The integration of project competences within the post-graduate programme: a case study of the International Masters in Rural Development AGRIS MUNDUS

Experiences relating to the InternationalMasters in Rural Development from the Technical University of Madrid (Universidad Politécnica de Madrid, UPM), the first Spanish programme to receive a mention as a Registered Education Programme by InternationalProject Management Association (IPMA) are considered. Backed by an educational strategy based on Project-Based Learning dating back twenty years, this programme has managed to adapt to the competence evaluation requirements proposed by the European Space for Higher Education (ESHE). In order to do this the training is linked to the professional qualification using competences as a reference leading to the qualification in project management as established by the IPMA.

Generic competences in engineering field: a comparative study between Latin America and European Union

In this work, a comparison between the competences codes in the CDIÓs* curriculum, the ones defined for the Tunning Project and the International Project Management Association (IPMA) is made. The goal is to define the most appropriate competences codes for the engineering education in Latin America. The CDIO code is obtained from the engineering practice, and responds to the Accreditation Board for Engineering and Technology (ABET) standards of accreditation. The Tuning competences are the ones defined for Latin America and the IPMÁs are international competences for project management. It is the first time that the competences defined in ABET accreditation standards in the engineering field are compared with the international competences according to IPMÁs model. The results give evidence that, in first place, there is a need to apply holistic models in the definition of an engineering curriculum. Second, the pertinence of these models in the definition of engineering programs in Latin America.

Leadership and project management competences in executive women: different styles from the agents' perceptions

The exercise of management and leadership are key aspects to achieve objectives, goals and relationships in the current knowledge society marked by increasingly competitive environments in which cognitive factors, creativity, knowledge and information determine the success of organizations. Both concepts have been historically associated with the male domain because of the underrepresentation of women in managerial positions. However, the increasing participation of women in the workplace has led to the development of an extensive literature on the possible existence of differences between the styles of male and female leadership, although it has not been addressed from the analysis of competences associated with each sex. Through a participatory process the abilities and skills related to women managers are analyzed and the differences in leadership styles. The results indicate that women particularly value the skills associated with human relationships, and that female leadership style tends to be transformational.

Compaslab.org, competences to be an ace. Learning design for a successful sustainable employability

Companies are looking for workers trained in soft skills, and we want to help in the learning process. How? Through three courses (Building trust through values, soft skills and entrepreneurship) and historical aces, characters who joined strong values, intellectual and social capabilities and an entrepreneurial spirit, to leave a legacy. CompasLab.org = Values + Skills + Action.

La integración cultural y social en las migraciones intraeuropeas

Cuando un migrante llega a una sociedad distinta, debe elegir cómo vivir en ella. En esta elección cuentan su pasado, su presente y especialmente su futuro en términos de expectativas de movilidad. Comprender cómo viven los residentes extranjeros en su país de destino implica considerar conceptos clave como procesos de socialización, shock cultural, competencia intercultural o procesos de aculturación que implican aprender nuevas competencias culturales. A partir de los datos de la Encuesta Social de Migraciones Internas Europeas (EIMSS) este trabajo se centra en el análisis de dos dimensiones, la integración cultural y la integración social, que van a caracterizar el modo en que los migrantes europeos viven en su nuevo entorno social, y su relación con la percepción de la discriminación que tiene el migrante o su adaptación psicológica, en términos de nostalgia y satisfacción con la vida.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.

Current Problems of Social Europe. Research Papers in Law, 7/2007

From the Introduction. The main difficulty of Theology lies in the fact that the very existence of its subject-matter, God, may be put into question. Talking about Social Europe has something of a theological dimension. The aim of this article is to contribute into the debate, by putting into perspective some of the latest manifestations of social Europe. The need for the pursuance of social policies at the European level is now more pressing than ever (para 2). The EU, however, as it now stands, is the direct evolutionary result of the predominantly economic entity created back in 1957. This explains that the social policies pursued at the European level are piecemeal and often impregnated with market concerns (para. 3). From an instrumental point of view, EU social policy is being pursued concomitantly by secondary legislation (hard law) in the fields where the EU does have the relevant competences and by softer means of cooperation (soft law) in several other fields. Hard law has given the occasion to the European Court of Justice (ECJ), in a series of recent judgments, of putting to the fore the concept of a ‘social market’ (para. 4). Soft cooperation has been formalised into the infamous Lisbon Strategy and has been the main object of experimentation with the open method of coordination (OMC) (para. 5). The advances achieved in the above ways, however, do not offer firm answers to basic questions concerning the future development of the European social identity (para. 6)

Flashlight Europe No. 3, November 2014: European Social Policy? Prospects for the New EU Commission

Whilst the intricate set of national and genuine European competences is probably just as convoluted as it has always been, the expectations of EU citizens are nothing of the sort. This is especially true in the area of employment and social affairs. What they want from policymakers is social safety and risk protection. And whether these things are done on the European or national level is of little importance. We have studied the latest data on social justice in the EU in order to describe the most important tasks and challenges currently facing Marianne Thyssen, the new Social Affairs Commissioner.

O papel da expressão motora em educação pré-escolar e 1.º ciclo do ensino básico no desenvolvimento da formação pessoal e social

Relatório de estágio apresentado para obtenção do grau de Mestre em Educação pré-escolar e 1º ciclo do ensino básico

"Lájk első látásra?" – Mi inspirálja a márkák kedvelését az online térben, kis vendéglátóhelyek esetében? ("Like at first sight?" – What inspires liking brands in online social media in the case of small catering establishments?)

A márkatulajdonosok számára elsődleges fontosságú, hogy feltérképezzék saját márkaközösségüket, ezáltal is elősegítve a közösségi fókuszú kommunikációs tevékenységüket. Különösen igaz ez a jellemzően kis- és középvállalati formában működő vendéglátóhelyek számára, ahol a közösségi média sokszor az egyetlen rendelkezésre álló marketingkommunikációs eszköz. Empirikus kutatásunkban fogyasztói narratívákat (n=151) elemzünk a tartalomelemzés módszertanával. A válaszadókat arra kértük, hogy írjanak kedvenc vendéglátóhelyükkel való kapcsolatukról az online térben. Elemzésünkben arra keressük a választ, hogy a márkaközösségek tagjai milyen belső indíttatásból kerültek kapcsolatba kedvenc vendéglátóhelyeikkel a közösségi platformokon. Az elsősorban fogyasztási élményekhez kötött kapcsolat online közösségi térbe való kiterjesztésére olyan belső motivációkat tártunk fel, mint a pragmatikusabb információközpontú indíttatások (pl. kizárólagos információk, naprakészség, vállalati ajánlatok, közösségimédia-specifikus tartalmakhoz való hozzáférés igénye), az érzelmi kötődés kifejezése (pl. nosztalgia, ismerősöknek való ajánlás, személyes érintettség), a társas befolyás (oldalak kedvelése mint kommunikációs tartalom, konformitás, önkifejezés), valamint a vállalati alapképességeken túlmutató egyéb tematikus kapcsolódások. ____ It is of primary importance for brand owners to map their own brand community, in order to stimulate their social-focused communication activity. This is especially true for typically small and medium-sized catering enterprises, where in most cases, social media is the only available marketing communications tool. In our empirical research, we analyze consumer narratives (n=151) with the methodology of content analysis. We asked the respondents to write about their relationship with their most preferred catering establishments in the online social sphere. In our research, we search for the inner intention by which members of brand communities got connected with their most preferred catering establishments on social platforms. We revealed such inner motivations for users extending a primarily experience (an consumption) based relationship to the online social sphere like rather pragmatic, information-focused intentions (e.g. exclusive information, timeliness, company offers, access claim for social media -specific contents), the expression of emotional binding (e.g. nostalgia, reference for acquaintances, personal involvement), social influence (the like as communication content, conformity, self-expression), and other thematic linkages beyond core company competences.

Las posibilidades de internet en la reconfiguración de la red social primaria del adulto mayor, fracturada por efecto de la migración* El caso de los adultos mayores con parientes migrantes en 6 municipios del departamento del Quindío

El presente artículo muestra cómo Internet se convierte en una herramienta de comunicación importante para reconfigurar la red social primaria del adulto mayor, fracturada por efecto de la migración. En la investigación que le da origien, se pudo constatar que hoy esta red se encuentra dividida en red primaria natural, conformada por los parientes y amigos con los que comparte el día a día, y red primaria virtual, integrada por los parientes migrantes. El escrito centra su interés en presentar las características de la red primaria virtual en la que el adulto mayor se vio impelido a participar para satisfacer sus necesidades comunicacionales. Esta red cumple la función de mantener, pero no de extender, su red social primaria. Los resultados dan cuenta de 4 aspectos: las competencias digitales desarrolladas por el adulto mayor, la estructura, las funciones y los atributos de vínculo de la red primaria virtual. Para ello se acudió a autores como Cabrera, Castell; Madarriaga, Abello & Sierra; Narváez A.; Soto, Navarro & Sánchez; Tovar & Villarraga. La investigación fue de tipo etnográfico, con enfoque cualitativo. Se aplicaron entrevistas semi-estructuradas. Para el tratamiento de la información se utilizó la teoría Fundamentad, de Strauss & Corbin (2002).

Constructing and (re) constructing professional identities: an analysis on portuguese social educators

Institutions need to be aware of the complex way in which professional trajectories are built upon in order to offer under graduate and graduate students’ different possibilities for developing needed competences to display in practice. This paper focuses on the study2 conducted by ESEPF on its former students of Social Education, through a written questionnaire analysing different parameters of their professional transitions, from entrance at training, first job and entrance on the labour market, present work situations, developed competences and perceptions of the Social Educator role on Portuguese Society, among others. Results will be presented and discussed. Particular focus will be given on the specific role of Social Education and its distinctive features towards other “social work” professions.

Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competences

This study aims at providing evidence of the effectiveness of the Program-Guide to Develop Emotional Competences in promoting positive parenting. Contextual, institutional, methodological and professional issues were taken into account to develop a social innovation experience to support parenting as a preventive measure to family conflicts. The study describes both the contents of the Program-Guide and the methodological and evaluation issues that trained professionals need to consider when delivering the Program-Guide to families in natural contexts. Information was gathered and analyzed from 259 parents with children of ages 1-18 who participated in 26 parent training groups. A pre- and post-test design showed that after finishing the sessions parents perceived themselves more competent as parents according to the five dimensions of parenting competences considered: (1) emotional self-regulation abilities; (2) self-esteem and assertiveness; (3) communication strategies; (4) strategies to solve conflicts and to negotiate; and (5) strategies to establish coherent norms, limits and consequences to promote positive discipline. The study presents a discussion on these results from evidence-based parenting programs, as well as some strengths and limitations of the study, together with some suggestions for further research.

Study of the impact federated erubrics on assessing competences in the practicum

Presentation Research of the Practicum and externships has a long history and involves important aspects for analysis. For example, the recent changes taking place in university grades allot more credits to the Practicum course in all grades, and the Company-University collaboration has exposed the need to study in new learning environments. The rise of ICT practices like ePortfolios, which require technological solutions and methods supported by experimentation, study and research, require particular examination due to the dynamic momentum of technological innovation. Tutoring the Practicum and externships requires remote monitoring and communication using ePortfolios, and competence-based assessment and students’ requirement to provide evidence of learning require the best tutoring methods available with ePortfolios. Among the elements of ePortfolios, eRubrics emerge as a tool for design, communication and competence-assessment. This project aims to consolidate a research line on eRubrics, already undertaken by another project -I+D+i [EDU2010-15432]- in order to expand the network of researchers and Centres of Excellence in Spain and other countries: Harvard University in USA, University of Cologne in Germany, University of Colima in Mexico, Federal University of Parana, University of Santa Catarina in Brasil, and Stockholm University in Sweden(1). This new project [EDU2013-41974-P](2) examines the impact of eRubrics on tutoring and on assessing the Practicum course and externships. Through technology, distance tutoring grants an extra dimension to human communication. New forms of teaching with technological mediation are on the rise and are highly valuable, not only for formal education but especially in both public and private sectors of non-formal education, such as occupational training, unemployed education and public servant training. Objectives Obj. 1. To analyse models of technology used in assessing learning in the Practicum of all grades at Spanish Faculties of Education. Obj. 2. To study models of learning assessment measured by eRubrics in the Practicum. Obj. 3. To analyse communication through eRubrics between students and their tutors at university and practice centres, focusing on students’ understanding of competences and evidences to be assessed in the Practicum. Obj. 4. To design assessment services and products, in order to federate companies and practice centres with training institutions. Among many other features, it has the following functions CoRubric(3) 1. The possibility to assess people, products or services by using rubrics. 2. Ipsative assessment. 3. Designing fully flexible rubrics. 4. Drafting reports and exporting results from eRubrics in a project. 5. Students and teachers talk about the evaluation and application of the criteria Methodology, Methods, Research Instruments or Sources Used The project will use techniques to collect and analyse data from two methodological approaches: 1. In order to meet the first objective, we suggest an initial exploratory descriptive study (Buendía Eisman, Colás Bravo & Hernández Pina, 1998), which involves conducting interviews with Practicum coordinators from all educational grades across Spain, as well as analysing the contents of the teaching guides used in all educational grades across Spain. 55 academic managers were interviewed from about 10 faculties of education in public universities in Spain (20%), and course guides 376 universities from 36 public institutions in Spain (72%) are analyzed. 2. In order to satisfy the second objective, 7 universities have been selected to implement the project two instruments aimed at tutors practice centers and tutors of the faculty. All instruments for collecting data were validated by experts using the Delphi method. The selection of experts had three aspects: years of professional experience, number and quality of publications in the field (Practicum, Educational Technology and Teacher Training), and self-rating of their knowledge. The resulting data was calculated using the Coefficient of Competence (Kcomp) (Martínez, Zúñiga, Sala & Meléndez, 2012). Results in all cases showed an average experience of more than 0.09 points. The two instruments of the first objective were validated during the first half of 2014-15 year, data collected during the second half. And the second objective during the first half of 2015-16 year and data collection for the second half. The set of four instruments (two for each objective 1 and 2) have the same dimensions as each of the sources (Coordinators, course guides, tutors of practice centers and faculty) as they were: a. Institution-Organization, b. Nature of internships, c. Relationship between agents, d. Management Practicum, e. Assessment. F. Technological support, g. Training and h. Assessment Ethics. Conclusions, Expected Outcomes or Findings The first results respond to Objective 1, where we find different conclusions depending on each of the six dimensions. In the case of internal regulations governing the organization and structure of the practicum, we note that most traditional degrees (Elementary and Primary grades) share common internal rules, in particular development methodology and criteria against other grades (Pedagogy and Social Education ). It is also true that the centers of practices in last cases are very different from each other and can be a public institution, a school, a company, a museum, etc. The memory with a 56.34% and 43.67% daily activities are more demands on students in all degrees, Lesson plans 28.18% 19.72% Portfolio 26.7% Didactic units and Others 32,4%. The technical support has been mainly used the platform of the University 47.89% and 57.75% Email, followed by other services and tools 9.86% and rubric platforms 1.41%. The assessment criteria are divided between formal aspects of 12.38%, Written expresión 12.38%, treatment of the subject 14.45%, methodological rigor of work 10.32%, and Level of argument Clarity and relevance of conclusions 10.32%. In general terms, we could say that there is a trend and debate between formative assessment against a accreditation. It has not yet had sufficient time to further study and confront other dimensions and sources of information. We hope to provide more analysis and conclusions in the conference date.