Professional Skills

... The resulting profile contained eleven attributes: motivation, technical competence, judgment/decision making, innovation, client/quality focus, business orientation, productdevelopment, professional/ethical, teamwork, change management, and communication. ...

This paper presents a solution for managing the specific HR assets in research organizations, ie the scientific track record of scientists and researchers. The solution has already been installed at the Mihajlo Pupin Institute (MPI) in Belgrade as a part of the knowledge ...

The Twin Cities Care system lacks services that are most needed in the later stages of HIV disease. Services in highest demand included housing, transportation, and translation; available translations services are generally limited to Somali, Oromo, and Amharic, the languages most widely spoken by the three largest African immigrant and refugee groups in the Twin Cities. The care system is

The main function of an healthcare system is to provide health assistance in order to meet the real needs of patients, by providing effective services, by resorting to the highest technical-professional skills, without doing patients harm, at the lowest cost and by having respect for the dignity and the will of each patient. This explains the importance of the availability

Method. Vocabulary skills at 5 years of age were examined in a group of 112 children with hearing loss who were enrolled at various ages in a comprehensive intervention program. Verbal reasoning skills were explored in a subgroup of 80 of these children. Participants were evaluated ...

This paper reflects and gives an account of the
Service-Learning (S-L) contributions to university teaching and, more specifically, to the initial teacher training.
It is part of an innovation project carried out in the
Faculties of Education in the University of Castilla-La
Mancha (UCLM). It deepens into students´ perceptions about S-L benefits for academic and skill learning.
It also studies students’ experiences at schools, where
they were able to observe and apply their theoretical
learning. Some of the objectives guiding this study are
to assess the Degree skills acquisition, their ability to
understand social problems that they will have to face in
their professional future, as well as the feelings and emotions experienced. This empirical mixed methodology
study (by an online questionnaire and student narratives
analysis) reaches a 167 students sample. Results verify
their high level of satisfaction with the S-L project, especially in those variables linked to the professional and
personal skills, highlighting the critical and reflective skills
that promote a significant learning in Sociology. All in all,
this study verifies the renewing power of S-L in higher
education, as this methodology effectively adapts to
future teachers´ competence and training performance.

Concern about graduation rates in higher education has led universities to offer courses that help students develop success skills. Scientist Life Skills, a new course for freshman at Florida A&M University, focuses on helping students matriculate into majors via development of growth mindset, grit, and critical thinking. Here, we assessed the outcomes of this course and explored the associations between building life skills and student success. A series of mindset, grit, and critical-thinking assessment measures were used to collect data before and after the course. Our results showed that the new course achieved its intended goals of providing STEM students with a set of tools that help them seamlessly transition into the university and successfully matriculate through their majors. Specifically, the course design significantly moved students toward a growth-mindset, increased their critical thinking, and their second-semester grade point averages (GPAs). This model life skills course can be adopted in non-STEM areas as well.

Introduction. Analysis of teaching ESP (English for specific purposes) to university students of science shows that the competence-based approach requires further improvement of teaching methods and educational models to meet modern requirements. The authors propose to adapt the well-known theory of second language identity formation by I. I. Haleeva for the graded formation of professional second language identity which lays the foundations for a life-long improvement of professional foreign language communication skills. The core of this process is mastering of foreign language professional terminology that is why the authors chose thesaurus modelling as the starting point to build an up-to-date model for teaching ESP to students whose major is Automobile Industry.

Research methods. Apart from analysis of academic sources and generalization of the obtained results, the authors employed modelling to build the educational model for implementation of video podcasts as thesaurus-based didactic tools into teaching ESP.

Results and Discussion. The choice of video podcast as a didactic tool is discussed because the implementation of video podcasts into teaching ESP is not sufficiently developed. Then proposed model is based on psychological-pedagogical, content and activity-based, and effective-reflexive components, and the concept of the professional second language identity formation is found within the content and activity-based component which is justified by the essence of the concept itself. Finally, to achieve the aim of the study the authors present the graded scheme of using a video podcast as a didactic thesaurus-based tool for the professional second language identity formation.

Conclusion. The authors highlight the advantages of the proposed model which is the contribution for making the educational process clear and focused on specific results. The conclusion about its versatility opens the prospects for further research.

The creation of the European Higher Education Area (EHEA) goes hand in hand with putting a spotlight on skills development in student’s education. Therefore, the implementation of the new university system means that professors must be adapted to their students’ learning style, and become involved in the new teaching methodologies. To achieve this goal, the present papers discusses the creation of a massive open online course (MOOC) aimed at unlimited participation, and open access about experiential learning for university professors. In addition to traditional course materials, this course provides new tools such as video lectures, readings, interactive courses  as well as immediate feedback to quick quizzes and assignments. Moreover, by allowing learners to complete their coursework in their own time, it provides flexibility to learners based on their own personal schedules. Only in this way, the academic staff of every university may be prepared for the changes taking place in 21st century. Difficulties about this teaching tool are discussed in the present paper. Specifically, the present manuscript explains how the authors worked to widen access to experiential learning in Higher Education for thousands professors teaching to undergraduate students, as well as the availability of affordable technologies. Other aspects like the learners’ skills development and how they were assessed are also addressed.

Many studies have been done on the competencies of industrial designers, however, very little information is available about relevant competencies needed for various design tasks during the product development process in different types of design organizations, such as in-house design departments or design consultancies. With a perspective of career guidance for the ID students, this study aims to understand various job titles currently adopted in the ID profession in Taiwan and their corresponding recruiting qualifications. The differences in job titles and qualifications between in-house design departments and design houses are then analyzed. Job opportunities available in the ID profession announced in twenty major job searching websites and the classified ads in two major newspapers in Taiwan were collected during June 2002 to January 2003. Content analysis was conducted to analyze the recruiting qualifications required by each job. Overall, 265 jobs are categorized into 3 group...

For nearly two decades, virtual reality (VR) technologies have been employed in the field of cultural heritage for various purposes. The safeguard, the protection and the fruition of the remains of the past have gained a powerful tool, thanks to the potentialities of immersive ...

This paper presents a project that focuses on the conceptual framework of a system which combines a knowledge management system (KMS) and mentoring process to develop the professional skills of new university staff to advance in their career. Data collection involved interviewing academic staff in both a newly created university (Rajabhat Suan Dusit) and a well-established university (Chiang Mai University). Results from this project demonstrate an integrated approach to staff development, which combines a Knowledge Management System and mentoring program. The KMS contains users, content, and activities and within the system, staff are matched with mentors who are accepted as experts and have attained a wide range of knowledge, and information, as well as being experienced in activities relying on multiple techniques such as mentoring, training, coaching, and counseling for professional development. Furthermore, the initial model is justifiably a beneficial tool for developing staff in educational organizations, mainly as it develops new staff in a shorter timeframe when compared with existing training processes and has potential to help solve the problem of replacing retired staff. However, in the drive toward achieving success, this paper notes that the system should be appropriately designed to include users' needs including ease of access and should utilize coordinators to facilitate the system, and encourage effective working relationships among all staff.

This paper reports on a study conducted at a Swedish university in which engineering students reflect on their attainment of professional competencies using generic graduate attributes as a guiding framework. In this study, the nine graduate attributes from Curtin University in Perth, Australia were used as this framework. The Swedish students were asked to reflect on their understanding of the competencies, and to select three on which to focus over the course of the semester. Students predominantly selected professional skills, thinking skills, information skills, communication skills, and intercultural understanding. In a subsequent reflection, students were asked to self-assess improvement of their chosen attributes. Results showed that while the teaching staff judged that the students had further developed the competencies, students lacked a framework to see this for themselves and reported difficulty in reflecting on progress in professional competency attainment. This suggests that a more holistic approach should be taken earlier in the degree to focus student attention on professional competencies, and provide ongoing experience reflecting on progressive achievement.

Human Relations http://hum.sagepub.com/ Organization Design for Technological Change Michel Liu, Helene Denis, Harvey Kolodny and Bengt Stymne Human Relations 1990 43: 7 DOI: 10.1177/001872679004300102 The online version of this article can be found at: ...

Engineering Design modules, usually introduced in the first and second year's undergraduate Mechanical Engineering courses, present a unique platform to practice the Project Based Learning (PBL). PBL is a widely accepted technique that can be used to achieve two major educational goals; affirming the theoretical principles studied in other modules and developing the professional skill essential for graduates such as team working and effective communication skills.

... Motta b , Daniel Schneider a & Mireille Betrancourt a pages 495-511. ... In order to facilitate the implementation of these methods in classroom activities, we propose to use a peer???tutoring approach (Wolfe, Fantuzzo, and Wolfe 198634. Wolfe, JA, Fantuzzo, JW and Wolfe, PK 1986. ...

ABSTRACT In this article we consider the current educational needs for science and policy in marine resource management, and we propose a way to address them. The existing literature on cross-disciplinary education in response to pressing environmental problems is vast, particularly in conservation biology. However, actual changes in doctoral-level marine science programs lag behind this literature considerably. This is in part because of concerns about the time investment in cross-disciplinary education and about the job prospects offered by such programs. There is also a more fundamental divide between educational programs that focus on knowledge generation and those that focus on professional development, which can reinforce the gap in communication between scientists and marine resource managers. Ultimately, transdisciplinary graduate education programs need not only to bridge the divide between disciplines, but also between types of knowledge. Our proposed curriculum aligns well with these needs because it does not sacrifice depth for breadth, and it emphasizes collaboration and communication among diverse groups of students, in addition to development of their individual knowledge and skills.

In the housing market renewal programme, the management and specification for the upgrading of the existing housing stock is a prime concern. Achieving quality and customer satisfaction in homes built prior to 1919, using locally sourced contractors, workforce and supply chain presents further challenges. The NHTG Traditional Building Skills Survey (NHTG 2005) has reported that 49% of respondents found the

""Die Professionalisierung des Politikmanagements, der Politikberatung und der politischen Kommunikation hinterlässt an den Hochschulen deutliche Spuren. Immer mehr Studenten fragen spezifische Ausbildungsinhalte nach, die direkt auf eine berufliche Zukunft in der Interessenvertretung und Interessenorganisation, in Politikberatung und Politikvermittlung zielen.

1. Praxisnahe Politologie in einem professionellen Kontext
2. Die Befragung
3. Berufswünsche
4. Allgemeine Beurteilung
5. Lehr- und Lernformen
6. Techniken und Fertigkeiten
7. Bewertung"