear (linear discriminant analysis, LDA), non-linear (support vector machines, SVM) and fuzzy (adaptive neuro fuzzy inference systems, ANFIS) approaches. Results for SVM show slightly better performance than the other two classifiers: on average, accuracy for LDA, SVM and ANFIS was of 71.7%, 78.2% and 71% respectively. However, when confronted, no statistical significance was found between any of the three. Overall, this PhD corroborates the investigated research hypotheses regarding the definition of MIS assessment systems, the use of endoscopic video analysis as the main source of information and the relevance of motion analysis in the determination of surgical competence. New research fields in the training and assessment of MIS surgeons can be proposed based on these foundations, in order to contribute to the definition of structured and objective learning programmes that guarantee the accreditation of well-prepared professionals and the promotion of patient safety in the OR.

Final year project: students and instructors perceptions as a competence-strengthening tool for engineering students

This work indicates the importance of the Final Year Project (FYP) in the strengthening of competences of engineering students. The study also shows which personal competences of students are reinforced most during the FYP process,including the preparation, elaboration, presentation and defence stages. In order to gather information on this subject, a survey was conducted at two different Spanish technical universities���one public and one private���and a comparative analysis was performed of the questionnaires collected. The competence model considered is that used by the Accreditation Board for Engineering and Technology (ABET), since the official title of the public university has been accredited by this model. The results indicate which personal and professional competences of students are reinforced well by undertaking the FYP. Any significant differences in response by university are explained in the study. For validation purposes, the results were contrasted with the instructor���s perspective using the triangulation methodology. Finally, the conclusions drawn will permit the design of new study plans to cope more effectively with the challenges of the FYP in the new Bologna framework.

Analysing written production competence descriptors for academic and professional purposes and their calibration to the CEFR

The Common European Framework of Reference for Languages (CEFR) "describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively" (Council of Europe, 2001: 1). This paper reports on the findings of two studies whose purpose was to assess written production competence descriptors meant for their inclusion into the Academic and Professional English Language Portfolio KELP) for students of engineering and architecture. The main objective of these studies was to establish whether the language competence descriptors were a satisfactory valid tool in their language programmes from the point of view of clarity, relevance and reliability, as perceived by the students and fellow English for Academic Purposes (RAP) / English for Science and Technology (EST) instructors. The studies shed light on how to improve unsatisfactory descriptors. Results show that the final descriptor lists were on the whole well calibrated and fairly well written: the great majority was considered valid for both teachers and students involved.

Identifying the core competence as a key requirement for business model innovation. The case of Airlines as a service industry

Core competencies form the basis of an organization���s skills and the basic element of a successful strategic execution. Identifying and strengthening the core competencies enhances flexibility thereby strategically positioning a firm for responding to competition in the dynamic marketplace and can be the difference in quality among firms that follow the same business model. A correct understanding of the concept of business models, employing the right core competencies, organizing them effectively and building the business model around the competencies that are constantly gained and assimilated can result in enhanced business performance and thus having implications for firms that want to innovate their business models. Flexibility can be the firm���s agility to shift focus in response to external factors such as changing markets, new technologies or competition and a firm���s success can be gauged by the ability it displays in this transition. Although industry transformations generally emanate from technological changes, recent examples suggests they may also be due to the introduction of new business models and nowhere is it more relevant than in the airline industry. An analysis of the business model flexibility of 17 Airlines from Asia, Europe and Oceania, that is done with core competence as the indicator reveals a picture of inconsistencies in the core competence strategy of certain airlines and the corresponding reduction in business performance. The performance variations are explained from a service oriented core competence strategy employed by airlines that ultimately enables them in having a flexible business model that not only increases business performance but also helps in reducing the uncertainties in the internal and external operating environments. This is more relevant in the case of airline industry, as the product (the air transportation of passengers) minus the service competence is all the same.

Overview of international research in generic competence assessment

The competency assessment is a key issue for improving the quality of teaching and learning within the current European Higher Education Area (EHEA). The aim of this paper is to review the current research on assessment of generic competences, especially through online tools. It has conducted a search of the Web of Knowledge (Thomson Reuters) from keywords. It have been reviewed the abstracts and the results have been classified by time periods, countries and research area. It has selected a set of articles of the period 2010?2012, in which we have analyzed future trends. It is concluded that the research of assessment generic competences is been developing nowadays in educational area, although is still more important in the professional one. Additionally, it is surprising that appears most often used in preuniversity education levels. The academic context has increased research activities over the past five years, with different developments in the Anglo?Saxon countries over that those countries attached to the Bologna Process. The latest reports indicate that the learning competences must meet the individual reality of each person, so that the use of ICTs in their development and evaluation are essential given its immediacy and motivational ability. There is a clear trend towards an evaluation model that includes a 360�� specific and generic competences analysis.

Adaptive neuro-fuzzy inference systems (ANFIS) for supervised classification of competence in MIS based on psychomotor skills

INTRODUCTION: Objective assessment of motor skills has become an important challenge in minimally invasive surgery (MIS) training.Currently, there is no gold standard defining and determining the residents' surgical competence.To aid in the decision process, we analyze the validity of a supervised classifier to determine the degree of MIS competence based on assessment of psychomotor skills METHODOLOGY: The ANFIS is trained to classify performance in a box trainer peg transfer task performed by two groups (expert/non expert). There were 42 participants included in the study: the non-expert group consisted of 16 medical students and 8 residents (< 10 MIS procedures performed), whereas the expert group consisted of 14 residents (> 10 MIS procedures performed) and 4 experienced surgeons. Instrument movements were captured by means of the Endoscopic Video Analysis (EVA) tracking system. Nine motion analysis parameters (MAPs) were analyzed, including time, path length, depth, average speed, average acceleration, economy of area, economy of volume, idle time and motion smoothness. Data reduction was performed by means of principal component analysis, and then used to train the ANFIS net. Performance was measured by leave one out cross validation. RESULTS: The ANFIS presented an accuracy of 80.95%, where 13 experts and 21 non-experts were correctly classified. Total root mean square error was 0.88, while the area under the classifiers' ROC curve (AUC) was measured at 0.81. DISCUSSION: We have shown the usefulness of ANFIS for classification of MIS competence in a simple box trainer exercise. The main advantage of using ANFIS resides in its continuous output, which allows fine discrimination of surgical competence. There are, however, challenges that must be taken into account when considering use of ANFIS (e.g. training time, architecture modeling). Despite this, we have shown discriminative power of ANFIS for a low-difficulty box trainer task, regardless of the individual significances between MAPs. Future studies are required to confirm the findings, inclusion of new tasks, conditions and sample population.