competence-based learning - a proposal for the - tucahea
TRANSCRIPT
Dr. Aurelio Villa Sánchez obtained his PhD in Education Sciences (Pontifical University of Salamanca, Spain) in 1983, and was Director of the Institute of Education Sciences for 10 years: Since 2000, he has been Deputy Vice-Chancellor for Innovation and Quality at the Deusto University (Spain) where he is also Professor of Research Methods at the Faculty of Philosophy and Education Sciences.Dr. Villa is the author and editor of several publications and a member of the editorial board of various education journals. He is Chief Scholar and Co-ordinator of the INNOVA research team, currently involved in the research project: «Innovation, Organisational Development and Service Assessment in Educational Institutions».
Dr. Manuel Poblete Ruiz holds a BA and PhD in Psychology (from the Complutense and Barcelona Universities, Spain respectively) and graduated in Education from the Pablo Montesinos School of Madrid (Spain). He currently lectures on Psychology (Labour and Organisational Psychology) at Deusto University (Spain) where he is a member of the University Teaching Innovation team, under the Deputy Vice-Chancellor for Innovation and Quality. In the last 10 years, Dr. Ruiz has co-ordinated and participated in several research projects on the development of higher education competences. He has co-authored various books on the subject, several articles in management journals and presented numerous papers at national and international conferences. A
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Competence-based learningA proposal for the assessment of generic competences
ISBN
978
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9830
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8-4One of the core themes of the Tuning Project is the issue
of generic competences as a requirement for inclusion in the syllabus design update. This book contains a set of 35 generic competences defi ned and divided into 3 levels with indicators for their assessment. This will save you time and effort when selecting those which best suit each degree programme, adapting them to the context to attain the expected academic and professional profi le.
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University Press
Deusto
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Competence-based learning
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Competence-based learning
A proposal for the assessment of generic competences
EditorsAurelio Villa SánchezManuel Poblete Ruiz
AuthorsAurelio Villa Sánchez
Manuel Poblete Ruiz (Co-ordinator)Ana García Olalla
Gonzalo Malla MoraJosé Antonio Marín Paredes
José Moya OteroM.ª Isabel Muñoz San Ildefonso
Josu Solabarrieta Eizaguirre
2008University of Deusto
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Páginas web Tuning
Tuning – América Latina:http://tuning.unideusto.org/tuningalwww.rug.nl/let/tuningal
Tuning Europa:http://tuning.unideusto.org/tuningeuwww.rug.nl/let/tuningeu
Apoyo fi nanciero
El proyecto Tuning está subvencionado por la Comisión Europea dentro del marco del Programa ALFA.
La presente publicación refl eja únicamente la opinión de sus autores, no pudiendo hacerse responsable a la Comisión Europea del uso que pueda hacerse de la in-formación en ella contenida.
© Tuning project
Aunque todo el material que ha sido desarrollado como una parte del proyecto Tuning – América Latina es propie-dad de sus participantes formales, otras instituciones de educación superior serán libres de someter dicho material a comprobación y hacer uso del mismo con posterioridad a su publicación a condición de reconocer su fuente.
Any form of reproduction, distribution, public commu-nication or transformation of the work can only be per-formed following authorisation by its owners, unless le-gally established otherwise. If you wish to photocopy or scan any part of this work please contact CEDRO (Centro Español de Derechos Reprográfi cos / Spanish Copyrights Centre) at www.cedro.org
© University of DeustoP.o. box 1 - 48080 Bilbao
ISBN: 978-84-9830-967-6
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Table of Contents
Introduction by Tuning General co-ordinators . . . . . . . . . . . . . . . . . . . . . 9
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Chapter 1. Competence-based learning . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 2. Instrumental Generic Competences . . . . . . . . . . . . . . . . . . . . 63
Competence: Analytical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Competence: Systemic Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Competence: Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Competence: Creative Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Competence: Refl ective Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Competence: Logical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Competence: Analogical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Competence: Practical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Competence: Deliberative Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Competence: Team Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Competence: Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Competence: Problem-Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Competence: Decision-Making. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Competence: Learning Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Competence: Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Competence: Computer Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Competence: Database Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Competence: Oral Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Competence: Writing Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188Competence: Foreign Language Profi ciency . . . . . . . . . . . . . . . . . . . . . . . 195
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Chapter 3. Interpersonal Generic Competences . . . . . . . . . . . . . . . . . . . . 201
Competence: Self-Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Competence: Diversity And Interculturality . . . . . . . . . . . . . . . . . . . . . . . . 210Competence: Adaptability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Competence: Ethical Sense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223Competence: Interpersonal Communication. . . . . . . . . . . . . . . . . . . . . . . 232Competence: Teamwork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238Competence: Confl ict Management And Negotiation . . . . . . . . . . . . . . . 245
Chapter 4. Systemic Generic Competences . . . . . . . . . . . . . . . . . . . . . . . . 255
Competence: Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257Competence: Enterprising Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Competence: Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270Competence: Objectives-Based Management. . . . . . . . . . . . . . . . . . . . . . 278Competence: Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Competence: Quality Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294Competence: Achievement Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . 301Competence: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Final Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
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Introduction by Tuning General co-ordinators
The book Competence – based learning. A proposal for the As-sessment of Generic Competences opens a new series within the Tuning Higher Educational Structures publications. Up to now, the books were international reports, publications which reflected the consensus of experts from concrete geographical regions either at a regional level (Europe, Latin America) or at the level of countries as Georgia and the Russian Federation. Other Tuning publications cover thematic fields, like Chemistry, Physics, Educational Sciences, European Studies, Medicine and Occupational Therapy.
All these publications are also available on the Tuning website which counted in November 2008 a significant number of 2.3 million visits (together with the Tuning Latin America website more than 4.500.000 visits!). By now, the general introduction to the Tuning approach has al-ready been translated into 13 languages. Translation into the wider spo-ken languages was a clear strategy of the Management Committee of the project. The translation into other languages has been initiated by people involved in Higher Education from particular countries. In both cases the work was done with the objective to make the Tuning ap-proach and methodology available for large groups of academics and other stakeholders.
Although Tuning started off as a project - set up by higher education institutions and their academics and strongly supported morally and fi-nancially by the European Commission - it has developed into a process of itself. The Tuning Process of higher education programmes results
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from and is clearly related to the Bologna Process. While the Bologna Process focuses on the harmonisation of systems, the Tuning Process aims to make educational programmes compatible and comparable. The axiom of the Tuning approach is to respect and promote diversity of de-gree programmes. To make this possible, Tuning has given much atten-tion to the development of a common language, which is understood by all stakeholders involved in the process. Key to this language is the de-velopment of competences and the achievement of learning outcomes. The aim of a degree programme or a period of studies is to make the learner more competent.
The Tuning publications so far were the result of transnational coop-eration of academics. This book reflects the work done by a group of academics from a single university, i.e. the University of Deusto. Tuning is aware that other efforts are being made at the level of institutions, which relate clearly to the Tuning Process approach. Tuning welcomes publications in its new series which offer concrete tools for implement-ing its methodology.
Up to now the Tuning publications dealt with issues of general meth-odology. A methodology focusing on (re)designing degree programmes which contributes to the joint venture of the creation of a regional high-er education area, in Europe, in Latin American, etc. This book shifts from design to implementation and it is as such a concrete example how to proceed. Translated into English at the request of a large number of academics and management in charge of implementation at institution-al and degree programme level, this is a book which is prepared to ac-company the process of change at a concrete university. It is meant as a case study, a possible way forward, not as a model. This is true, even at the level of the University of Deusto for which it has been developed. Many of the people who read the book thought it was useful and thought provoking. It has also been used at some international pro-grammes and workshops, creating interesting debate and stimulating the development of new ideas.
At this particular moment in the process of educational reforms, ex-perience shows that it is not sufficient to desire change, or even to pro-gramme it at a general or institutional level. It is absolutely required to base these changes on well developed and thought through processes which are accompanied by selected tools. It is obvious that it is not enough to identify the profile of a degree or to define the competences and their weight in the programme. It is also critical to be able to iden-tify levels and their indicators to be able to measure the desired or ex-pected learning outcomes. It is critical to be transparent about how these
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outcomes will be evaluated, knowing that there should be a consistency line between evaluation and the way learning outcomes are taught, learned and assessed.
It is very much of interest that the book deals with the generic com-petences as studied by Tuning. From the year 2000, when the project started, until today, the notion of generic competences or general aca-demic skills has really developed to reach significant levels of importance and understanding, not only at the level of 1st and 2nd cycle but also at the level of doctoral studies. There is wide acceptance now of the impor-tance of generic competences in the curriculum. They are clearly seen as key elements to take into consideration particularly in connection to em-ployability and personal and citizenship development.
As stated before, Tuning has always underlined the need for diversity, adaptation to context, and a creative response to needs of the objective and capacities and strengths of the institution delivering an educational programme. The Tuning tools and methodologies are never intended to be prescriptive, but rather intended to provoke reflection and inspire new way. Focusing on a number of competences does not mean that they all need to be covered or that these are the most relevant competences for a particular programme. It means that institutions, and countries for that matter, should think what is the most relevant for them in this respect, whether they want to adopt a concrete policy of stressing some compe-tences in particular, some for specific subject areas or leave it completely open to the institutions / programmes themselves.
It is also important to emphasize that the way competences are han-dled in this publication is one way to implement educational reform. Naturally there are others. In this book it is suggested to use three levels for the development of a particular competence based on five indicators. One can imagine that also two or four levels can be indicated based on a different number of indicators. This is purely up to the teams responsi-ble for developing degree programmes. What is of crucial importance, however, is that these decisions are based on reflection and discussion and that the outcome of the process should be transparent.
As Tuning General Coordinators, we present this case study as a use-ful tool to discuss and to develop educational programmes based on competences and learning outcomes. We think that it presents a clear example of a consistent approach and a basis for reflection and we hope that it will inspire others.
Julia González and Robert Wagenaar Bilbao - Groningen, November 2008
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Acknowledgements
The publication, which we are pleased to present today, is the result of the work carried out by a team for two years. In this case, this hap-pens to be a publication for English-speaking people, after the two edi-tions in Spanish.
The subject matter of the assessment of competences is currently of great interest, as European universities are setting up the European Higher Education Area (EHEA), wherein competences play a leading role.
The publication covers thirty five cross-sectional competences that had been defined within the “Marco Pedagógico” (Pedagogical Frame-work) (2001) issued by the University of Deusto. These are currently clearly specified in three different levels, various indicators and five de-scriptors, to enable its development and assessment. It is quite evident that thirty five competences are clearly excessive to attain in graduate studies or a university career. This is not the object of the publication, but rather, to present a wide range of generic or cross-sectional competenc-es that enable one to make a selection as regards each career or degree in question, destined to become a starting point. Some modifications will probably be required as regards its indicators in order that they can be better adapted to the various contexts wherein they are to be devel-oped, or even blend some of the indicators with the “tonality” of each of the scientific areas incorporated to the specific curriculum; neverthe-less, they probably entail a starting point which will enable academicians and lecturers in charge of curricular design to obtain the different aca-demic-professional profiles to be devised.
The competences approach changes the concept of the traditional teaching-learning process, previously focused on the lecturer and the
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teaching imparted, to base it on the students themselves, on their au-tonomy and responsibility.
On the other hand, learning based on competences requires a trans-formation of how the lecture room is to be managed, renovation of its methodologies, a style involving interaction with students, geared to-wards joint research and a teaching method that ensures that lecturers will be facilitators and organizers of a learning project.
The publication that is currently presented seeks to become a docu-ment that will serve as support both to lecturers and degrees alike. Our experience indicates that there are various ways of incorporating cross-sectional competences in the curricular design. In some universities, these are handled as competences that are taught in ad hoc modules, which students work on throughout their degree parallel to the specific compe-tences, in such a way that they will acquire these competences in an inte-grated manner.
This new version will enable us to receive criticism and new sugges-tions for coming publications which will, undoubtedly, help to improve the same.
The competences approach, which through the Tuning project has become a key issue in the Bologna process, and the European Credit Transfer System, (ECTS), make up two basic pillars of the teaching-learn-ing process.
I would like to conclude this brief presentation by thanking all the members who have made up this work team, and I would also like to express my gratitude to the other people who provided their highly pro-fessional assistance occasionally, such as María García Feijoo, Cristina de la Cruz Ayuso, and Gema Pascual Hoyuelos.
Also of great relevance was the assistance provided during the early stages by Intermanagement’s group of experts, led by Jesús Berruezo.
And, on a more recent scale, we would like to thank Eclipse Digital, S.L. for their collaboration in the preparation of software to enable the procedure required for the assessment of competences according to the model developed.
And, finally, on behalf of all the members of the team and myself, we would like to thank all the lecturers, as well as university institutions who have kindly sent us their comments and who have incorporated these competences in their curricular designs.
Bilbao, 25th September 2008Aurelio Villa SánchezVice-Rector for Innovation and QualityUniversity of Deusto
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Introduction
This publication on Competence-Based Learning is the fruit of co-operative teamwork among a large group of professors and lecturers mainly belonging to the University of Deusto (henceforth UD).
During the 1999-2000 academic year, a phase of pedagogical re-newal was begun at UD, whose authorities felt that it was necessary to modernise the excessively professor-centred teaching and methodologi-cal model of the University. The new phase was in line with the recently published Bologna Declaration (1999), announcing a future European Higher Education Area.
The transformation initiated in UD, together with the initiatives of other European universities sharing a similar outlook and need for change, helped to spawn the Tuning Project, under the leadership of the University of Deusto and the University of Gröningen (Netherlands). In the several years that it has been under way, this project has spread throughout Eu-rope. Today over two hundred European universities are involved, and the Tuning project is also being undertaken on other continents. Latin America was first, and soon Asia and India will be initiating the project as well.
In this volume, we focus especially on the long road travelled at our University, with its approach to pedagogy and teaching, and experience in five degree programmes, producing graduates taught and assessed under the European Credit Transfer System (ECTS) and competence-based learning.
During the 1999-2000 academic year, UD created a Vice-Rectorate for Pedagogical Innovation, to underscore an essential feature of its edu-cational commitment. Three years later, another vital dimension was added and the Innovation Vice-Rectorate was renamed the Vice-Rector-
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ate for Innovation and Quality. The new Vice-Rectorate was entrusted with the challenge of promoting and implementing innovation and qual-ity throughout the university. Its functions included:
— Elaborating a Pedagogical Framework on which to base a signifi-cant independent learning approach for students.
— Promoting pedagogical innovation in the university’s Faculties, In-stitutes and Schools.
— Promoting innovation in the university’s Departments (planning and programming).
— Facilitating the means and resources required for pedagogical in-novation.
— Providing Information and Communication Technologies.— Developing pedagogical training and updating for teaching staff.— Promoting self- and peer-assessment processes in the university’s
Faculties, Institutes and Schools.— Enhancing the quality of the teaching-learning process.— Promoting the development of values.— Devising pedagogical progress indicators and instruments.
1. STEPS AND MILESTONES IN DEVELOPING UD INNOVATION AND QUALITY
The first step taken by the Vice-Rectorate was to draw up a Peda-gogical Framework laying down the University’s mission and vision, in order to serve as a guide and reference for UD’s different centres (Facul-ties, Schools and Institutes) as they undertook their own action, incorpo-rating the pedagogical line set for the entire university.
The Pedagogical Framework includes what is known as the Univer-sity of Deusto Training Model, better known as UDTM. Moreover, the Pedagogical Framework spells out the University’s principles as follows:
1. A university that focuses on the student as a person
Education is aimed at the student as a whole, at all his or her facets and dimensions, from the intellectual and professional, to the psychologi-cal, moral and spiritual. UD considers each person to be a unique, un-repeatable human being and seeks to develop to the utmost each student’s capacities. Students develop in all their dimensions, so that the prime indi-cator of the University’s achievement is what they become as persons.
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2. A university that bases learning on values
In its Deusto University Project (DUP), the UD has listed a set of val-ues, including: to develop persons who are free and responsible, profes-sional and supportive, competent and creative, capable of critical think-ing and teamwork, ethical and devout. In order to train people in these values, the university as an institution must itself live by them.
Understood as guidelines for pedagogical innovation, these values fall under three main headings:
— Personal and social development— Knowledge orientation— Ethical and social commitment
3. A university that fosters healthy personal and social attitudes
Integral, wholesome growth and development at university is based not only on intellectual capacities; students’ attitudes are also crucial for successful personal achievement. Attitudes, motivations and habits con-stitute the true basis of drive as a synthesis of choice and personal com-mitment to study.
4. A university that promotes significant independent learning
The proposed learning model emphasises the autonomous personal de-velopment of students, whose responsibility and commitment steadily grow throughout their university years. Learning must be seen as a fully meaning-ful act that contributes to personal growth and development. Ensuring that each student becomes an autonomous person embarked on the best pos-sible project of self-realization is one of UD’s most important objectives.
5. A university that stimulates thinking
The main characteristic of university students is clear thinking. Clear thinking distinguishes the educated individual from one who is not. There-fore one of the university’s key tasks is to foster and promote a type of think-ing that will enable students to become persons with well-structured, or-derly heads on their shoulders, rather than heads that are merely “full”.
To develop clear thinking means to foster different types of thought as instruments at the service of reason. Some of the types of thinking
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considered necessary for good intellectual development are: reflective thinking, logical thinking, analogical thinking, analytical thinking, sys-temic thinking, critical thinking, creative thinking, practical thinking, de-liberative thinking and team thinking. Course content is considered a necessary vehicle for such intellectual development, but must never be-come the ultimate objective.
6. A university that promotes the attainment of academic and professional competences
In order to function and integrate successfully into society and iwork-place, people need to acquire certain instrumental, interpersonal and systemic skills and abilities. These competences are therefore crucial to university degree programmes which, in addition to requiring mastery of an academic specialty, also incorporate a broad range of competences designed to enrich the student’s personal life and career.
7. A university that incorporates information and communication technologies in its work
The incorporation of new information and communication technolo-gies (ICTs) permeates all aspects of the university, from management and research, to teaching. Specifically, an important part of pedagogical in-novation is based on the didactic and pedagogical use of such technolo-gies by both lecturers and students. The use of ICTs helps to create new virtual spaces that promote student autonomy and multiply the educa-tional possibilities of interaction and creation.
8. A university that has become a learning organisation
An organisation that promotes ongoing innovation and self-renewal aimed at a common, shared mission based on a collective commitment to the promotion of a set of values.
The essential features to be promoted are: a shared forward-looking project, an accepted style of leadership, a culture of evaluation and qual-ity, an openness and willingness to experiment, a strong emphasis on learning, and enhanced awareness of the systemic nature of our univer-sity experience.
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Learning organisations are places where people continually develop their aptitude for obtaining truly desired results, where new approaches and ways of thinking are fostered, where group expectations are given free rein, where individuals constantly learn how to learn together.
According to the European University Association, a learning organi-sation must be characterised by:
— Experience and assumption of risks— Monitoring and assessment— Openness, curiosity, capacity to admit own errors— Inclusion of problem-solving mechanisms— Absence of self-satisfaction— Solid internal and external references
9. A university committed to quality service and offerings
Such a university manifests its public commitment to the quality of processes and results based on its permanent concern to assess system-atically the services that it provides and undertakes to ensure excellence and quality. To this end, the university will implement a culture of quality in all its areas and sectors, together with an evaluation system that will enable it to detect any flaws or failures that might exist, with a view to introducing changes and improvements.
10. A university that leads and that fosters the development of leadership in lecturers and students
A university that exercises leadership and fosters it at all levels of the organisation, particularly among its teaching staff and students. A lead-ership that heightens awareness of all important matters, promotes ea-gerness for achievement and a job well done, learning, ongoing educa-tion, and ideals that enable us to look beyond our own interests.
11. A university that values, develops and promotes co-operation and teamwork within its own structures
It encourages and practices co-operation as a key value. Personal and institutional development are attained through a dynamic of team-work and projects targeting common, shared goals.
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12. A university with a social commitment
Given its Christian outlook on life, the University of Deusto seeks to combine faith and justice, a faith that sees justice as a world-transform-ing reality, with human culture open to constant dialogue. UD students are therefore taught to perceive, think, judge, choose and act on behalf of the rights of others, especially the disadvantaged and oppressed (Kol-venbach, 2000).
This means that the UD endeavours to create opportunities where students can encounter, participate in, live and experience situations that lead to involvement with the poor and marginalised, in order to learn about social realities and develop their sense of solidarity.
13. A university with an open, universal outlook
As an institution, the University of Deusto is open to new ideas and new ways of thinking. It is oriented toward serving the society to which it belongs, promoting the preservation and development of Basque cul-tural heritage, while at the same time maintaining an open, universal outlook that connects it to world concerns and issues.
14. A university committed to the quest for peace and enhanced human dignity for all persons
The idea of human dignity underlies our way of thinking and acting, and is the prime factor inspiring UD policy. On this basis, the University contributes to the quest for peace, which is so necessary, and to the education of students committed to these principles.
15. A university that is concerned and concerns itself with the social problems of the underprivileged, both at home and abroad
One of the University’s essential aims is to be aware of, reflect on, and help propose lines of work, research and co-operation on the most pressing social issues at home and abroad.
Satisfying these general principles requires integral training based on competences spanning the different human, social, intellectual and eth-
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ical facets of life. This means providing an education focused first on the student’s development as a person, ahead even of his or her academic and professional training.
2. UNIVERSITY OF DEUSTO TRAINING MODEL (UDTM)
The University’s Pedagogical Framework spells out the educational and learning model in terms of a four-sided pyramid on a base plate, with each side representing one of the organisation’s four key principles. These constitute the habitat and atmosphere that ensure that the model will function well and strongly affect the results that can be achieved.
Organisation
Figure 1UD Pedagogical Framework
The four main features of an organisation that will foster the type of development sought are outlined below.
1. A student-focused learning organisation. The defining fea-tures of a learning organisation have been amply described in the abundant literature on this subject, but some of the most basic are the following:
— A learning culture that encourages willingness to unlearn and change mental frameworks, tolerance for mistakes, experi-
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mentation, an open, objective attitude, time for reflection, questioning;
— An organisation focused on students and their learning, which means finding ways to satisfy students’ needs;
— Individuals learn through daily activities and organisations learn when there is feedback, for this is what leads to neces-sary change.
2. An organisation that works as a team and values co-oper-ation. Both the teaching and non-teaching staff must be able to learn and work as a team, establishing common objectives, syn-ergies, respecting and valuing differences, with clear, well-estab-lished roles and responsibilities.
3. An organisation that leads and empowers people. Leader-ship is encouraged at all levels of the organisation, and delega-tion of tasks is seen as a strategy that enhances people’s poten-tial and talents, recognising their responsibility. Leadership is based on values that promote innovation, change and continu-ous improvement.
4. An organisation with an ethical and social commitment. All the University’s personnel are committed to society, maintain-ing a spirit of service and solidarity, particularly with the under-privileged. These commitments include the value of working for peace as an essential means for good social co-existence.
Organisation
Organisation
That learns andis student focused
That values teamworkand co-operation
That leads andempowers staff
That has a strong ethicaland social commitment
Learning
Values
AttitudesCom
petences
Figure 2Deployment of the UD Pedagogical Framework
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These four features affect the functioning and development of val-ues that students experience and live.
The four sides of the pyramid represent the four core features of the model – i.e., the Values, Attitudes, Competences and Learning Model that will further autonomy and the meaningfulness of learning. As stat-ed by Edgar Morin (2000): “a well-formed mind is a mind able to organ-ise knowledge, thereby avoiding sterile accumulation”. In this regard, we could say even that a command of subject matter is insufficient. Innova-tion at the university means emphasising the organisation of knowledge, and to this end it is necessary to develop different types of thinking.
Meaningful learning occurs when students are able to relate new information to prior knowledge and experience. This enables students to build and develop knowledge by linking the logical structure of the sub-ject to their own perspective.
The proposed model is designed to help students to learn to think, enhancing their ability to research and write about aspects of their field of study, as key parts of their course of study. Learning should be based on the development of various forms of thinking: analytical thinking and synthesis, critical thinking, deliberative thinking, creative thinking, prac-tical thinking, etc. These types of thinking help to shape a well-ordered mind capable of structuring information and ensuring that knowledge is comprehensive.
The four sides of the pyramid represent the elements to be borne in mind in the pedagogical innovation proposal (a model of learning, atti-tudes, values and competences). At the top of the pyramid is the value of personal development, the idea being to strive for well-rounded growth and development. The combined elements in the process con-tribute to personal growth, and not only to academic or intellectual progress.
This learning model calls for different modes of learning and the ap-plication of different types of intellectual thinking. Attitudes help to es-tablish and systematise good habits and behaviour depending on the personal options that are assumed as values.
Learning based on the interplay of different types of skills and abili-ties can lead, when fully mastered, to the formation of true compe-tences. All these elements combined promote integral learning and help students to grow and develop as individuals.
The various elements making up the pyramid are inter-related, al-though they are individually presented here for explanatory purposes.
One side constitutes what we have called the learning model, or the pattern proposed as a reference for the learning organisation. This mod-
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el can be applied cyclically in five phases for each topic or teaching unit, or it may be taken into account somewhat more freely, serving as a refer-ence or reminder that learning must be related to experience, thoughtful observation, abstraction, application, experimentation, and assessment of the process and results.
3. ATTITUDES TOWARD LEARNING
A second side of the pyramid represents the attitudes that we con-sider essential to this learning approach. By attitude we mean “a predis-position to act in a certain way toward an object (idea, person, institu-tion) with a certain positive or negative intensity.” In this case, the object of the attitude is learning itself.
This strategy is designed to get students to internalise positive atti-tudes toward what they are learning and toward the learning process itself. Specifically, it emphasises three attitudes which we consider es-sential, although not unique, in the teaching-learning process in ques-tion. These three attitudes are autonomy, personal responsibility and co-operation.
3.1. Autonomy
This attitude could be defined as a predisposition to act independ-ently, with initiative, instead of continually depending on a professor in order to learn. Autonomy is the capacity to act for oneself and is a neces-sary condition for carrying out independent work.
In order to become autonomous, students must develop the cogni-tive habits of thinking, analysing, evaluating, argumentation, etc., which are what will open the way to academic progress.
In this regard, Burón (1993: 136) says the following:
“The fundamental objective, according to cognitive goal research is that students should become independent, mature, efficient and able to work on their own. When this is achieved, they will not need such thorough, detailed and repeated explanations from a lecturer, but instead will be able to study by themselves, learning what is essential more effectively (understanding more and mechanically memorising less), and knowing how to use and present what they learn”.
Independent learning helps students to find meaning in what they study, to see where it fits in. They become involved as persons, making
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of learning something that is valuable and significant. Learning is truly meaningful if it is later used personally rather than merely repeated at a given moment. Meaningful learning differs from memoristic, mechanical learning in that it involves many of the student’s capacities and feelings – i.e. the capacity to think and reflect individually or with others, which is what leads to positive cognoscitive and affective internalisation of what is learned.
3.2. Personal responsibility
Here the idea is for students to adopt and develop an attitude of personal responsibility for their own learning.
This means building up competence in time management and plan-ning, short- and medium-term planning, producing quality work, abid-ing by the rules of teamwork, meeting deadlines for handing in work, completing courses, etc. An attitude of personal responsibility must be accompanied by habits that help to internalise the attitude of responsi-bility for mastering the competences that will make it effective, and re-sponsibility toward the teaching environment, which must steadily in-crease the responsibilities laid on students.
This attitude must be developed not only in its cognitive dimension, but also in the affective domain. That is, students must learn to appreci-ate positively that they are responsible for their own progress (internal locus of control), while at the same time appreciating behavioural as-pects, seeing that deadlines are effectively met, that quality criteria are recognised, and seeing too that they themselves are better able to de-velop such behaviour.
3.3. Co-operation
The idea behind a co-operative attitude is to develop our permanent willingness to co-operate with colleagues and those around us.
The cognitive dimension of co-operation requires a knowledge of teamwork techniques and procedures, which will be explained in the section on basic competences.
The affective dimension of co-operation calls for appreciation of the contributions of others, recognition that co-operation offers us an op-portunity to get to know other people and other points of view, which will help to round out our own.
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Finally, the behavioural dimension of a co-operative attitude is that it can help us to evaluate our way of interacting with others, to know our-selves better in relation to others and to recognise the contributions that others make, the feedback that they give us and the recognition that our social behaviour merits.
Developing these three attitudes throughout one’s years at university means strengthening a key element of learning. Experience, opportunities to work together, co-operating with other persons and groups, will facili-tate a change or improvement in attitude. Even though attitude is at the base of group learning and teamwork, personal and interpersonal capaci-ties that each one must contribute to the group are also required.
4. VALUES
Universities, as the prime agents of higher knowledge, are being asked to play a new role in the defence and development of values start-ing within the institution and radiating outward to all aspects of the so-cial and political milieu. This task is perhaps more important than ever at the start of the third millennium.
By values we understand the internal ideals that motivate a person to act according to his or her priorities in life. A university education can-not be reduced simply to good academic training. Universities must also endeavour to nourish values that will, above all, help students grow pri-marily as persons, meaning that they will defend and postulate values that dignify all human beings as persons, regardless of any other varia-bles that distinguish them.
The importance of values in contemporary education has been stressed by numerous authors and institutions. As stated in the World Declaration on Higher Education (1998) for the Twenty-first Century: Vi-sion and Action:
“On the eve of a new century, there is an unprecedented demand for and a great diversification in higher education, as well as an increased awareness of its vital importance for sociocultural and economic devel-opment, and for building the future, for which the younger generations will need to be equipped with new skills, knowledge and ideals.” (p. 1)
Responding to social demands requires a new spirit on the part of uni-versities, as can be seen in this declaration when it states the following:
“Owing to the scope and pace of change, society has become in-creasingly knowledge-based so that higher learning and research now
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act as essential components of cultural, socio-economic and environ-mentally sustainable development of individuals, communities and na-tions. Higher education itself is confronted therefore with formidable challenges and must proceed to the most radical change and renewal it has ever been required to undertake, so that our society, which is currently undergoing a profound crisis of values, can transcend mere economic considerations and incorporate deeper dimensions of moral-ity and spirituality.” (p. 2)
In a document entitled “Development of the Deusto University Project” (1992), UD spelled out the values that it seeks to promote with-in its sphere. Based on an analysis of this document, we have established three major guidelines along which sets of values are grouped, in conso-nance with the University’s mission, its view of development of the per-son, and its desired learning model.
These three guidelines are:
— Personal and social development— Knowledge orientation— Social and ethical responsibility
4.1. Personal and social development
The first values guideline has to do with individuals. The University of Deusto centres its activity round persons as a value. This means, in the first place, starting from the idea that people are something central and valuable in themselves. Values such as personal dignity, the right to life, self-esteem, self-confidence, self-realisation – all the human rights are linked to this guideline.
4.2. Knowledge orientation
We not only want our students to learn, we want them to learn how to learn. We grow by accepting and, more importantly, by learning from our mistakes. This requires a high degree of confidence and a non-com-petitive environment in which knowledge is shared. Enabling university students to become knowledge-oriented is one of the university’s funda-mental tasks.
The first step is to try to turn attitudes of merely passing into an at-titude of wanting to know, into seeing knowledge as something valua-ble. To our mind, changing this outlook means helping students to be-
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come knowledge-oriented, seekers of truth, defenders of such values in all circumstances of their lives.
Achieving a knowledge orientation means undergoing a radical change in ways of working, commitment to studies and knowledge. It requires profound changes in systematic study habits; and finally, it means changing one’s framework so as to be guided by this value throughout one’s university years and thereafter.
4.3. Social and ethical responsibility
This involves taking responsibility for economic resources and for hu-man capital and structure; balancing the quality of service offered and creat-ing a stimulating work environment; contributing to the community in the broadest sense; and all with the ultimate objective of educating students.
The University of Deusto seeks to develop in its students an ethical and social sense that will guide their personal and professional behav-iour. This means forming a conscience and acting in consonance with it, assuming responsibly for decisions and conduct made or performed in any area of life. In short, it requires that people think about the conse-quences and effects of their decisions on others, particularly those that contribute to social justice.
5. COMPETENCES
Society today is demanding new competences of its professionals and citizens in general, who are required to have specific skills and abili-ties. So two positions can be adopted: building on these competences in the professional sphere, or developing them within the academic sphere prior to a career.
Many universities in different countries are redesigning their degree programmes on the basis of new academic and professional profiles incor-porating a number of competences. These competences are individual and group benchmarks calling for the development of personal resources, which then have to be integrated in the possibilities of the environment in order to obtain complementarity, or the greatest mutual benefit.
At the personal level, competences are effective insofar as each one establishes the basis and reference of achievement. That is, we are com-petent insofar as the achievement is effective. The origin of such achieve-ments lies in perfecting our personal (individual and social) qualities.
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Definition of competences
By competence, we understand good performance in diverse, au-thentic contexts based on the integration and activation of knowledge, rules and standards, techniques, procedures, abilities and skills, attitudes and values.
There are various models incorporating competences considered essential from the point of view of professional performance. In our case, we have drawn up a typology of competences, selecting those that we consider to be basic and acquirable during a university course of studies. These competences are useful and valuable for a student’s future professional career, as seen in the reports and studies reviewed previously.
In our proposal, competences are consistent with our model for change and can be classified under three main headings:
— Instrumental competences: or competences that function as a means to an end. They require a combination of manual skills and cognitive capacities that are needed for professional compe-tence. These include skill in handling ideas and the environment in which persons, craft skills, physical skill, cognitive comprehen-sion, language ability and academic achievement all come into play.
— Interpersonal competences: require personal and relational abilities. These competences refer to capacity, ability or skill in expressing one’s feelings and emotions in the most appropriate way and accepting the feelings of others, making it possible to work together toward common objectives. Interpersonal com-petences are related to the ability to act with generosity and un-derstanding toward others, for which it is first necessary to know oneself. These skills imply the ability to objectify, identify and in-form feelings and emotions, whether one’s own or others’, to foster social interaction and co-operation.
— Systemic competences: involve skills and abilities related to an entire system. They require a combination of imagination, sensi-bility and ability, enabling one to see how the parts of a whole are conjoined and related. Such competences include the ability to plan changes that will introduce improvements in overall sys-tems, and the ability to design new systems. These competences are built on previously acquired instrumental and interpersonal competences.
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6. DEVELOPMENT OF THE UD INNOVATION MODEL
During the 2003-2004 academic year, an experimental plan was un-dertaken to apply the proposed model in five degree courses organised according to the European Credit System (ECTS).
During this period, pedagogical guidelines were devised for the dif-ferent centres (guidelines for syllabus design, for drafting Learning-Guides, for formulating and developing specific competences, and for devising instruments for assessing generic competences).
Together with this experimental approach, the University has sup-ported initiatives and promoted a number of innovation activities through calls for Innovation and Quality Projects, which offered the opportunity to present individual and group pedagogical-innovation activities. One result of these projects is constituted by our Innovation and Quality Workshops where information is exchanged on experiences undertaken by professors or groups of professors.
During the first three years of the Vice-Rectorate for Innovation and Quality, an interdisciplinary working group was created to develop teach-ing materials for each of the generic competences defined in the Peda-gogical Framework. These materials were created in online format so that students can learn and develop each of the generic competences. We are currently considering the best procedure for generalising the use of this type of training for all students, either as course subjects pro-posed by each respective faculty, or in the form of practical seminars or workshops conducted during the academic year in more intensive peri-ods.
During the following three years, from 2004 to 2007, it was felt that a working group should be created to design and draw up a generic competence assessment system, since there was indeed the need to as-sess, but practical difficulties stood in the way of actually doing it. The professors who participated in this project came from different special-ties, faculties and campuses. They therefore formed a heterogeneous group, which nevertheless undertook its activity with an excellent team spirit and a methodology accepted by all for carrying out their work along common guidelines.
The result of this teamwork can be seen in this publication, which is presented to the teaching staff of the UD and to the university world in general.
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Chapter 1
Competence-based Learning
In its World Declaration on Higher Education for the Twenty-first Century (1998), UNESCO described the situation, stating that:
“The second half of this century will go down in the history of higher education as the period of its most spectacular expansion: an over six-fold increase in student enrolments worldwide, from 13 million in 1960 to 82 million in 1995. But it is also the period which has seen the gap between industrially developed, the developing countries and in particu-lar the least developed countries with regard to access and resources for higher learning and research, already enormous, becoming even wider. It has also been a period of increased socio-economic stratification and greater difference in educational opportunity within countries, including in some of the most developed and wealthiest nations.”
We can see in this text the great paradox of our time. The more de-veloped and wide-spread that higher education is, the wider the gap between rich countries and poor. That is, the greater the progress in sci-ence, knowledge, research and technology, the greater the difference between the developed and developing countries, not to mention in the least-developed ones. This means that progress in science and knowl-edge is not distributed fairly. Not only are differences not reduced, but in fact they increase and get worse.
Clearly, universities in general need to heighten awareness of this worldwide phenomenon. It is necessary to enhance students’ awareness and social commitment so that they will place their capacities and com-petences at the service of others, rather than using them merely for their own benefit or at the service of the power-hungry corporations compet-ing in an increasingly merciless globalised free market.
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According to the Bricall Report (2000:96):
“Knowledge, innovation and learning capacity are the three com-plementary aspects of current development in advanced societies”.
These three facets listed above are part of a process of structural change in modern societies. The report identifies four fundamental di-mensions:
— The generation of new progress in science and, especially, the diffusion of new technologies, particularly information and com-munication technologies (ICTs)
— Profound changes in the distribution of economic activity among the different sectors of the economy, followed by a radical redis-tribution of employment
— Accelerated internationalisation of societies and their economies— An increase in the level of education and knowledge base in the
countries considered most advanced
Against this background of scientific progress, incorporation of new technologies, accelerated changes in communications, increasing glo-balisation, priority given primarily to economic criteria and sharp compe-tition between the companies of different continents, there arose an EU project designed to create a European Higher Education Area (EHEA).
Its aims include ensuring that European universities have their own, unique characteristics, and are able to compete with the best universities in any part of the world, each in its own style. To this end, through a series of declarations signed at the Sorbonne and in Bologna, among others, the parties have defined and spelled out a common university framework that will stimulate co-operation and collegiality among European universities and better facilitate exchanges and mobility among professors and stu-dents, at the same time harmonising teaching systems so that interrela-tions and connections can be achieved without special problems.
As a result of these meetings of ministers, commissions and universi-ties, an agreement has been worked out and accepted by the vast ma-jority of European countries on what the European Higher Education Area ought to be. From the pedagogical point of view, the most charac-teristic feature is the acceptance of higher education understood as Competence-Based Learning. This education is a learning process cen-tred round the capacity and responsibility of each student, and the de-velopment of his or her autonomy and self-reliance. In short, it is a sys-tem of teaching and learning focused on the student, instead of the previous professor-centred system.
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As is clearly stated in the Bricall report:
“Universities must also make an essential contribution to social, cultural and community development within their local or regional en-vironment. Historically, these institutions have been actively involved in promoting certain important community services (in fields such as medicine and the arts). Moreover, they contribute significant audienc-es for different forms of cultural and scientific expansion. They are very active in boosting volunteer activities or other altruistic initiatives. Fi-nally, they are key factors in fostering critical thinking, monitoring opinion leaders, and producing leaders of political and civil life”.
It is precisely in this idea of contributing to development in all its personal, social, cultural, political and economic facets that the need was seen to adapt universities to their national and international con-texts; to prepare themselves to respond satisfactorily to the requirements of society and to any new issues, needs or interests that may arise. Uni-versities were being asked not to devise their academic programmes and syllabuses in isolation from other stakeholders involved in the develop-ment of society and employment; and they were asked to bear in mind and consider the points of view of public and private institutions that seek to undertake their tasks with professional staff skilled in compe-tences that today are considered essential.
Competence-based learning (CBL)
To have Competence-Based Learning (CBL), we must first establish which competences are necessary in today’s world. As is logical, this can-not be decided solely by the universities without the advice and partici-pation of corporate and professional entities. Working together, the dif-ferent sectors have come up with a generic competences proposal. This document calls for delimitation of the essential competences needed in each of the professions for which the universities prepare graduates, which will be taught along with all other aspects and dimensions consid-ered opportune, pertinent and necessary for the best training and ca-pacitation of their students.
CBL consists in developing the necessary generic or transversal (in-strumental, interpersonal and systemic) competences and the specific competences pertaining to each profession. The aim is to endow stu-dents with scientific and technical knowledge, and enable them to apply such knowledge in diverse complex contexts. To this end, knowledge is integrated along with attitudes and values in ways that are appropriate for each student’s personal and professional life.
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CBL is an approach to teaching and learning that necessarily starts from an academic and professional profile featuring all the knowledge and competences that need to be developed by students pursuing a given course of studies. Their programme of studies must spell out the generic and specific competences desired, and distribute them over the entire degree course in question. This approach calls for a great deal of co-ordination and co-operation among faculty to contribute effectively and efficiently to the development of the academic-professional profile through each subject or course.
CBL is based on an analysis of the professional requirements that will help to define and prioritise the fundamental competences required for a given professional and/or specialty area. As expressed in the 1998 World Higher Education Conference, there is a great need for life-long learning that will provide the competences that people must have if they are to contribute to the cultural, social and economic development of society.
CBL builds on a teaching-learning system that steadily develops stu-dents’ autonomy and ability to learn how to learn. This approach loses its meaning and essence if it is incorporated only as a methodology for lecturers. As stated by Mario of Miguel et al. (2006):
“The institutional nature of teaching requires participation of the entire teaching staff to ensure the necessary convergence of ideas and hypotheses regarding what it means to teach how to learn, and sub-sequent consistency of action on the part of the centre’s teaching staff. Along these lines, all professors, in co-ordination with the rest of the university’s teaching staff, must organise the teaching-learning of his/her subject as an intervention that is fundamentally aimed at develop-ment through progressively autonomous learning on the part of stu-dents.” (p. 78).
CBL is an approach to teaching that is accepted collectively and based on the association and interrelations between different subjects, each contributing specifically by providing scientific or technical knowl-edge and developing generic and specific competences. In this approach, students are the true drivers of their own learning, and therefore need a certain amount of self-motivation and supervision, as well as the devel-opment of cognitive strategies and cognitive goals that will help them to learn and to reflect on their learning.
CBL is an approach that fits in well with the European Credit Transfer System (ECTS), in which students must devote themselves to their stud-ies sufficiently to acquire or develop the competences proposed within an estimated time frame. It is an individual learning system that com-
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bines theory and practice, and which distances itself from the previous system based primarily on memorisation – a system that allowed stu-dents to get by with studying intensively only at certain moments of the year. CBL requires a much more constant and systematic dedication to learning, plus a greater commitment on the part of the student to plan and manage his/her time appropriately.
CBL provides greater enrichment of learning methodologies, closer monitoring and tutoring of students individually and in groups, as well as a range of techniques for assessing learning. The teaching role of the professor or lecturer is modified, so that now he/she can concentrate on organising, supervising and assessing students’ learning.
Incorporation or renovation of teaching methodologies
European universities are working to incorporate teaching-learning techniques, methodologies and strategies to favour students’ inde-pendent development and more significant learning. This is achieved with a more active methodology calling for individual and group work, as well as more thinking about the work and actions undertaken by students.
Many universities are organising workshops where new pedagogi-cal, methodological and technological developments at different univer-sity centres are presented and discussed. Different government agencies are also promoting exchange workshops where experts in methodolo-gies, innovation and quality present talks to heighten universities’ aware-ness of the key importance of these subjects in coming years.
In recent years, different works have been published on necessary methodological issues and providing information on how to incorporate the CBL suggested in creating the European Higher Education Area (EHEA) and which serves as a framework of reference for university centres.
Today, probably more than ever before, people are talking, studying and trying to incorporate pedagogical innovations. The benchmarking undertaken by some universities that wish to contrast their points of view, experiences and approaches with those of others is helping to standardise this process. Many Spanish universities have already incorpo-rated into their strategic policies the ongoing training and updating of teaching staff, as a key policy for the next few years.
To switch from the teaching method that used to be used to a compe-tence-based approach requires a strategic policy and the specific allocation to the project of significant funds in order to complete successfully complete
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the change and keep it from remaining merely skin deep – a cosmetic change to improve the university’s image vis-à-vis society in general.
Sooner or later all universities that do not wish to fall behind and out of the running must incorporate these new trends and see that their schools become centres of proven quality and innovation.
Competence-based learning entails a profound change, one that we call a transformational change, since it affects both the breadth and depth of the university. Breadth, because it affects university life as a whole, and all the institution’s underlying structures. All stakeholders are called upon to participate in the change to be undertaken in the univer-sities. Moreover, this change means modifying the teaching model or approach employed to date. It is difficult, if not impossible, to incorpo-rate the new model without changing old structures and the attitudes of all concerned (teaching and non-teaching staff, university management and the students themselves).
Some people might consider that the change being proposed is just another change, one that will not be very far-reaching or significant for our universities. We think that people who feel this way are mistaken. Experience shows that it would be impossible to try to apply a compe-tence-based learning system without modifying previous structures. In addition to causing huge headaches, such an attempt would prove fu-tile, unworkable and even counterproductive. The teaching staff would soon become frustrated with the huge effort required and the vast number of obstacles and difficulties to be surmounted, most often with-out substantive support or points of reference.
Undertaking CBL means adapting degree programmes and syllabus-es, structures and infrastructures. It means altering the role of lecturers, preparing students for a new type of teaching and learning. In synthesis, it means adequating and adapting the university to this transformational change. And this can only be achieved with the commitment and in-volvement of the university’s highest authorities – that is, under the lead-ership of the university’s president, vice-presidents and deans, together with all their staffs.
Transformational change gains solidity if it is well thought through beforehand, as such thinking helps to specify and formulate the new vision to be developed. This calls for good planning spelled out in strate-gic plans for the university, which are then transferred to the plans and projects of the university’s different centres, faculties, schools or insti-tutes for acceptance and incorporation into their everyday tasks.
Figure 3 shows the factors and agents involved in the teaching-learning process.
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University authorities
Students ASP
Teaching staff
Organisationof learning
Managem
ent
and structures
Support
Reso
urce
s and
infra
struc
ture
Policiesand strategies
Methodology,
supervisions,
assessment
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Competencebased
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Figure 3Factors and agents in the learning process
The figure shows the principal stakeholders involved in different ways in the teaching-learning process. First come the university authori-ties, understood as ranging from the president’s team (president and vice-presidents) to the deans’ teams or directors of each academic cen-tre. These are the persons responsible for laying down policies and strat-egies, as well as for implementing them in the different centres. Their contribution is crucial, for they are the ones who see to it that the neces-sary structures and infrastructures are in place for the proper pedagogi-cal functioning of each centre. Without them, nothing will work.
The key questions in this case are: What is the university’s innovation and training policy? Does the university have a strategic plan that in-cludes innovation as a key guideline? Has further ongoing training been formulated for the teaching staff and have means and resources been allocated? Is pedagogical change leading the centres, or on the contrary, are they being led by other outside initiatives?
The second necessary agent is the ASP (Administrative and Services Personnel), which must also be involved in the process, providing technical support and speeding up necessary administrative and bureaucratic proc-esses in any case. The proper functioning of infrastructures and the avail-ability of resources are crucial for the success of students’ independent learning, since they must study and develop in different spaces utilising the resources and means that the university places at their disposal.
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The key questions are the following: Are administrative and services personnel familiar with the innovation plan in the university’s Faculties, Schools and Institutes? Are they prepared to facilitate the process as far as they are able within the scope of their job? Are they appropriately informed and trained to participate in the process? Have all the services’ quality processes become a key factor for improving service to internal and external users? Are resources and infrastructures always available and in proper working order? etc.
Another agent or stakeholder is the teaching staff or faculty. It is generally claimed that faculty is crucial to the transformation of universi-ties, but this may lead to the mistaken belief that by retraining faculty, everything has been achieved. It would be risky to think so. It is true that if the teaching staff is not on board, no programme or syllabus, no ped-agogical innovation can be carried out; but with only the faculty, such things cannot be carried out either.
Implementing a new learning system, renovating teaching and learn-ing methodologies, incorporating ICTs is not only a question of retrain-ing teaching staff in their use, but an organisational and institutional change that goes well beyond the faculty.
What is asked of lecturers is a commitment to change, a positive at-titude toward the unlearning of previous routines and customs that must be replaced with new ones. The teaching tasks called for in the new pedagogical system require greater capacity than a simple command of the matter to be taught, if lecturers are to organise, monitor and con-tinuously assess the learning of students. This of course does not mean that faculty members no longer need to have a full command of the course content and topics that students will be working on. Far from it! In fact, the new system requires a greater knowledge and command of sources to organise and structure learning with full adequacy.
The key questions are: Are lecturers trained in teaching-learning methodologies? Are they familiar with, and proficient users of tech-niques for monitoring and assessing students’ learning? Do they know how to apply techniques for assessing students’ attainment of compe-tences? Are they able to organise a teaching system that enables inde-pendent, significant learning? Etc.
Students constitutes the fourth important and crucial category of stakeholders. Under the new model, students are the true key to success of the system. Students must learn how to learn so that, independently and consciously, they can discover and perceive the competences that are to be developed and acquired during their university studies – com-petences that will help them to improve as individual and social human
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beings, and that will provide them with the necessary knowledge and techniques to do well in their future career.
Students must work in a system of continuous learning which em-phasises, in a systematised temporal way, what, how, why, what for, when and by when study tasks must be undertaken. That is, active learn-ing must constitute the centre of students’ ordinary activity during a period of their university lives. This system will have to resolve important problems such as how to help students to combine study with work (the situation of a high percentage of students in some universities and years). In this regard, the system must be creative and introduce mixed learning modes (for example having some subjects done online, others half in the classroom, and still others entirely in class).
The incorporation of computer technologies will undoubtedly help to resolve problems posed by different users, and not only the problems that occur within the university. Universities must strive to create opportunities and make them available to the greatest number of users possible in all different circumstances. This does not mean that learning should fall into first- and second-class situations, but rather that it should satisfactorily at-tend and respond to the different needs arising in society.
The main hurdle to be overcome by students is to convince them-selves that the new system is based fundamentally on the continuous assessment of their individual and group work. This is measured in hours devoted to the different tasks that must be completed to achieve target competences. Acquiring and developing competences requires full per-sonal involvement on the part of each student, who must become in-volved in each assigned activity, giving it a great deal of thought and making his/her own assessment of the learning achieved.
The key questions are: Is the student prepared to begin learning in-dependently? Does the student have the basic capacities to undertake this type of learning? Does he/she have the basic competences to con-tinue learning at the university level? If students arrive at the university with prior deficits, how can they be enabled ? Does the university re-spond adequately to students’ personal and work/study needs by offer-ing different modalities? Etc.
Main elements in the teaching-learning process
In the system proposed here, competences are the cornerstone. The curriculum is formulated and specified in terms of generic or transversal competences, and specific competences. The four fundamental ele-
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ments in the teaching-learning process leading to the attainment of competences are:
1. Teaching-learning strategy and methodologies2. Modalities3. Monitoring4. Assessment
1. Strategy and methodologies
Here strategy means designing a regulatable process comprised of a set of procedures and rules for taking the right decisions in each situa-tion, depending on the objectives set, incorporating appropriate meth-ods and techniques and adjusting them to the time allowed.
In accordance with the methodological principles underlying the Eu-ropean convergence model and the University of Deusto Training Model (UDTM), for each subject in a degree programme the professor must specify the teaching-learning strategy that he/she has devised in the fol-lowing terms:
— In the first place, the teaching-learning strategy must ensure that students will acquire the generic and specific competences of the subject.
— The chosen teaching-learning methods and techniques must be specified (lectures and explanations, document study, case study, projects, problem-solving, group dynamics, discussion and debate, delivering talks, etc.).
— The spatial, material, audiovisual, computer or other teaching-learning support resources to be used must be specified.
— The total amount of time students should expect to spend on each of the major aspects of the subject, both inside and outside class, must be calculated. This time estimate must be specified in terms of ECTS credits assigned to the subject (1 ECTS is the equivalent of 25 hours work on the part of the student), bearing in mind that the total must include all the work that the student must complete to meet the course requirements (including attendance at lectures, in-class individual and group work, information gathering, reading, individual study, preparation of individual and group work, essay writing, tutorials, study for and sitting of exams, etc.).
In a recent work, De Miguel et al. (2006) presented a number of teaching strategies and methodologies, explaining the advantages and
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disadvantages of each one. This is a highly recommendable publication due to the practical advice and experience it conveys, and will be of great help to professors and universities wishing to introduce the peda-gogical innovation proposed for the European Higher Education Area.
According to De Miguel, the different modalities are: lectures, semi-nars and workshops, exercises, external practice and training, tutorials, group work and individual work. The teaching methods analysed are: explanatory method, case study, exercises and problem-solving, prob-lem-based learning, project-oriented learning, co-operative learning, learning contract.
2. Modalities
In this work, modalities are the general ways of organising the teach-ing-learning process. Basically, three major modalities are considered: full-time, part-time and online studies.
— Under the full-time arrangement, students must attend class regu-larly. The classroom is the fundamental learning space, although it is supplemented by other outside spaces and times, such as labo-ratories, individual or group study outside class, the library, etc.
— Part-time studies means that the student’s fundamental attend-ance is supplemented with virtual teaching. Universities are in-creasingly offering courses online, or at least online platforms enabling students to do and present work from their homes or places outside the classroom.
— The online studies modality requires electronic equipment and virtual supervision and support on the part of faculty.
3. Learning supervision
Monitoring students’ learning is one of the main keys in the new system. This supervision can take the form of individual and/or group tutorials; correcting essays and projects; assessing full or partial project presentations; feedback on exercises and problem-solving or case resolu-tion, etc. In short, any procedure can be used that affords feedback to students on their progress or that leads to students’ self-evaluation or reflection on how their studies and academic work are going. Monitor-ing can be done either in class or online, through tutorials, portfolios or other means.
The purpose of such supervision, in addition to monitoring students’ progress, is to assess and advise in each case, offering necessary guid-
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ance and correcting errors, or helping students to overcome obstacles in the path undertaken.
Supervision and what it entails in the way of individual guidance and control should gradually be lessened as students progress from year to year. Gaining autonomy is meant to be a steady process, so by the time students reach their final year they should be showing the highest level of autonomy achieved. Therefore, no standard advice is valid for all situ-ations, and it is up to lecturers to adjust the guidance they give to suit students’ level of maturity and year at the university.
4. Assessment
As noted in the guidelines for drawing up course programmes (UD, 2006):
“The course assessment system includes not only aspects related to final exams prior to issuing final grades, but also covers everything concerned with formative assessment. That is, assessment is under-taken in order to provide students with guidance and feedback on their work, exercises and tests, or on any learning activity which the lecturer feels can be improved if students are given such informa-tion.”
The assessment system for each subject must be completely devel-oped by the professor and presented to the students in the Learning Guide. The course syllabus should summarise at least those aspects of the assessment system that concern students’ degree of progress in learning competences and how this is reflected in the final grade. The final grade is expressed in terms of a numerical score out of ten and given to one decimal point. The following must be specified:
— First, what is going to be assessed – i.e., the Specific and Ge-neric Competences that the class has worked on. Subsequently, in the Learning Guide, the professor must itemise the assessment indicators for each of the competences. These indicators provide relevant, significant evidence of progressive proficiency in each generic and specific competence.
— Second, how these competences are going to be assessed – i.e., the instruments and techniques that will be used during continu-ous assessment and at the end of the process (final assessment). A variety of techniques should be used to suit the nature of the competences worked on (e.g., exams, analysis of work done, oral presentations, test problems, observation of behaviour, etc.)
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— Third, students must be told the criteria that will be used in as-sessing their learning, and the weighting of these criteria in the final grade. The grading system should reflect a balanced distri-bution among the different competences worked on and the dif-ferent techniques employed in calculating the final grade.
Clear evidence of the adequacy of the pedagogical innovation proc-ess and the CBL applied comes through analysis of the assessment sys-tem employed. When this system is simple – that is, based on traditional exams – it can be said that in practice, competences are not being evalu-ated and therefore there is an important gap in how the system is being applied. CBL requires a varied assessment system, since each compe-tence is comprised of very different components that can only be prop-erly evaluated through a range of procedures.
An area where university professors are in greatest need of train-ing is in assessment techniques. Generally speaking, faculty members are unaware of, or lack experience with diverse evaluation techniques and find it difficult to plan appropriate assessment of certain compe-tences.
Competence assessment calls for different techniques and proce-dures depending on what is to be evaluated. One question is knowledge assessment, where the techniques to be used can include long-answer tests, short-answer tests or multiple choice); quite another is attitudes and values assessment (done through observation techniques, self-eval-uations, attitude scales, etc.). In addition, there is competential behav-iour assessment (applying knowledge to specific situations, writing cer-tain types of essays, developing different types of thinking (analysis, synthesis, comparison, critical thinking, creative, comparative, delibera-tive thinking, etc.). To this end, lecturers can use procedures such as portfolios, reports, problem-solving, essays, etc.
What is truly important in evaluating students is consistency between the progress to be assessed and the procedure chosen for this purpose. Occasionally it happens that a lecturer uses a procedure that is not useful for evaluating what he/she really wants to assess. This can happen sim-ply out of lack of familiarity with more appropriate techniques, or it can happen because certain types of progress or competences are more dif-ficult to assess than others or require more time and effort.
Assessment of competences, including generic competences, is cru-cial to determining the validity of the teaching-learning process, since results will depend on what is measured and how it is measured. Com-petence assessment requires technical capacitation of teaching staff and
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awareness of its true value, so that adequate time and dedication will be devoted to it to ensure success.
Generic or transversal competence assessment proposal
Before we can develop an adequate model for evaluating compe-tences, we must define and specify them so that the assessment will only have to consider the indicators established to reflect levels attained. When we do not have a clear idea of what we want to assess, any pro-cedure will do, since it does not really matter what we evaluate. Assess-ing by competences means, first, knowing what we wish to evaluate; second, explicitly defining how it is going to be evaluated; and third, specifying the level of achievement that is going to be assessed.
Competence-based learning should not be understood as fragment-ed learning, as competences were seen from a behaviourist standpoint. Instead, CBL should be seen from an integrating point of view. In our opinion, competences contribute added value to the learning process, making it possible for knowledge, basic skills and effective behaviour to build on each other.
To develop competences, one needs knowledge, since competences cannot develop in a vacuum. They have an essential cognitive compo-nent, but provide meaning to learning and to the achievement aimed at, characterised by competence and quality. As noted by Argudín (2000:20).:
“We see competences as part and parcel of the educational proc-ess. That is, a competence is the building of knowledge, while using the competence means applying that knowledge to execute a task or build an object – i.e. a practical result of knowledge. This notion of learning recalls the constructivist view of learning.”
Professor Sarramona concurs with this (2000:256) when he says: “Insistence on the importance of theoretical (academic) knowledge
used to be the dominant policy in education, particularly at the sec-ondary level. The criticism levelled at this predominant trend can be summarised in Montaigne’s well-known phrase that he would prefer a well-formed head to one that was merely well filled. In this regard, it should be noted that the educational reforms undertaken in recent times have tended to insist more on the attainment of skills broadly understood, including those that enable students to access knowledge and further it, rather than the simple accumulation of information, which today is relatively easy to find through the numerous informa-tion sources now available.”
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Pedagogical research stresses the need to incorporate experiences, attitudes and values into the curriculum, integrating them with knowl-edge. Education through competences includes knowledge (the theo-retical knowledge pertaining to each scientific or academic area), know-how (the practical, operational application of knowledge to given situations), relational know-how (the personal and interpersonal atti-tudes and skills that facilitate working and getting along with others), and perceptual know-how (the values involved in our way of perceiving ourselves and our role in the world; our personal commitment to and on behalf of the world).
Morris (1999) describes the type of competences required by con-temporary university education, noting that the enterprising spirit that characterises this new era calls for the construction of competences as a new academic culture promoting leadership that coincides with the new society, demand for technological information and development of the corresponding instructive skills, for knowledge about the products of the period, for services and interaction, for new financial paradigms and strategic alliances; and for new initiatives, for a reorganisation of existing programmes and processes which will help to build competences that, at the same time, will support the development of the knowledge-based society.
Competence, considered from an integral point of view, represents a dynamic combination of attributes (knowledge, attitudes, abilities, roles and responsibilities) which, according to Heywood (1993), provide:
— A description of action to the extent that a person strives to per-form it as a particular type of activity
— A performance in specific situations, incorporating the idea of judgement
— Capacity to interpret followed by decision-making— Integration and relations in specific contexts and fundamental
tasks which, like “intentional acts” are a central part of profes-sional practice
— Recovery, as a key to competent performance, ethics and values— Context and transfer to diverse situations
There is wide-spread discussion in universities over CBL and the type of competences to be incorporated into the academic curriculum. Some universities in English-speaking countries and many polytechnic universi-ties already have long experience with the CBL approach. Most other universities are trying to find and select the competences they consider most appropriate. Various studies have been made into what these com-
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petences should be according to different sources of information: com-panies and public and private entities, university professors, undergradu-ates and graduates, as well as groups of experts that have presented their own lists of competences needed for today’s professional world.
Characteristics of generic competences
The work entitled The Key Skills Qualifications Standards and Guid-ance published by the Qualifications and Curriculum Authority (2001) stresses that any theoretical or conceptual basis for defining and select-ing key competences cannot help but be influenced by individual and social ideas and by what is valued in life under particular political and economic or social conditions.
They recommend selecting competences according to certain criteria.
Generic competences are consistent with the principles of human rights and democratic values
Today, cultural, religious, social and political institutions are stressing the need to promote democratic values, respect for people’s ideas and beliefs, respect for other cultures and customs, etc.
Transversal competences develop individual capacity for a good, successful life
Generic competences should further develop the basic skills that help people to satisfy their individual needs. They must be ethically con-sistent and include the concept of a successful life healthy relations with others, with nature and with society. This is an alternative approach to considering competences predominantly from the standpoint of produc-tivity and competitiveness.
Generic competences are not incompatible with individual and social diversity
The competences approach takes for granted that both individuals and societies are unique and have different life styles, customs and out-looks on life. It is important, when looking at competences abstractly, to recognise that their development and application can take many forms depending on individual and social factors.
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Below is a list of features to bear in mind in defining and considering generic competences.
Generic competences integrate human capacities
A generic or transversal competence should not dissociate knowl-edge of values and attitudes from their use. On the contrary, it should integrate knowledge with personal and civic skills and consider it from the ethical and social point of view. We learn and develop not only to benefit ourselves but also to contribute to the development and well-being of others.
Competences develop individual autonomy
A competent person is clearly one who can live, work and pursue a career with autonomy. Competences should help people to gain the highest degree of individual autonomy, self-reliance and decision-mak-ing capacity.
Competences enhance the meaningfulness of learning
Competences carry the potential for learning-to-learn, which is the basis for acquiring and developing any competence. People who find it hard or impossible to learn how to learn independently never achieve the basic conditions for becoming truly competent.
Four basic conceptual features of generic competences
Rychen and Salganik (2006) suggest four analytical features that ap-pear relevant to a multidisciplinary approach to generic competences in an international context:
1. Generic competences are multifunctional. The concept of ge-neric competence is invoked only to designate competence that is needed to meet a range of different and important demands in daily, professional and social life. Key competences are needed to achieve different, important goals and to solve multi-ple problems in various contexts. In the model proposed here, these contexts are distinguished according to levels of compe-tence. The first level always refers to one’s closest context, one’s
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family and daily life. By contrast, the third level refers to a con-text in which one is called upon to act in complex situations or circumstances.
2. Generic competences are transversal across social fields. The term transversality is used by Rychen and Salganik with a partic-ular meaning, suggestive of the fact that competences span var-ious sectors of human existence. Therefore, key competences are relevant for effective participation not only in school and the labour market, but also in the political process, social networks and interpersonal relations including family life, and most gener-ally, for developing a sense of personal well-being. In our model, it is also used in this broad sense and applies to one’s personal and family life, as well as to interpersonal and social relations. Competences integrate ways of thinking, acting, feeling and be-having in any area of one’s personal or civic life.
3. Generic competences refer to a higher order of mental complex-ity. Competences should stimulate the development of higher levels of thinking and mental complexity. Generic competences should help to develop more advanced mental skills, such as crit-ical and analytical thinking, and promote the growth and devel-opment of the highest possible attitudes and values. As these authors say, “generic competences assume a mental autonomy, which involves an active and reflective approach to life.” Rychen and Salganik (2006).
4. Generic competences are multidimensional. Rychen and Sal-ganik propose five dimensions that enable us to recognise an adequate composition of key competences:
— Recognising and analysing patterns, establishing analogies between experienced situations and new ones (coping with complexity).
— Perceiving situations, discriminating between relevant and ir-relevant features (perceptive dimension).
— Choosing appropriate means in order to reach given ends, appreciating various possibilities offered, making judgements and applying them (normative dimension).
— Developing social orientation, trusting other people, listening to and understanding others’ positions (co-operative dimension).
— Making sense of what happens to oneself and others in life, seeing and describing the world and one’s real and desirable place in it (narrative dimension).
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Competence-based learning and employability
One aspect of the CBL approach that has been criticised is its appar-ent emphasis on the workplace. There is concern that strictly academic objectives will be abandoned such as the overall humanistic education of students.
We feel that this fear is unfounded, since CBL emphasises individual growth and development as well as reflective thinking about what one learns and its application. Emphasis on humanism depends more on the way in which academics integrate these aspects into CBL than on the approach itself.
Competence-based learning is valued by employers because it better enables students to apply their knowledge. No one doubts that a univer-sity education should provide students with a good academic back-ground, meaning good conceptual formation and mastery of knowledge and certain contents. However, today more than ever, higher education is expected to develop abilities and skills that can be applied to situations at work and in society that students will encounter when they finish their studies. The educational literature on this topic clearly suggests that hav-ing an education means not only knowledge, but know-how, and learn-ing to be and to live together, as memorably stated in the Delors Report on education.
As noted above, the idea of competence includes the knowledge and know-how of certain subjects in different domains, as well as skills or abilities understood as practical or applied knowledge, and the per-sonal attitudes and values that shape and guide people’s conduct. What are the basic competences that all students, regardless of their chosen field, should possess?
The first important question is who should decide which compe-tences should be acquired and developed in centres of higher education. The Tuning project (González and Wagenaar, 2003) undertook in Eu-rope, and later in Latin America, a study in which three different sources were used. First, over 5,000 students who had completed their studies during the preceding five years were consulted. Given their work experi-ence, they were in an excellent position to give their views on the com-petences that are most useful and necessary for obtaining a job and then carrying out the work involved. These students ranked a number of com-petences according to their importance in their own working lives, and then gave them a score according to the degree to which they had been worked on and attained at their university. This information has enabled us to appreciate the gap between students’ view of the need for compe-
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tences and how well they are attained at university. Many of the compe-tences are scarcely worked on, and learning of them will enable universi-ties (if they wish) to remedy the situation in coming years.
The second source of information was employers. Nearly a thousand organisations evaluated the list of competences, scoring the importance of each and the degree to which universities prepare students in them. Thanks to this information, we are able to see the extent to which the universities’ view coincides with that of employers.
The third source were nearly a thousand academics, who also scored each competence on two scales: importance and degree of achieve-ment. The data from the study can be seen in the Tuning Report.
It is not a question of improving students’ training for a given job or career, but mainly to offer an education that is more solid, firm and in accordance with the idea of what a good university education should be – i.e. one that helps students to learn to know and do, and learn to be and to live together. This requires the development of competences that go beyond mere knowledge, placing the emphasis on integrating the contents of what one learns and the mental outlook of each student, so that learning will be more significant and long-lasting.
This change necessarily entails a revamping of methodology and teaching, so that through the ECTS system, innovations can be intro-duced to transform universities, making them centres of learning rather than teaching centres.
Universities in English-speaking countries have been working on key competences and incorporating into their curricula the ones they con-sider basic to today’s world. Their list of competences is really quite long, and each university justifies its own choice of competences and incorpo-rates them into each area of study. Ordinarily, every competence is de-fined at three or four levels of attainment, indicating the extent of the student’s proficiency.
Levels of achievement in each competence are normally defined ac-cording to the following criteria:
1. The basic level refers to the knowledge that the student needs to develop the skill in question. Such knowledge has to do with dates, facts, events, features, principles, postulates, theories, etc. It may also be a first step in self-evaluation, enabling the student to know his/her initial level in the competence in question.
2. The second level is the way in which the knowledge or skill is applied in different situations (analysing, solving, applying, judg-ing, clarifying, etc.)
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3. The third level indicates the way in which a person is able to in-tegrate the skill or ability into his/her life (or some facet thereof: academic, interpersonal, social etc.) and is able to demonstrate this ability. The essential feature of this level is the use that the person makes of the competence in question. Competences may be instrumental, interpersonal or systemic, according to one typology of competences. Under other taxonomies, compe-tences may be labelled as methodological, technological etc.
The Higher Education Funding Council for England (HEFCE) conduct-ed a study (March 2001) in order to compare the level of employment achieved by UK graduates with that of graduates from other European countries and Japan. The comparison is highly interesting due to the dif-ferences detected between UK and other university systems.
According to the introduction, the report “is based upon the results of a major international study of graduate employment”. Entitled Higher Education and Graduate Employment in Europe”, the study was funded by the European Commission. It was carried out collaboratively by re-search groups in 11 European countries (Austria, the Czech Republic, Finland, France, Germany, Italy, the Netherlands, Norway, Spain, Sweden and the United Kingdom) and in Japan.
According to this study, UK graduates appeared to have advantages over other European and Japanese graduates in their greater likelihood to find jobs in the labour market or research.
Specifically, UK graduates were more likely than their European counterparts:
— To be employed three years after graduation— To be on permanent (rather than temporary) employment con-
tracts— To have full-time (rather than part-time) employment contracts— To spend less time in job search activities— To obtain their jobs by applying for advertised vacancies— To make more use of their higher education institution’s careers
office— To start their job search prior to graduation
In the study, graduates were asked what they thought had been the most important factors in the eyes of the employers when recruiting them to their first job.
The table below ranks UK and European graduates’ perceptions of the importance of recruitment criteria
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Table 1Factors, according to graduates
UK EUROPE
1. Personality 1. Personality 2. Field of study 2. Field of study 3. Recommendations from third persons 3. Main subject/specialisation 4. Main subject/specialisation 4. Computer skills 5. Work experience during study period 5. Work experience during study period 6. Computer skills 6. Recommendations from third persons 7. Exam results 7. Exam results 8. Work experience prior to study period 8. Foreign language proficiency 9. Reputation of HE institution 9. Work experience prior to study period10. Experience abroad. 10. Reputation of HE institution11. Foreign language proficiency 11. Experience abroad
Skills and Competences
The graduates were asked to rate a list of 36 competences according to the extent to which they possessed them on graduation, and the ex-tent to which they were required in their current work. The table below lists the 10 most highly rated possessed competences by UK, European and Japanese graduates.
Table 2Competences, according to graduates
UK EUROPE JAPAN
1. Learning abilities 1. Learning abilities 1. Loyalty, integrity 2. Working independently 2. Power of concentration 2. Power of concentration 3. Writing skills 3. Working independently 3. Adaptability 4. Teamwork 4. Writing skills 4. Getting personally in-
volved 5. Working under pres-
sure 5. Loyalty, integrity 5. Learning abilities
6. Accuracy, attention to detail
6. Field-specific theoretical knowledge
6. Field-specific theoretical knowledge
7. Power of concentration 7. Getting personally in-volved
7. Fitness for work
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UK EUROPE JAPAN
8. Oral communication skills
8. Critical thinking 8. Initiative
9. Problem-solving ability 9. Adaptability 9. Tolerance
10. Initiative, adaptability, tolerance
10. Tolerance 10. Teamwork
UK graduates are valued for their learning abilities, ability to work independently and oral communication skills as the predominant com-petences at the time of graduation. Compared to other European gradu-ates, they are perceived to be more proficient in the use of ICTs, in plan-ning and organising, documenting ideas and information, and working under pressure. They consider that working under pressure, oral com-munication skills, and accuracy/attention to detail are the competences most needed at work.
It seems clear that learning-to-learn and learning independently are at the heart of the teaching-learning process in UK universities and that this is what gives them an advantage over European and Japanese grad-uates where the labour market is concerned. Clearly, graduates must not only have a good knowledge base, but know how to apply it in their own way in different contexts.
Each group of graduates surveyed perceived rather differently the competences they needed in their current work. The table below shows the 10 most highly rated required competences by UK, European and Japanese graduates
Table 3Most highly rated competences.
UK EUROPE JAPAN
1. Working under pres-sure
1. Problem-solving ability; working independently
1. Problem-solving ability
2. Oral communication skills
2. Fitness for work
3. Accuracy/attention to detail
3. Oral communication skills
3. Oral communication skills; accuracy/atten-tion to detail
4. Teamwork 4. Working under pressure
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UK EUROPE JAPAN
5. Time management 5. Taking responsibility and decisions
6. Adaptability 6. Teamwork 6. Teamwork 7. Initiative 7. Assertiveness, decisive-
ness and persistence 8. Working independ-
ently8. Adaptability, initiative,
accuracy/attention to detail
8. Power of concentra-tion; time manage-ment
9. Taking responsibility and decisions
10. Planning, co-ordinat-ing and organising
10. Initiative
The differences encountered among the three groups of graduates surveyed (UK, Europe and Japan) and their association with greater like-lihood of employment causes us to think about curricula and the meth-odologies employed in different degree programmes. It would appear that UK degree programmes are much more employment-oriented than those of other countries. HEFCE provides very significant data on the different emphases found in the higher educational systems of each country.
Each generic competence included in this work comprises the fol-lowing:
— A definition that specifies and delimits the meaning expressed by the name of each competence. This definition seeks only to de-limit the meaning of the term in this model, and may be differ-ent to that of other models.
— How proficiency in a given competence is associated with other closely related values, attitudes and competences. Competence as a human achievement is complex and made up of abilities, skills, values and knowledge that cannot be isolated and attrib-uted to that competence alone. Moreover, learners should be aware that when they are working on one competence, they are also developing others.
— Attainment of competences is divided into three levels. The first level reflects competence within the context of normal daily life, where individuals carry out their activity under normal conditions with proficiency. The second level indicates competency in the proper use of techniques, or competent performance. The third
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level indicates competency in multiple, complex situations. Gen-erally speaking, such situations arise in the work place, but may also occur elsewhere.
— A set of indicators (from four to eight per level) providing clues or evidence of the degree to which individuals have mastered the competence in question. Each of the indicators comprises a scale of five descriptors which are easily translatable to more tradi-tional systems of issuing final grades.
Competence-based learning requirements
Implementing CBL involves a number of steps that must be taken into account. As stressed above, mastering a competence means draw-ing on different elements (knowledge, techniques, attitudes and values) in a given situation in order to deal with it successfully. In training stu-dents to acquire or develop competences, it is important to:
— Define clearly and specifically what is comprised in the compe-tence to be developed and assessed
— Formulate explicitly the purpose of each activity— Specify the context and circumstances in which the activities will
be undertaken (e.g. in an academic setting, in the classroom, in a laboratory, in a company, hospital or institution, etc.); whether the activity will be undertaken individually or in groups; and what tools or specific techniques will be used
— Estimate the approximate time to be spent on the activity (a powerful aid in calculating ECTS credits)
— Indicate the necessary materials or resources to be used, whether assigned or to be looked up by students
— Specify the strategy (methods and procedures) for undertaking the proposed action
— Provide indicators or standards of what is understood as a satis-factory demonstration of competence (assessment criteria related to indicators and evidence).
Key competences
In the 1990s, Prahalad and Hamel claimed that a small number of competences (which they called Core Competencies) can account for
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success in business. Their work, originally intended for business manage-ment, has also been studied and applied in the field of education.
Many universities in English-speaking countries have developed the concept of key skills or key competences for personal development and a successful life at home and at work.
The conditions determining whether competences are identified as key skills are listed below. Such competences must be:
— Multifunctional: helping to satisfy different demands placed on the person in daily life. They are needed to achieve important goals and solve problems in various different contexts.
— Transversal: valid and utilised in different areas of life (personal, family, social, work, political)
— High level of mental complexity: requiring independent thinking, ability to reflect and take a detached view of socialisation proc-esses and one’s own needs and convenience, in order to gener-ate independent thinking
— Multidimensional: containing a style or way of doing things, a keen analytical and critical sense, communicative abilities and common sense
These competences include:
— Critical and reflective thinking— Computer skills
— Working in heterogeneous groups (OECD, 2000)
Other experts add:
— Learning orientation— Communication— Application of mathematical thought— Problem-solving ability
These are the key skills incorporated into a large number of univer-sity curricula in English-speaking countries (University College of Lon-don, Middle Tennessee State University, University of Central Lancashire, Toronto University, etc.).
As can be seen, all these skills are included in the list on which the Tuning Project and the ANECA whitebooks are based. However, the of-fer of differentiated key competences according to field of study is still not available in our country.
Some universities select a small group of key competences for all their degree courses. When this happens, they generally choose from
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eight to twelve core competences. Below are some examples of univer-sities that have become references for their CBL experience or ap-proach.
A recent review of the key competences used by universities (Villa and Bezanilla, 2002) analyses the debate on how to implement CBL in higher education and takes note of the terms used in the different mod-els:
“The terms “transferable skills”, “general skills”, “common skills”, “core skills” are defined in different ways by different authors. Gener-ally speaking, they refer to the skills needed for gainful employment and responsible citizenship, and are important for all students regard-less of the field they are studying.” (Fallows and Steven, 2000).
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Montfort University
UK
LUTON UNIVERSITY
UK1
ALVERNO COLLEGE
USA
NAPIER UNIVERSITY UK2
University of Australia
MIDDLESEX University
UK
Mathematical skill
Information recovery and processing
Communication Study skills Ability to work with sufficient knowledge
Personal and professional development
Communication Communication and presentation
Analysis Mathematical skill
Life-long learning preparation
Effective learning
Learning self-improvement
Planning and problem-solving
Comprehensive outlook
Management skills
Problem-solving ability
Communication
Computer technology
Development and social interaction
Problem-solving ability
Maths skills Working independently
Teamwork
Problem-solving Effective citizenship
Ethical action and social responsibility
Mathematical skill
Teamwork Decision-making Effective com-munication
Computer skills
Aesthetic response
International outlook as professional and citizen
Social interaction
12
1 The University of Luton (UK) groups competences into four areas, each of which is further subdivided into other competences.
2 The University of Napier (UK) has fi ve types of competences: Study skills (time man-agement, note-taking, resource identifi cation, group work), Communication skills (spelling
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and grammar, essay writing, oral presentations, using telephone); Computer skills (user profi ciency: computer, text processors, e-mail, spreadsheets); Information/library manage-ment (information gathering, key words, Web searches, compiling bibliographies); Maths skills (arithmetic, simple equations, basic statistics, graphs).
University of Wollongon Australia
Bowling Green State University
USA
Curtin University of Technology Australia
Oxford Brooks University UK
Leeds Metropolitan University UK
Sheffield Hallam
University UK
Commitment to independent learning
Communication Communication Manages own learning
Study skills Written expression
Broad, consistent knowledge of field
Analysis Literacy and computer skills
Learning skills Learning methods
Oral communication skills
Self-confidence and communi-cative ability
Problem-solving ability
Literacy in information management
Communication Information and research
Visual communication
Teamwork Critical judgement
Teamwork Teamwork Evaluation Information management
Analytical capacity
Leadership Decision-making Problem-solving ability
Social skills Teamwork
Adaptability and appreciation of multiculturality
Self-confidence Computer skills Personal development
Computer skills
Management and information skills
Work-oriented Mathematical skill
Participation in organisational and social change
Problem-solving ability
Acceptance of individual and social responsibility
Enhanced learning
Time management
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The table shows some of the universities analysed. Each one selects the skills and competences it considers most important for its students, bearing in mind the degree courses it teaches.
Below are the top thirteen skills that appear most frequently in the more than twenty universities studied. They are listed in order of fre-quency:
1. Written communication and presentation skills (essay and re-port writing, spelling, grammar, note-taking, etc.)
2. Oral communication and presentation skills (listening, oral ex-pression, using the telephone, etc.)
3. Computer skills4. Information management (information processing and manage-
ment)5. Teamwork6. Problem-solving ability7. Learning-to-learn (effective learning, life-long learning, learning
strategies, awareness of own learning abilities)8. Social interaction skills (human relations, interpersonal relations,
interpersonal comprehension, ability to form relationships, etc.)9. Collaborative learning and working (working with others, co-
operative work)10. Self-confidence11. Time management12. Ethical sense (ethics, ethical commitment)13. Decision-making (powers of judgement)
Generic competences at the University of Deusto
As noted earlier, the Pedagogical Framework of the University of Deusto distinguishes three types of generic or transversal competences:
— Instrumental competences: considered as means or tools for ob-taining a given end.
— Interpersonal competences: different capacities that enable peo-ple to interact well with others.
— Systemic competences: concerned with comprehension of an en-tire set or system. They require a combination of imagination, sen-sibility and ability to see how the parts of a whole are inter-related.
This organisation of generic competences is summarised in the table below:
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Table 4Organisation of Competences
Table of generic competences
Instrumental
CognitiveAnalytical, systemic, critical, reflective, logi-cal, analogical, practical, team, creative and deliberative thinking.
Methodological
Time management
Problem-solving
Decision-making
Learning orientation (in the pedagogical framework, learning strategies)
Planning
TechnologicalPC as working tool
Use of databases
Language
Oral communication skills
Written communication skills
Foreign language proficiency
Interpersonal
Individual
Self-motivation
Diversity and interculturality
Resistance and adaptation to environment
Ethical sense
Social
Interpersonal communication
Teamwork
Conflict management and negotiation
Systemic
Organisation
Objectives-based management
Project management
Quality orientation
Enterprising spirit
Creativity
Enterprising spirit
Innovation
LeadershipAchievement orientation
Leadership
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Brief description of the draft generic competences model proposed by University of Deusto
For each competence, this publication provides:
— A description, with orientations on how to interpret and apply it— The definition given by UD to the different competences— Overlap with other competences, attitudes and values— The description of three levels of mastery for each— A set of progress indicators at each level— Five descriptors for each indicator
The volume provides a wealth of information to be used either in conjunction with the UD pedagogical platform, or to draft guides sup-porting lecturer assessment, student self-assessment, or student peer assessment.
The structure of generic competences assessment can also serve as a guide for organising the assessment of specific competences, which each professor must explain in the students’ learning guide.
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Chapter 2
Instrumental generic competences
These are competences that serve as a means or tool for attaining a given goal.
Instrumental competences can be further subdivided into types, in-cluding cognitive, methodological, technological, and language skills. There are many other ways of classifying them. However, UD has adopt-ed the system shown in table 1.
Some of the most important instrumental competences are different types of thinking. The more modes of thinking that a person develops, the greater his/her intellectual prowess will be. The UD model distin-guishes ten types of thinking whose relative importance depends on the type of studies undertaken by the student.
These ten types of thought are: analytical, systemic, critical, reflec-tive, logical, analogical, creative, practical, deliberative and team think-ing. Each profession develops its own predominant way of thinking, al-though of course it also uses others. Indeed, other complementary types of thinking are necessary and will be more or less abstract, or more or less experimental depending on the field of study.
Another important group of instrumental competences are those that we call methodological. Each field of study has its own methodolo-gies and procedures for the advancement of knowledge. However, we can distinguish more general methodologies, which cover any type of study and can be considered basic or fundamental. Such key methodolo-gies include time management, a competence which, like planning, sup-ports students’ independent development. The other three included in this section are very frequently encountered in many universities. Prob-lem-solving and decision-making are two key tools for organising and
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undertaking tasks at school and at work. The third competence is learn-ing orientation, understood as a systematic, permanent procedure throughout life. Learning-to-learn is considered a strategy par excel-lence. Some authors consider it so important in fact, both for people and for organisations, that there are two organisational approaches based on these principles: organisational learning and learning organisations.
Under the heading of instrumental competences, a third group is technological skills. The University of Deusto pedagogical model features two basic technological competences: “computers as a working tool” and “database use”. In a world such as ours where technology is so important, students must become proficient users of computers, mean-ing that they must have a basic mastery of the main types of software: text processors, spreadsheets, audiovisual presentations. In addition, at least a basic knowledge of databases is considered not only advisable but necessary for good academic progress in any field of study.
Finally, there is a fourth group of instrumental competences which we call language skills. They include good oral and written communica-tion skills, both of which are key competences for university students. Moreover, students should become proficient in at least one foreign lan-guage. In such an increasingly internationalised world, more and more students take part of their studies abroad, need to be able to read in other languages, and find that their future jobs depend on this since proficiency in other languages is required by companies and institu-tions.
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COMPETENCE: ANALYTICAL THINKING
Description
Analytical thinking is the type of mental process we use to understand reality. It is based on a methodical approach whereby we break down com-plex situations into their constituent parts to study them and identify the most qualitatively or quantitatively significant items, distinguishing these from items that are not important. This process highlights the interrelations between the elements identified, groups them to allow interpretation of the situation, presents it in a clear and orderly way, and so facilitates a diagnosis, the taking of decisions or solving of problems.
Analytical thinking is almost the antithesis of intuitive thinking, since:
A. It proceeds systematically, step by step, to identify, separate and evaluate the components of a situation, instead of allowing in-terpretation to be based on its most salient features or precon-ceived ideas.
B. It identifies relations of priority, hierarchy, cause and effect, etc. before arriving at conclusions or offering solutions to a problem, and instead of vaguely expressing a situation in general terms or presenting conclusions unsupported by available information.
C. It uses tools for analysis, redefining the situation in doing so, and for presenting conclusions, instead of relying on ideas that merely pop into one’s mind as an approach to truth. Mastery of this competence involves developing a set of skills such as:
— Identifying, in the unordered description of a situation, the in-formative elements it contains, classifying them according to the degree of reliability or certainty attached to them. (An ob-jective fact from a reliable source is not the same as an opin-ion expressed by someone who has a vested interest in the matter, for example.)
— Recognising information gaps, for which one must have a prior theoretical model for sorting information elements into categories. Lack of sufficient or sufficiently reliable informa-tion can lead to decisions to search for new information or to posit reasonable hypotheses or estimates before attempting to reach conclusions.
— Using analytical tools to organise available information and show the relations between different components. Such tools include figures, outlines, tables, concept maps, graphs, etc.
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showing clearly both the elements and the relations between them. Of the various types of relations that can exist between elements identified, causal relations are particularly important for a correct interpretation of the situation to be analysed.
Interaction with other competences, attitudes, interests and values
Analytical thinking is closely related to other types of thought, par-ticularly critical thinking and practical thinking, for which it provides a prior rational basis. For these same reasons, it is essential for problem-solving skills, and the competences of planning and decision-making.
Analytical thinking develops the ability to apply logic, observation and conceptualisation, and helps to form systematic methodological habits that are useful for coping with all kinds of tasks, especially those related to information gathering and research. Therefore, it is a type of thinking that is basic for learning.
By helping us to comprehend reality, analytical thinking also helps to generate confidence in our own ability to face and deal with it. Conse-quently, it reduces our insecurity when we are faced with new tasks, projects, etc. It also facilitates growth by providing us with a tool for in-dependently interpreting matters without need of guidance from above.
Importance of this competence for academic and professional life
From a very early age, students are constantly encountering tables and classifications produced through analytical thinking, but they do not always understand how these “summaries” have been arrived at and they simply memorize them. In daily life they also encounter manifesta-tions of this type of thinking (a doctor’s diagnosis, for example) but may not be familiar with the underlying process of analysis, believing simply that such outcomes are the result of “memory” or “opinions”.
To build concepts – i.e. to achieve meaningful learning – students need to master the processes of analytical thinking. They must learn how to draw their own diagrams and graphs, create their own tables and concept maps. No matter what the field of study, comprehension of theory and its application to real situations requires the development of analytical thinking.
At work, the ability to understand and explain situations, and the ability to provide sound argumentation for one’s points of view or con-
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clusions, marks a very significant difference between good workers and mediocre ones. Clearly, success at work correlates closely with mastery of this competence.
How to incorporate it into the academic curriculum
To develop these skills, it is best to begin with simple situations (few elements and direct or linear relations), giving clear guidance as to the tasks to be undertaken sequentially. At subsequent levels, the complex-ity of the situations can be increased, both in the number of elements involved and in the types of relations between them. Preliminary instruc-tions, on the other hand, can be decreased to stimulate students’ initia-tive as to the course to take, the tools to use and ways of presenting conclusions.
Specifically, the case-study method often proves very appropriate for introducing students to this competence and developing it up to the highest level.
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COMPETENCE: ANALYTICAL THINKING
Definition: This is the mental behaviour that enables one to dis-tinguish and separate the parts of a whole to arrive at its princi-ples or elements. Analytical thinking is thinking in detail, accu-rately, enumerating and distinguishing.
Mastery of this competence is closely related to: Reflection, logic, power of observation, comprehensive vision, ability to conceptu-alise, planning, problem-solving ability, oral and written commu-nication skills, etc.
Levels of mastery:
1. Describing, relating and interpreting simple situations and prop-ositions
2. Selecting the most significant elements and their relations in complex situations
3. Identifying information gaps and finding relations with elements outside the situation in question
Indicators:
1. Analysis of written information (books, cases, articles, etc.)2. Quantitative analyses3. Process analyses4. Qualitative analyses5. Use of graphic support
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ly d
escr
ibes
th
e te
mpo
ral o
r lo
gica
l seq
uenc
e or
pr
oces
s.
Expl
ains
the
im
port
ance
or
logi
c of
a s
eque
nce.
Iden
tifie
s po
ssib
le
chan
ges
in a
se
quen
tial p
roce
ss a
nd
thei
r con
sequ
ence
s.
Inte
rpre
tin
g s
imp
le
seri
es o
f d
ata
(of
on
e o
r te
mp
ora
ry
vari
able
s)
Is n
ot a
ble
to
inte
rpre
t a
set
of
num
eric
al d
ata.
Mak
es m
ista
kes
in
inte
rpre
ting
sim
ple
data
ser
ies.
Cal
cula
tes
aver
ages
, pe
rcen
tage
s an
d co
nsta
nt t
rend
s.
Expl
ains
the
si
gnifi
canc
e of
dat
a an
alys
is.
Dra
ws
conc
lusi
ons
from
ana
lysi
s of
dat
a.
Exp
ress
ing
in
form
atio
n in
si
mp
le t
able
s o
r g
rap
hs
sug
ges
ted
b
y le
ctu
rer
Can
not
cond
ense
in
form
atio
n in
a t
able
or
gra
ph.
Util
ises
tab
les
and
grap
hs b
ut d
oes
so
inco
rrec
tly o
r in
com
plet
ely.
Cor
rect
ly u
tilis
es
doub
le e
ntry
tab
les
and
sim
ple
grap
hics
(li
nes,
col
umns
, se
quen
ces,
etc
.).
His
/her
tab
les
and
grap
hs a
re c
lear
and
hi
ghlig
ht im
port
ant
info
rmat
ion.
Show
s or
igin
ality
, his
/he
r gr
aphi
cs a
re
self-
expl
anat
ory
than
ks t
o us
e of
fo
rms
and
colo
urs.
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70
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Se
lect
ing
th
e m
ost
si
gn
ific
ant
elem
ents
an
d t
hei
r re
lati
on
s in
co
mp
lex
situ
atio
ns
Co
rrec
tly
iden
tify
ing
th
e m
ain
idea
s in
a
com
ple
x te
xt
Con
fuse
s m
ain
and
seco
ndar
y id
eas.
Le
vels
of
impo
rtan
ce
not
dist
ingu
ishe
d.
Iden
tifie
s m
ain
idea
s bu
t at
trib
utes
im
port
ance
to
som
e th
at a
re n
ot.
Cor
rect
ly s
elec
ts a
nd
enum
erat
es a
ll m
ain
idea
s.
Logi
cally
ord
ers
idea
s (p
rem
ises
and
co
nclu
sion
s,
hypo
thes
es a
nd
argu
men
ts, e
tc.).
Cle
arly
ord
ers
and
desc
ribes
with
or
igin
ality
the
re
latio
ns b
etw
een
mai
n id
eas
(con
cept
m
ap).
Rel
atin
g a
nd
o
rder
ing
qu
alit
ativ
e el
emen
ts
Onl
y id
entif
ies
obvi
ous
rela
tions
or
esta
blis
hes
inco
rrec
t re
latio
nshi
ps.
Esta
blis
hes
corr
ect
but
fairl
y in
sign
ifica
nt
rela
tions
hips
.
Iden
tifie
s w
ithou
t hel
p sig
nific
ant
rela
tions
hips
(te
mpo
ral,
hier
arch
ical
, or
oth
ers)
.
Expl
ains
the
typ
e of
re
latio
nshi
p id
entif
ied
and
its im
port
ance
.
Just
ifies
rel
atio
nshi
ps
iden
tifie
d an
d dr
aws
conc
lusi
ons.
Co
rrec
tly
des
crib
ing
n
on
-seq
uen
tial
(p
aral
lel,
seve
ral
po
ssib
le li
nes
, re
vers
ing
) p
roce
sses
Redu
ces
any
com
plex
pr
oces
s to
a s
erie
s of
se
quen
ces.
Mak
es m
ista
kes
in
iden
tifyi
ng t
he
diff
eren
t pa
ths
of a
no
n-se
quen
tial
proc
ess.
Cor
rect
ly d
escr
ibes
th
e di
ffer
ent
lines
of
a no
n-se
quen
tial
proc
ess.
Iden
tifie
s an
d ex
plai
ns t
he r
easo
ns
why
a p
roce
ss is
not
se
quen
tial.
Sugg
ests
im
prov
emen
ts
prop
osin
g po
ssib
le
new
pat
hs.
Rel
atin
g t
wo
or
mo
re q
uan
tita
tive
va
riab
les
Doe
s no
t kn
ow h
ow
to c
orre
late
tw
o va
riabl
es.
Mak
es m
ista
kes
in
corr
elat
ing
varia
bles
.C
orre
ctly
cor
rela
tes
varia
bles
.C
orre
ctly
des
crib
es
the
sign
ifica
nce
of
corr
elat
ion
anal
ysis
.
Dra
ws
conc
lusi
ons
from
cor
rela
tion
anal
yses
.
Inte
rpre
tin
g
com
ple
x ti
me
seri
esA
naly
ses
serie
s as
lin
ear
whe
n th
ey a
re
not
(e.g
. adj
usts
a li
ne
to a
sea
sona
l ser
ies)
.
Mak
es m
ista
kes
in
anal
ysin
g co
mpl
ex
time
serie
s.
Cor
rect
ly id
entif
ies
tren
d or
cyc
le
chan
ges.
Cor
rect
ly e
xpla
ins
type
of
adju
stm
ent
mad
e.
Cor
rect
ly in
terp
olat
es
and
extr
apol
ates
fr
om a
djus
tmen
t m
ade.
On
ow
n in
itia
tive
, se
lect
ing
th
e ri
gh
t to
ol f
or
pre
sen
tin
g
info
rmat
ion
(ta
ble
an
d t
ype
of
gra
ph
)
Tabl
es a
nd g
raph
s ar
e al
way
s th
e sa
me.
O
nly
know
s ho
w t
o us
e on
e w
ay o
f re
pres
entin
g da
ta.
Use
s va
rious
typ
es o
f ta
bles
and
gra
phs
but
choo
ses
them
m
ore
for
aest
hetic
s th
an f
or
appr
opria
tene
ss t
o si
tuat
ion.
Cor
rect
ly u
ses
best
ty
pe o
f gr
aph
for
repr
esen
ting
each
ty
pe o
f si
tuat
ion
(sta
tic, e
volu
tion,
co
mpa
rison
s, e
tc.).
Acc
ompa
nies
tab
les
or g
raph
s w
ith
expl
anat
ory
text
hi
ghlig
htin
g m
ost
impo
rtan
t fe
atur
es.
Des
igns
ow
n gr
aphs
an
d ta
bles
, add
ing
visu
al e
lem
ents
tha
t im
prov
e th
eir
com
preh
ensi
on.
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71
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Iden
tify
ing
in
form
atio
n g
aps
and
fin
din
g
rela
tio
ns
wit
h
elem
ents
ou
tsid
e th
e si
tuat
ion
in
qu
esti
on
Iden
tify
ing
in
form
atio
n g
aps
or
lack
of
log
ical
ar
gu
men
tati
on
in
wri
tten
tex
ts
Fails
to
see
gaps
or
inco
nsis
tenc
ies
in
text
.
Iden
tifie
s on
ly s
ome
of t
he g
aps
or
inco
nsis
tenc
ies.
Iden
tifie
s ne
ed f
or
addi
tiona
l in
form
atio
n. P
oint
s ou
t in
cons
iste
ncie
s.
Prop
oses
add
ition
al
sour
ces
of
info
rmat
ion.
Sug
gest
s im
prov
emen
ts in
ar
gum
enta
tion.
Inco
rpor
ates
ad
ditio
nal
info
rmat
ion.
Sol
ves
inco
nsis
tenc
ies.
Seei
ng
cau
se-e
ffec
t re
lati
on
ship
s o
r d
evel
op
ing
idea
s fr
om
qu
alit
ativ
e el
emen
ts
Doe
sn’t
iden
tify
caus
al r
elat
ions
. D
oesn
’t g
ener
alis
e fr
om t
he p
artic
ular
.
Esta
blis
hes
inco
rrec
t ca
usal
rel
atio
nshi
ps.
Mak
es u
nfou
nded
ge
nera
lisat
ions
.
Iden
tifie
s ca
use-
effe
ct
rela
tions
hips
. D
evel
ops
idea
s fr
om
obse
rvat
ion.
Prov
ides
cor
rect
ar
gum
enta
tion
to
just
ify r
elat
ions
or
gene
ralis
atio
ns
iden
tifie
d.
Brin
gs in
out
side
fac
ts
(ana
logi
es) t
o su
ppor
t an
d st
reng
then
co
nclu
sion
s.
Des
ign
ing
th
e ri
gh
t p
roce
ss f
or
atta
inin
g o
bje
ctiv
es
in s
pec
ific
sit
uat
ion
s
The
proc
ess
desig
ned
does
not
lead
to
resu
lts. I
mpo
rtan
t fac
ts
or a
ctiv
ities
miss
ing.
Des
igns
the
oret
ical
pr
oces
s th
at d
oes
not
suit
the
situ
atio
n in
ha
nd.
Des
igns
eff
ectiv
e pr
oces
s fo
r ac
hiev
ing
obje
ctiv
es, t
akin
g in
to a
ccou
nt t
he f
acts
of
the
situ
atio
n.
Des
igns
eff
ectiv
e pr
oces
s su
ited
to t
he
situ
atio
n to
mee
t ob
ject
ives
.
Des
igns
orig
inal
, in
nova
tive
proc
ess
or
prop
oses
var
ious
al
tern
ativ
e pr
oces
ses.
Usi
ng
so
ph
isti
cate
d
met
ho
ds
for
anal
ysin
g d
ata
and
in
terp
reti
ng
res
ult
s
Unf
amili
ar w
ith
soph
istic
ated
st
atis
tical
mod
els.
Kno
ws
and
utili
ses
som
e so
phis
ticat
ed
stat
istic
al m
odel
s bu
t do
esn’
t kn
ow h
ow t
o in
terp
ret
resu
lts.
Util
ises
sop
hist
icat
ed
stat
istic
al m
odel
s an
d kn
ows
how
to
inte
rpre
t re
sults
.
Just
ifies
the
typ
e of
an
alys
is m
ade
and
corr
ectly
des
crib
es
the
sign
ifica
nce
of
resu
lts.
Dra
ws
sign
ifica
nt
conc
lusi
ons
from
st
atis
tical
ana
lysi
s of
th
e da
ta.
Bas
ing
idea
s an
d
con
clu
sio
ns
on
fac
ts
and
th
e re
lati
on
s b
etw
een
th
em
Pres
ents
idea
s as
op
inio
ns w
ithou
t ba
sing
the
m o
n fa
cts
or o
n th
e re
latio
ns
betw
een
them
.
Use
s fa
cts
but
only
th
ose
that
sup
port
ow
n op
inio
n.
Util
ises
all
the
fact
s an
d re
latio
ns
betw
een
them
to
argu
e in
fav
our
of
idea
s.
Eval
uate
s an
d w
eigh
s fa
cts
and
rela
tions
to
arriv
e at
con
clus
ions
.
Con
side
rs v
ario
us
poss
ible
opt
ions
ba
sed
on d
iffer
ent
wei
ghtin
gs o
f th
e fa
cts
and
rela
tions
be
twee
n th
em.
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COMPETENCE: SYSTEMIC THINKING
Description
The idea of systems can be approached from a very general, basic point of view, where we could say that a system is a set of elements or-ganised to interact dynamically toward a given end. A more demanding idea of systems, such as those at work in social spheres, would refer to complex (open, alive, social) systems conceived as an ordered combina-tion of parts which, although working independently, interact forming a functional, rational and organised whole for the attainment of previ-ously established common objectives. In any case, what is always recog-nised in systems are the basic features of totality (the whole is more than the sum of the parts) and purpose (objectives-oriented).
Systemic thinking means focusing on the whole to see how the parts fit together, interrelate and interact. It is a way of thinking that tries to look at a situation and see the system or systems of which it is com-prised. Consequently, we would say that students have developed the competence of systemic thinking when they can see and comprehend situations using systemic patterns. The ability to work with totality re-fers:
— Both to the productive dimension of creation, where the indi-vidual is able to build and/or communicate a unique produc-tion based on various elements (a summary, a synthesis, a the-ory, model or system of abstract relations, a plan, a method, a project, a design, etc);
— And to the receptive dimension of comprehension, where the individual is capable of seeing the systems at work in daily life or experience, and understand how the parts of which they are comprised interact.
Interaction with other competences, attitudes, interests and values
Systemic thinking is clearly an instrumental competence that de-pends on proficiency in other basic competences for its own develop-ment, but that at the same time is also necessary for other complex competences to develop.
— It is closely related to knowledge transfer, or the capacity to transfer specific knowledge to diverse situations, and to the abil-
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ity to interact with and understand other fields or disciplines. So it is based on other instrumental competences, particularly the cognitive skills of analytical thinking (which it complements), logical thinking, analogical thinking, creative thinking, practical thinking and team thinking.
— It is necessary for decentration and transversality – to transcend one’s own objectives and co-operate with others to achieve more comprehensive objectives, to develop the capacity to deal with different internal and external agents of an institution and un-derstand their points of view, and the capacity to comprehend the real extent of certain problems or conflicts. It is related there-fore to the interpersonal competences of interpersonal commu-nication, teamwork, conflict management and negotiation, and also with ethical sense, diversity and multiculturality.
— Finally, it constitutes the primary instrumental basis for develop-ing the systemic competences required for work in social, organi-sational and institutional contexts. It is needed in order to iden-tify new opportunities for improving effectiveness and quality, to gather information and advice and take the right decisions, to organise resources, to analyse and evaluate results. That is, it is essential for objectives-based management, project manage-ment, quality orientation and achievement, innovation, creativity, enterprising spirit and leadership.
Importance of this competence for academic and professional life
The degree to which students develop this instrumental competence is crucial to the success of their academic work, given its close relation to theoretical and practical knowledge transfer, and to complex mental op-erations. Therefore, despite its complexity, work on this competence should not be put off until the last years of a degree course, but instead should be worked on from the very beginning (at its least complex level) to familiarise students with the systemic outlook that characterises scientific and techni-cal knowledge in any discipline, in contrast to the more lineal thinking so often used in everyday knowledge. Moreover, students who take a sys-temic view of their studies and of the medium- and long term are the ones who will seek advice and take the right decisions concerning a future ca-reer (itineraries, choice of subjects, internships, etc.).
In talking about the interactions of this competence, we have stressed the fact that systemic thought is the basis for comprehending and deal-
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ing with complex interpersonal, social and institutional situations and contexts such as are to be found in any job. So it is one of the compe-tences given highest priority by academics and students in different fields of study.
How to incorporate it into the academic curriculum
Systemic thinking is a transversal competence that can be used in numerous situations and circumstances. Therefore, special situations do not have to be created in order to teach this kind of thinking. Instead, the idea is to take advantage of the potential offered by certain kinds of academic work and situations in order to develop this competence. In incorporating it into the curriculum, the main thing is to become aware of when we are working on a dimension in which this type of thinking appears to a greater or lesser extent:
— Integrating knowledge: relating knowledge within a subject, be-tween subjects and between disciplines.
— Attitude toward analysis and comprehension of the complexity and dynamics of a situation: first becoming aware of this com-plexity and then showing curiosity and interest to learn more and delve further so as to understand different perspectives and dy-namics.
— Knowledge transfer: relating theory and practice, applying what has been learned to practical situations and to integral projects.
— Analysis of systems and their interactions: this refers to the logi-cal part of the competence, meaning capacity to work simulta-neously with the parts and the whole, identifying systems and subsystems, differentiating micro- meso- and macrosystems, ana-lysing their interdependent relations, their interactions and their dynamic transformations.
— Mental models: becoming aware of the mental models underly-ing our own and others’ actions and situations, identifying, rec-ognising, analysing, and contrasting them, and proposing inte-gral models.
— Use of different techniques to develop systemic thought (cause-effect, sequential analysis, circular analysis, work with data and generalisations, etc.).
In this way, students can gradually delve deeper into the complexity of tasks and objectives:
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— At the first level, students should simply become aware of the systemic nature of reality, which does not allow reductionism and defies simplification if it is to be known and understood with a minimum of professional rigour.
— At the second level, students should be given complex, compre-hensive tasks and situations to study and develop from a clearly systemic point of view.
— At the third level, students’ systemic vision should determine their action and be manifested in dynamic actions and interac-tions, exercised responsibly, knowing the impact that their ac-tions will have on the people and teams with which they inter-act.
For these reasons, no general recommendation can be made on the type of situations to use for assessing this competence. Instead, we should go directly to the indicators, which will enable us to assess its manifestations in salient situations of the subject and course. The com-plexity of the indicators makes it hard for students to participate in the assessment process until they are in their final years, so most of the re-sponsibility falls to the lecturer. However, the lecturer should neverthe-less share and discuss with students his or her observations and evalua-tions, especially in the context of ongoing evaluation, and particularly with certain students who may be having greater difficulty in making progress with systemic thinking.
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COMPETENCE: SYSTEMIC THINKING
Definition: This is the mental behaviour that enables one to or-ganise and integrate interrelated components to form a whole. Understanding and dealing with reality through overall patterns.
Mastery of this competence is closely related to: Capacity to trans-fer specific knowledge to diverse situations. Transversality: tran-scending one’s own objectives and co-operating with others to achieve more comprehensive objectives. Understanding the scope of certain problems or conflicts. Decisiveness. Enterprising spirit, leadership, etc.
Levels of mastery:
1. Mentally organising and integrating diverse components of real-ity, explaining it using holistic (global) models
2. Dealing with reality by using holistic knowledge3. Having positive impact on team with a systemic, dynamic vision.
Indicators:
1. Integrating knowledge2. Comprehending complexity3. Knowledge transfer4. Analysing systems and their interactions5. Mental models6. Using techniques
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Men
tally
org
anis
ing
an
d in
teg
rati
ng
d
iver
se c
om
po
nen
ts
of
real
ity,
exp
lain
ing
it
th
rou
gh
ho
listi
c (g
lob
al)
mo
del
s
Inco
rpo
rati
ng
d
iffe
ren
t co
urs
e co
mp
on
ents
into
o
wn
an
alys
is
Fails
to
rela
te k
ey
elem
ents
of
the
subj
ect
or m
akes
ill
ogic
al a
ssoc
iatio
ns.
Esta
blis
hes
sign
ifica
nt
rela
tions
hips
bet
wee
n so
me
com
pone
nts,
fa
cts
etc.
of
the
subj
ect.
Expl
ains
pro
cess
es,
rela
tions
, int
erac
tions
, co
nnec
tions
, de
pend
enci
es, e
tc. o
f th
e su
bjec
t.
Ord
ers
and
rank
s el
emen
ts, f
acts
, pr
oces
ses,
rel
atio
ns,
etc.
of
the
subj
ect.
Dia
gram
s pr
oces
ses,
re
latio
ns, i
nter
actio
ns,
etc.
of
the
subj
ect.
Bec
om
ing
aw
are
of
com
ple
xity
an
d
pro
ceed
ing
to
an
alys
e it
Show
s no
inte
rest
in
com
plex
ity. D
oes
not
seem
aff
ecte
d by
it.
Get
s bl
ocke
d by
co
mpl
exity
.D
iscov
ers
com
plex
ity
with
out b
lock
ing,
al
thou
gh in
secu
re o
r un
com
fort
able
with
it.
Acc
epts
the
co
mpl
exity
of
real
ity
and
feel
s ab
le t
o co
pe
with
it.
Ord
ers
and
rank
s th
e el
emen
ts t
o be
co
nsid
ered
in d
ealin
g w
ith c
ompl
exity
.
Sho
win
g a
bili
ty t
o
tran
sfer
th
eore
tica
l o
r cl
assr
oo
m
kno
wle
dg
e to
p
ract
ical
sit
uat
ion
s
Fails
to
rela
te t
heor
y an
d pr
actic
e.H
as h
ard
time
seei
ng
the
prac
tical
ap
plic
atio
ns o
f w
hat
has
been
lear
ned.
Iden
tifie
s pr
actic
al
appl
icat
ions
of
the
cont
ents
stu
died
.
Mak
es s
ome
prac
tical
ap
plic
atio
ns o
f co
nten
ts.
Syst
emat
ical
ly p
roje
cts
and
appl
ies
cont
ents
to
pra
ctic
e.
Dis
tin
gu
ish
ing
sy
stem
s an
d
sub
syst
ems
(mes
o
syst
ems
and
m
icro
syst
ems)
in
per
son
al li
fe a
nd
/or
at w
ork
Fails
to
iden
tify
the
exis
tenc
e of
sys
tem
s an
d su
bsys
tem
s.
Has
diff
icul
ty in
id
entif
ying
sys
tem
s an
d su
bsys
tem
s.
Det
ects
the
sys
tem
s an
d su
bsys
tem
s at
w
ork
in t
he
envi
ronm
ent.
Ana
lyse
s so
me
rela
tions
bet
wee
n sy
stem
s an
d su
bsys
tem
s.
Gra
sps
inte
rdep
ende
ncie
s an
d ex
plai
ns t
he
inte
ract
ions
bet
wee
n sy
stem
s an
d su
bsys
tem
s.
Co
nsi
der
ing
th
e m
enta
l mo
del
s u
nd
erly
ing
a
situ
atio
n
Una
war
e of
the
ex
iste
nce
of m
enta
l m
odel
s in
a s
ituat
ion.
Has
har
d tim
e se
eing
so
me
men
tal m
odel
s un
derly
ing
the
situ
atio
n.
Refle
cts
on t
he im
pact
of
men
tal m
odel
s on
th
e si
tuat
ion.
Iden
tifie
s an
d ex
plai
ns
the
men
tal m
odel
s un
derly
ing
the
situ
atio
n.
Com
pare
s an
d co
ntra
sts
diff
eren
t m
enta
l mod
els
unde
rlyin
g th
e sit
uatio
n.
Uti
lisin
g b
asic
te
chn
iqu
es t
o
eng
age
in s
yste
mic
th
inki
ng
Onl
y id
entif
ies
isol
ated
ca
use-
effe
ct p
airs
.O
nly
mak
es li
near
an
alys
es o
f se
quen
ces
of f
acts
.
Mak
es c
ircul
ar a
naly
sis
of s
eque
nces
of
fact
s.G
rasp
s ci
rcul
ar
inte
ract
ions
cor
rect
ly
and
easi
ly.
Iden
tifie
s th
e ef
fect
s of
inte
rven
tion
and
regu
latio
n on
circ
ular
se
quen
ces.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:D
ealin
g w
ith
rea
lity
usi
ng
ho
listi
c kn
ow
led
ge
in
com
ple
x ta
sks
and
si
tuat
ion
s
Inte
gra
tin
g e
lem
ents
fr
om
dif
fere
nt
sub
ject
s o
r fi
eld
s in
an
alys
ing
rea
lity
Fails
to
rela
te
elem
ents
fro
m
diff
eren
t su
bjec
ts.
Sees
rel
atio
nshi
ps
betw
een
som
e el
emen
ts, e
vent
s,
fact
s, e
tc. f
rom
di
ffer
ent
subj
ects
.
Inte
grat
es e
lem
ents
fr
om v
ario
us s
ubje
cts
in t
he s
ame
field
of
know
ledg
e in
to a
m
odel
for
ana
lysi
ng
real
ity.
Inte
grat
es e
lem
ents
fr
om d
iffer
ent
disc
iplin
es o
r fie
lds
of
know
ledg
e in
to a
m
odel
for
ana
lysi
ng
real
ity.
Wor
ks w
ith a
n in
terd
isci
plin
ary
appr
oach
.
Ad
op
tin
g d
iffe
ren
t p
ersp
ecti
ves,
so
urc
es,
dim
ensi
on
s, e
tc. t
o
anal
yse
real
ity
Ado
pts
a so
le
pers
pect
ive,
sou
rce,
di
men
sion
, etc
. in
anal
ysin
g re
ality
.
Ado
pts
a fe
w
pers
pect
ives
, sou
rces
, di
men
sion
s, e
tc. i
n an
alys
ing
real
ity.
Ado
pts
a va
riety
of
pers
pect
ives
, sou
rces
, di
men
sion
s, e
tc. i
n or
der
to u
nder
stan
d re
ality
.
Ord
ers
and
rank
s va
rious
per
spec
tives
, so
urce
s, d
imen
sion
s,
etc.
in a
naly
sing
re
ality
.
Logi
cally
inte
grat
es
the
dive
rse
pers
pect
ives
, sou
rces
, di
men
sion
s, e
tc. u
sed
in a
naly
sing
rea
lity.
Tran
sfer
ring
con
tent
s in
to p
ract
ice,
thr
ough
th
eir
inte
grat
ion
in a
pr
ojec
t
Fails
to
appl
y co
nten
ts
to p
ract
ice.
Part
ially
app
lies
cont
ents
to
prac
tice.
App
lies
cont
ents
to
prac
tice
thro
ugh
inte
grat
ion
in a
pr
ojec
t.
Des
igns
and
dev
elop
s a
proj
ect
whe
re
cont
ents
are
app
lied.
Eval
uate
s pr
ojec
t an
d in
trod
uces
im
prov
emen
ts a
s a
cons
eque
nce.
Iden
tify
ing
an
d
exp
lain
ing
an
y sa
lien
t m
acro
syst
ems
in t
he
situ
atio
n
Doe
sn’t
dis
tingu
ish
mac
ro-
from
mes
o-
and
mic
rosy
stem
s.
Onl
y de
scrib
es t
he
mac
rosy
stem
s in
the
si
tuat
ion.
Expl
ains
the
sal
ient
m
acro
syst
ems
in t
he
situ
atio
n.
Esta
blis
hes
rela
tions
hips
bet
wee
n m
acro
-, m
eso-
and
m
icro
syst
ems.
Cle
arly
pre
sent
s th
e in
terr
elat
ions
bet
wee
n m
acro
-, m
eso-
and
m
icro
syst
ems.
Bec
om
ing
aw
are
of
ow
n m
enta
l mo
del
sN
ot a
war
e of
ow
n m
enta
l mod
els.
Has
diff
icul
ty in
re
cogn
isin
g ow
n m
enta
l mod
els.
Is a
war
e of
ow
n m
enta
l mod
els.
Con
side
rs o
ther
m
enta
l mod
els
apar
t fr
om o
wn.
Expl
ains
the
situ
atio
n fr
om t
he p
oint
of
view
of
oth
ers’
men
tal
mod
els.
Dif
fere
nti
atin
g
bet
wee
n is
ola
ted
fa
cts
and
g
ener
alis
atio
ns
infe
rred
fro
m f
acts
Gen
eral
ises
im
puls
ivel
y an
d w
ithou
t ca
utio
n.
Con
fuse
s is
olat
ed
fact
s an
d ge
nera
lisat
ion,
al
thou
gh s
how
s so
me
caut
ion.
Gen
eral
ises
with
ca
utio
n an
d cr
itica
l se
nse
base
d on
ob
serv
atio
n.
Util
ises
gen
eral
isat
ions
in
dec
isio
n-m
akin
g ta
king
into
acc
ount
th
eir
degr
ee o
f ac
cura
cy.
Syst
emat
ical
ly c
heck
s th
e va
lidity
of
gene
ralis
atio
ns.
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79
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Hav
ing
po
siti
ve
imp
act
on
tea
m
than
ks t
o d
ynam
ic
syst
emic
vis
ion
in
teg
rati
ng
var
iou
s p
ersp
ecti
ves
Vie
win
g v
ario
us
fiel
ds
of
kno
wle
dg
e an
d/o
r d
isci
plin
es
syst
emic
ally
Fails
to
inte
grat
e el
emen
ts f
rom
var
ious
su
bjec
ts, f
ield
s,
pers
pect
ives
, etc
. in
a si
ngle
pro
posa
l.
Inte
grat
es s
ome
elem
ents
fro
m
diff
eren
t fie
lds
in a
si
ngle
pro
posa
l.
App
roac
hes
situ
atio
ns
syst
emic
ally,
goi
ng
beyo
nd t
he le
vels
of
each
of
each
fie
ld o
f kn
owle
dge.
Pres
ents
ow
n sy
stem
ic
visi
on c
ompr
ehen
sibl
y fo
r ot
hers
.
Hel
ps t
eam
to
deve
lop
syst
emic
vis
ion.
Un
der
stan
din
g t
he
mec
han
ism
s o
f re
sist
ance
to
ch
ang
e in
sel
f an
d o
ther
s
Reac
ts n
egat
ivel
y to
pe
ople
who
res
ist
or
reje
ct c
hang
e.
Exer
ts p
ress
ure
to
over
com
e re
sist
ance
to
cha
nge.
Iden
tifie
s th
e m
echa
nism
s (im
plic
it ru
les
or p
ower
re
latio
ns) u
nder
lyin
g re
sist
ance
to
chan
ge.
Dev
ises
str
ateg
ies
to
over
com
e th
e m
echa
nism
s (im
plic
it ru
les
or p
ower
re
latio
ns) u
nder
lyin
g re
sist
ance
to
chan
ge.
Mot
ivat
es t
eam
to
over
com
e th
e m
echa
nism
s (o
wn
impl
icit
rule
s or
pow
er
rela
tions
) und
erly
ing
resi
stan
ce t
o ch
ange
Vie
win
g s
yste
ms
dyn
amic
ally
Has
diff
icul
ty in
ex
plai
ning
the
ev
olut
ion
of a
sys
tem
ov
er t
ime.
Look
s fo
r th
e im
med
iate
eff
ects
of
chan
ge.
Des
crib
es a
sys
tem
’s tim
e pe
rspe
ctiv
e.Fo
rese
es t
he d
elay
ed
effe
cts
of c
hang
e an
d th
eir
impa
ct o
n th
e sy
stem
.
Fore
sees
(sho
rt-,
m
ediu
m-
and
long
-te
rm) e
volu
tion
of
syst
ems
and
thei
r al
tern
ativ
es.
Pro
po
sin
g
mo
tiva
tin
g, f
easi
ble
w
ays
to a
dva
nce
b
eyo
nd
exi
stin
g
men
tal m
od
els
Part
ial,
limite
d vi
sion
of
rea
lity
hind
ers
team
’s pr
ogre
ss.
Supp
orts
tea
m
mem
bers
who
pr
opos
e pr
ogre
ssiv
e sy
stem
ic v
iew
s.
Prop
oses
men
tal
mod
els
that
wou
ld
impr
ove
the
team
’s pr
edom
inan
t on
es.
Stim
ulat
es
impr
ovem
ent
of
team
’s m
enta
l mod
els.
Hel
ps t
eam
to
deve
lop
men
tal m
odel
s th
at
bett
er e
nabl
e it
to
deal
with
situ
atio
ns.
Hel
pin
g t
o in
teg
rate
co
nfl
icti
ng
men
tal
mo
del
s
Doe
s no
t co
nsid
er
othe
rs’ m
enta
l m
odel
s.
Show
s w
illin
gnes
s to
co
nsid
er o
ther
s’
men
tal m
odel
s.
Expl
ains
situ
atio
ns
usin
g m
enta
l mod
els
othe
r th
an o
wn.
Iden
tifie
s co
nsis
tenc
ies,
in
cons
iste
ncie
s,
mee
ting
poin
ts a
nd
poin
ts o
f di
ffer
ence
be
twee
n di
ffer
ent
men
tal m
odel
s.
Prop
oses
new
men
tal
mod
els
acce
ptab
le
from
ant
igen
ic
pers
pect
ives
.
Part
icip
atin
g in
tea
m
con
sid
erin
g it
s co
mp
lexi
ty a
nd
in
terd
epen
den
cy
Tend
s to
sim
plify
pr
oble
ms
and
cast
bl
ame.
Avo
ids
and
reje
cts
sear
ch f
or s
cape
goat
s.Re
cogn
ises
the
re
spon
sibi
lity
of
mul
tiple
age
nts
in
prob
lem
s.
Spec
ifies
the
sys
tem
ic
impa
ct o
f ea
ch a
gent
’s re
spon
sibi
lity.
Dis
tingu
ishe
s ea
ch
agen
t’s c
apac
ity t
o co
ntrib
ute
to c
hang
e in
the
sys
tem
.
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COMPETENCE: CRITICAL THINKING
Description
Critical thinking goes beyond the skills of logical analysis since, accord-ing to Brookfield (1987), it involves questioning the underlying assump-tions behind our usual ways of thinking and acting, and then, on the basis of this critical questioning, being willing to think and act differently. In the opinion of Moya (2005), critical thinking is why thinking: Why are things like that? Why can’t things be some other way? Why do you think things are like that? Why would anyone want things to be like that?
Consequently, we will say that students have developed the compe-tence of critical thinking to the extent that they wonder about things and are interested in the foundations underlying their own and others’ ideas, actions, judgements and evaluations.
Interaction with other competences, attitudes, interests and values
Critical thinking is an instrumental competence that depends on pro-ficiency in other basic cognitive competences such as reflective thinking, logical thinking, analytical thinking, systemic thinking, practical thinking and team thinking.
It is necessary to develop critical thinking in order to be able to rec-ognise the conditions under which a given set of ideas can be trans-formed into knowledge or beliefs that will have a decisive influence on decisions and actions, as well as the way in which people construct their own mentalities based on ideologies. Therefore, it is an essential basis for developing individual interpersonal competences (self-motivation, adaptability and ethical sense) and social competences (interpersonal communication, teamwork and conflict management). Finally, at the systemic level, critical thinking enables people to revise, question and improve social and organisational practices (quality orientation, achieve-ment orientation and enterprising spirit).
Importance of this competence for academic and professional life
Critical thinking can be recognised in our private lives and at work, and in its social and political implications. According to Brookfield (1987), being a critical thinker is part of what it means to be a growing, develop-ing individual. Going even further, we could say that critical thinking is
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crucial for creating and maintaining a healthy democracy. Without it, we could not grow at any of these three levels: our personal relations would atrophy, organisations would stay the same as twenty years ago, and political participation would deteriorate.
“Learning to think critically is one of the most significant activities of adult life. When we become critical thinkers, we develop awareness of the assumptions under which we and others act. We learn to pay attention to the context in which our actions and ideas are generated. We become sceptical of rapid solutions, single responses to problems and appeals to universal truth. Also, we open up to alternative ways of seeing things and behaving in the world. The ability to think critically is important to our lives in many different senses (....) In our personal relations we lean to see our own actions through the eyes of others; in the work place we try to exercise democratic control of the organisa-tion and functions of our jobs, and to take initiatives to go in new di-rections and design the form and content of our activities. We become aware of the potential for distortion and predisposition in public and private life. Politically, we value liberty, we practice democracy, we en-courage tolerance toward diversity, and we submit to review the dem-agogic tendencies of politicians” (Brookfield, 1987: IX).
For these reasons, it is very important that university students receive training in the type of critical thinking that is required in adult life and life at work, a correspondence which must be taken into account in facilitat-ing the transfer of this competence, since often the activities and tasks undertaken in academic contexts to work on this competence lack such correspondence.
How to incorporate it into the academic curriculum
As just noted, more than mere cognitive training, the situations and tasks proposed to develop students’ critical thinking should prepare for this transfer, stressing awareness and consistency between our thoughts and our actions, a willingness to revise them, and the importance of sharing these activities and reflections with other persons.
The idea therefore is to create situations where assumptions can be examined and checked against others. The object of analysis will always be our own and others’ discourse and actions, either directly expressed and observed (for example in the case of our own thoughts or behav-iour), or else gleaned from a written document (article, news item, story, etc.) or audiovisual item (audio recording, radio or TV programme, docu-mentary, film, etc.). Dialogue and discussion will make it possible to con-
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trast reasonings and broaden the perspectives of analysis. To this end, we should try to approach the different manifestations of critical think-ing analysed in the competence indicators congruently:
— Formulating own judgements: asking questions about surround-ing conditions, reflecting on them, formulating and arguing own judgements.
— Analysing others’ judgements: being interested in and analysing oth-ers’ judgements (distinguishing fact from opinion, strong and weak points, and identifying underlying ideas, principles and values).
— Using well-grounded criteria to analyse judgements, adopting a constructive attitude: internal criteria (consistency, logic, congruency, reliability,...) and external criteria (utility, feasibility, validity, etc.).
— Becoming aware of the practical implications of judgements and acceptance of responsibility for such implications: the pros and cons of decisions, their consequences for others and for the rights of individuals.
Progress in the competence depends not so much on the type of situations worked on, but on how deep students delve in the following dimensions:
— At first, the idea would be simply to pose questions and reflec-tions on surrounding conditions, formulating one’s own judge-ments and checking them against those of others.
— Later, students should explore the consistency between thought and action, and the personal and social implications entailed thereby.
— Finally, students should be able to give a reasoned, well-founded account of it, in view of the principles and values inspiring their decisions and actions.
Although as we have said critical thinking involves both thought and action, what lecturers can observe is essentially the student’s reasoning, so this becomes the pathway to assessment (the reasonings and arguments that the students produces orally and in writing, as well as how he/she reconsiders and redevelops them as a result of dialogue with others).
Here again, the complexity of the indicators makes it hard for stu-dents to participate in the assessment process, with the result that most of the responsibility falls to the lecturer. However, the lecturer should share and discuss with students his or her observations and evaluations, especially in the context of ongoing evaluation, and particularly with certain students who may be having greater difficulty in making progress with critical thinking.
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COMPETENCE: CRITICAL THINKING
Definition: This is the mental behaviour that questions things and concerns itself with the foundations on which our own and others’ ideas, actions and judgements are based.
Mastery of this competence is closely related to: reflective think-ing, logical and analytical thinking. Recognition of the conditions that make it possible for a given set of ideas to be transformed into knowledge. Decision-making, innovation, etc.
Levels of mastery:
1. Asking oneself questions about life around us and actively par-ticipating in discussions about it, analysing the judgements made and reflecting on the consequences of one’s own and oth-ers’ decisions
2. Analysing the consistency and logic of one’s own and others’ judgements, evaluating their personal and social implications
3. Arguing the pertinence of judgements made and analysing the consistency of one’s own conduct, given the principles and val-ues that one defends
Indicators:
1. Own judgements2. Judgements analysis3. Judgement criteria4. Practical implications5. Responsibility
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Ask
ing
on
esel
f q
ues
tio
ns
abo
ut
surr
ou
nd
ing
life
an
d a
ctiv
ely
par
tici
pat
ing
in
dis
cuss
ion
s o
n it
, an
alys
ing
th
e ju
dg
emen
ts m
ade
and
ref
lect
ing
on
th
e co
nse
qu
ence
s o
f o
ne’
s o
wn
an
d
oth
ers’
dec
isio
ns
Sho
win
g c
riti
cal
spir
itN
ever
que
stio
ns t
he
situ
atio
n or
con
ditio
ns
of o
wn
life.
Que
stio
ns c
erta
in
situ
atio
ns in
ow
n lif
e.Sh
ows
criti
cal
attit
ude
tow
ards
co
nditi
ons
of o
wn
life.
Que
stio
ns a
nd
expl
ores
rea
lity,
re
flect
ing
on li
fe.
Form
ulat
es o
wn
judg
emen
ts a
nd
eval
uatio
ns b
ased
on
syst
emat
ic r
efle
ctio
n on
rea
lity.
Dis
tin
gu
ish
ing
fac
t fr
om
op
inio
n,
inte
rpre
tati
on
s,
eval
uat
ion
s, e
tc. i
n
oth
ers’
ar
gu
men
tati
on
Acc
epts
as
own
judg
emen
ts o
r de
cisi
ons
base
d on
op
inio
ns, e
valu
atio
ns,
etc.
as
thou
gh t
hey
wer
e ob
ject
ive
fact
s.
Acc
epts
with
out
ques
tion
judg
emen
ts
or d
ecis
ions
bas
ed
on o
pini
ons,
ev
alua
tions
, etc
. as
thou
gh t
hey
wer
e ob
ject
ive
fact
s.
Que
stio
ns
judg
emen
ts o
r de
cisi
ons
base
d on
op
inio
ns, e
valu
atio
ns,
etc.
Dis
tingu
ishe
s ob
ject
ive
fact
s fr
om
opin
ions
and
ev
alua
tions
.
Cor
rect
ly a
naly
ses
judg
emen
ts o
r de
cisi
ons
base
d on
op
inio
ns, e
valu
atio
ns,
etc.
Act
ivel
y p
arti
cip
atin
g in
d
iscu
ssio
n
Rem
ains
pas
sive
du
ring
disc
ussi
ons.
Find
s it
hard
to
part
icip
ate
in
disc
ussi
on s
ituat
ions
.
Act
ivel
y pa
rtic
ipat
es
in d
iscu
ssio
n.Pa
rtic
ipat
es
cons
truc
tivel
y in
di
scus
sion
s,
cont
ribut
ing
to
cons
truc
tion
of r
ich,
sh
ared
ref
lect
ion.
In d
iscu
ssio
ns s
erve
s as
con
stru
ctiv
e po
int
of r
efer
ence
for
ot
hers
.
Fore
seei
ng t
he
prac
tica
l im
plic
atio
ns
of d
ecis
ions
and
ap
proa
ches
Una
war
e of
the
ef
fect
s of
dec
isio
ns
and
prop
osal
s.
Igno
res
the
prac
tical
im
plic
atio
ns o
f de
cisi
ons
and
prop
osal
s.
Fore
sees
the
pra
ctic
al
impl
icat
ions
of
deci
sion
s an
d pr
opos
als.
Ana
lyse
s th
e pr
os
and
cons
of
the
effe
cts
of d
ecis
ions
pr
opos
ed.
Giv
es im
port
ance
to
prop
er e
valu
atio
n of
th
e pr
os a
nd c
ons
of
deci
sion
s an
d pr
opos
als.
Ref
lect
ing
on
th
e co
nse
qu
ence
s an
d
effe
cts
that
on
e’s
dec
isio
ns
hav
e o
n
oth
ers
Doe
sn’t
thi
nk a
bout
th
e co
nseq
uenc
es o
f ow
n ac
tions
.
Sim
ply
acce
pts
othe
rs’ o
bser
vatio
ns
and
criti
cism
s of
ow
n be
havi
our.
Refle
cts
on t
he
cons
eque
nces
and
ef
fect
s th
at o
wn
deci
sion
s ha
ve o
n ot
hers
.
Reco
gnis
es a
nd
acce
pts
own
mis
take
s.
Ask
s fo
r, w
eigh
s an
d ta
kes
into
acc
ount
ot
hers
’ fee
dbac
k on
ow
n co
nduc
t.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:A
nal
ysin
g t
he
log
ic
of
ow
n a
nd
oth
ers’
ju
dg
emen
ts,
wei
gh
ing
th
eir
per
son
al a
nd
so
cial
im
plic
atio
ns
Form
ula
tin
g o
wn
ju
dg
emen
ts a
nd
ev
alu
atio
ns
Inca
pabl
e of
mak
ing
own
judg
emen
ts a
nd
eval
uatio
ns.
Lets
sel
f be
in
fluen
ced
whe
n m
akin
g ju
dgem
ents
an
d ev
alua
tions
.
Mak
es o
wn
judg
emen
ts a
nd
eval
uatio
ns.
Mak
es w
ell-f
ound
ed
judg
emen
ts a
nd
eval
uatio
ns.
Def
ends
ow
n ev
alua
tions
and
ju
dgem
ents
with
co
nvic
tion.
Co
nsi
der
ing
oth
ers’
ju
dg
emen
tsN
ot in
tere
sted
in
othe
rs’ j
udge
men
ts
or o
pini
ons.
Acc
epts
with
out
ques
tion
othe
rs’
judg
emen
ts.
Con
side
rs t
he
judg
emen
ts o
f ot
her
pers
ons.
App
ropr
iate
ly
anal
yses
and
ev
alua
tes
the
stro
ng
and
wea
k po
ints
of
othe
rs’ j
udge
men
ts
or o
pini
ons.
Inco
rpor
ates
oth
ers’
id
eas
into
ow
n re
ason
ing
and
judg
emen
ts.
Mak
ing
ju
dg
emen
ts b
ased
o
n i
nte
rnal
cri
teri
a (i
nte
rnal
co
nsi
sten
cy,
log
ic,
con
gru
ency
, re
liab
ilit
y, e
tc.)
Arb
itrar
ily ju
dges
ot
hers
’ opi
nion
s.So
met
imes
in
trod
uces
crit
eria
of
inte
rnal
con
sist
ency
an
d lo
gic
in o
wn
opin
ions
.
Usu
ally
intr
oduc
es
crite
ria o
f in
tern
al
cong
ruen
cy a
nd lo
gic
into
ow
n op
inio
ns.
Cor
rect
ly c
ritic
ises
the
co
ngru
ency
and
co
nsis
tenc
y of
ar
gum
enta
tion.
Ana
lyse
s th
e lo
gic
of
an a
rgum
ent
in
rela
tion
to a
re
fere
nce
mod
el o
r pa
tter
n.
Wei
ghin
g th
e pr
acti
cal i
mpl
icat
ions
of
dec
isio
ns a
nd
prop
osal
s
Igno
res
prac
tical
im
plic
atio
ns.
Con
side
rs p
ract
ical
im
plic
atio
ns, w
ithou
t ad
equa
tely
wei
ghin
g th
em.
Wei
ghs
the
prob
able
im
plic
atio
ns o
f de
cisi
ons
and
prop
osal
s.
Reco
nsid
ers
prop
osal
s an
d de
cisi
ons
in li
ght
of r
efle
ctio
n,
wei
ghin
g pr
obab
le
impl
icat
ions
.
Con
side
rabl
y im
prov
es p
ropo
sal/
deci
sion
tha
nks
to
eval
uatio
n m
ade.
Iden
tify
ing
th
e h
um
an r
igh
ts
imp
licat
ion
s o
f a
pro
ble
m o
r p
rop
osa
l (d
ign
ity,
se
lf-e
stee
m, e
tc.)
Eval
uate
s si
tuat
ions
ac
cord
ing
to o
wn
inte
rest
s.
Occ
asio
nally
ex
pres
ses
disa
gree
men
t w
ith
situ
atio
ns t
hat
infr
inge
oth
er
peop
le’s
right
s.
Nor
mal
ly id
entif
ies
the
rela
tions
hip
betw
een
cert
ain
situ
atio
ns a
nd
indi
vidu
al r
ight
s.
Take
s a
stan
d on
si
tuat
ions
invo
lvin
g th
e rig
hts
of o
ther
s.
Def
ends
the
rig
hts
of
peop
le a
nd g
roup
s ag
ains
t pa
rtic
ular
po
sitio
ns a
nd
inte
rest
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Arg
uin
g t
he
per
tin
ence
of
jud
gem
ents
mad
e an
d a
nal
ysin
g t
he
con
sist
ency
of
ow
n
beh
avio
ur,
bas
ed
on
un
der
lyin
g
pri
nci
ple
s an
d
valu
es
Sup
po
rtin
g a
nd
ju
stif
yin
g o
wn
ju
dg
emen
ts
Doe
sn’t
exp
ress
ow
n ju
dgem
ents
, ev
alua
tions
or
opin
ions
.
Mak
es ju
dgem
ents
w
ithou
t be
ing
able
to
defe
nd t
hem
.
Just
ifies
ow
n ju
dgem
ents
and
ev
alua
tions
.
Supp
orts
and
just
ifies
bo
th t
he s
tron
g an
d w
eak
poin
ts o
f ow
n ju
dgem
ents
and
op
inio
ns.
His
/her
cap
acity
for
re
ason
ing
mak
es
othe
rs q
uest
ion
thei
r ow
n id
eas
or b
elie
fs.
Iden
tify
ing
u
nd
erly
ing
idea
s,
pri
nci
ple
s, m
od
els
and
val
ues
of
crit
ical
jud
gem
ents
Mak
es u
nfou
nded
st
atem
ents
.Lo
osel
y as
soci
ates
so
me
stat
emen
ts
with
cer
tain
sta
nds.
Iden
tifie
s th
e pr
inci
ples
or
idea
s un
derly
ing
judg
emen
ts.
Rela
tes
stat
emen
ts
and
judg
emen
ts t
o un
derly
ing
valu
es.
Just
ifies
judg
emen
ts
on t
he b
asis
of
unde
rlyin
g th
eore
tical
m
odel
s an
d va
lues
.
Mak
ing
jud
gem
ents
b
ased
on
ext
ern
al
crit
eria
(u
tilit
y,
feas
ibili
ty, v
alid
ity,
et
c.)
Igno
res
exte
rnal
cr
iteria
in f
orm
ulat
ing
judg
emen
ts.
Occ
asio
nally
rel
ies
on
exte
rnal
crit
eria
in
emitt
ing
judg
emen
ts.
Eval
uate
s po
sitio
ns
acco
rdin
g to
som
e ex
tern
al c
riter
ia.
Sele
cts
appr
opria
te
exte
rnal
crit
eria
to
use
in s
uppo
rtin
g a
judg
emen
t.
Ana
lyse
s w
ith
appr
opria
te c
riter
ia
the
pert
inen
ce a
nd
rele
vanc
e of
ar
gum
ents
and
pr
opos
als.
Act
ing
wit
h
con
sist
ency
an
d
resp
on
sib
ility
in
dec
isio
ns
and
b
ehav
iou
r
Avo
ids
refle
ctin
g on
ow
n co
nduc
t or
be
havi
our.
Ana
lyse
s a
post
erio
ri th
e co
nseq
uenc
es o
f ow
n ac
tions
.
Acc
epts
res
pons
ibili
ty
for
own
actio
ns a
nd
beha
viou
r.
Ana
lyse
s th
e co
nsis
tenc
y be
twee
n ow
n be
liefs
and
ac
tions
.
Base
s ow
n be
havi
our
on t
he v
alue
s he
/she
de
fend
s.
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COMPETENCE: CREATIVE THINKING
Description
Creative thinking does not follow a logical process, and in this is dif-ferent from other types of thinking, since all the rest follow more or less orderly, systematic patterns. By contrast, creative thinking seems to zig-zag, going back and forth with steps that apparently lead nowhere, but that can later be used to find a solution or way out.
To engage in creative thinking one needs to overcome the barriers of the obvious and traditional, challenging what is established and even becoming iconoclastic during a given phase. One needs to be ready to surmount any metal barriers found on the path of creation, before fi-nally arriving at the moment of evaluation, with its corresponding use of critical judgement. In the development phase of creative thinking, one must ceaselessly seek ideas, words, images. This fluidity provides a foun-dation based on quantity. According to the experts, quantity is the key to quality of ideas. That is, out of many ideas produced, a few may prove valuable and provide an original solution.
Another important aspect of creative thinking is flexibility. Creative thinking is the opposite of rigidity, inflexibility, resistance. The essential feature of creative thinking is that it is elastic, ductile, malleable, shapa-ble. Flexibility means seeing things from different angles, different, and even opposite, points of view. In short, it is the ability to perceive some-thing, an object, situation or problem, from many different perspectives. Herein resides the true contribution of creative thinking. When a person or group is able to face a problem and see it from different sides, new possibilities of solution are opened up that may lead to a truly original, creative solution, at least for that person or group, even though it might not be so for everyone everywhere.
Along the continuum of development of this competence, three lev-els of complexity have been established:
— Identifying and developing manifestations of creative thinking in simple situations
— Using creative thinking to organise or relate information in novel ways
— Systematically using and evaluating creative thought in academic or professional work
The criteria for assessing progress in this competence are set out in the different indicators for each established level.
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Interaction with other competences, attitudes, interests, values
Engaging in creative thought means making use of many intellectual and affective capacities. In the creative phase per se, creative thinking occurs along with analogical, synthetic, and comparative thinking, which it uses to develop its own divergent thought.
However, creative thought can also take advantage of any of the other type of thinking, if only to place it in doubt, question its validity, in order to find a position contrary to the one presented and explore new pathways.
Creative thinking can be done individually or in groups. Research shows that groups usually achieve the best results, although the time em-ployed is much greater. Group creative thinking is based on a lack of criti-cism when group members are in the midst of creating or searching for solutions. Moreover, it calls for the conscious, necessary withdrawal of rejection or criticism of any proposals that come up, no matter how strange or outlandish they might seem. Only by creating a productive climate of brainstorming can we bring to light subconscious ideas and solutions that could produce practical, feasible solutions.
During the phase of selecting ideas and proposals, creative thinking calls on other types of thought, such as analytical thinking and critical thinking, which make it possible to analyse and weigh each of the alternatives pro-posed, applying pertinent evaluation criteria and choosing the best ideas according to established criteria.
Importance of this competence for academic and professional life
In all facets of life (personal, academic, social, work), there are times when solutions can be found only if one is capable of overcoming intel-lectual, cultural and social barriers. That is, one must see problems from new and different angles and perspectives that might at first seem unu-sual or weird.
Both in academic and professional life, mental flexibility, the basis of creative thought, is a very helpful tool for understanding and compre-hending human evolution and the evolutionary, cultural, technical and scientific development of peoples and civilisations.
At work, we often encounter problems that require imagination and originality in order to be solved. Such solutions can only be found in the right atmosphere, where there is mutual trust and creative, enriching par-ticipation on the part of all the members of the group when faced with a problem or difficult situation.
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How to incorporate it into the academic curriculum
Creative thinking works very well in academic life, where it is well suited to many different situations, as for example when different ideas or views of a problem are needed, or when a situation needs to be ana-lysed from different standpoints (social, personal, cultural, economic, practical, legal, etc.). Creative thinking is especially helpful in situations where a problem seems unsolvable.
The use of creative thinking throughout a degree course is mind-broad-ening, enhances flexibility, oral fluency and the originality of persons and groups. Creative thinking applied systematically in academic life means ask-ing students to present more than one possible alternative whenever they hand in a project or action proposal. Having to think of more than one alter-native leads to creativity and enhances the originality of proposals.
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COMPETENCE: CREATIVE THINKING
Definition: This is the mental behaviour that generates searches to find new and unusual solutions that make sense in different areas of life.
Mastery of this competence is closely related to: Reflective, ana-logical, analytical and systemic thinking, the ability to observe, to see relationships, to solve problems and take decisions, enterpris-ing spirit, creativity, innovation, flexibility, open mindedness, etc.
Levels:
1. Perceiving information with an open mind, from different an-gles, utilising it to generate new ideas and approaches
2. Formulating a variety of questions and open alternatives to better understand a situation and generate original reasoned actions
3. Systematically developing creative and original approaches when doing academic or professional work
Indicators:
1. Independent thinking2. Using information3. Diversity of approaches in interpreting information4. Versatility in searching for ideas5. Using analogy6. Applying criteria
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Perc
eivi
ng
in
form
atio
n w
ith
an
op
en m
ind
, fr
om
dif
fere
nt
ang
les,
usi
ng
it t
o
gen
erat
e n
ew
idea
s an
d
app
roac
hes
Free
ing
sel
f fr
om
re
stri
ctiv
e ef
fect
of
rece
ived
idea
s o
r co
nce
pts
Idea
s st
ill v
ery
trad
ition
al.
Prop
oses
idea
s w
ith
wel
l-kno
wn
base
s or
w
ithou
t go
ing
beyo
nd b
ound
s of
tr
aditi
on.
Form
ulat
es id
eas
that
ov
erco
me
soci
al a
nd
cultu
ral b
arrie
rs.
Expr
esse
s id
eas
that
go
bey
ond
com
mon
th
inki
ng (s
tatu
s qu
o).
Test
s id
eas
mai
ntai
ned
thro
ugh
trad
ition
.
Usi
ng
rec
eive
d
info
rmat
ion
as
a m
ean
s to
gen
erat
e n
ew id
eas
Stic
ks w
ith r
ecei
ved
info
rmat
ion.
Use
s in
form
atio
n, b
ut
alw
ays
with
in
rece
ived
per
spec
tive.
Use
s in
form
atio
n as
sp
ringb
oard
to
deve
lopi
ng n
ew
idea
s.
Wor
ks w
ith r
ecei
ved
info
rmat
ion,
off
erin
g a
new
vie
w o
f th
e si
tuat
ion.
Rest
ruct
ures
in
form
atio
n pr
oduc
ing
a ne
w
prop
osal
tha
t st
ands
ou
t du
e to
its
orig
inal
ity.
Perc
eivi
ng
in
form
atio
n o
r a
situ
atio
n f
rom
d
iffe
ren
t an
gle
s
Is u
nabl
e to
bre
ak
free
of
rece
ived
pe
rspe
ctiv
e.
Perc
eive
s si
tuat
ions
fr
om d
iffer
ent,
bu
t co
mm
on o
r w
ell-k
now
n an
gles
.
Vie
ws
situ
atio
ns f
rom
di
verg
ent
poin
ts o
f vi
ew.
Prop
oses
diff
eren
t pe
rspe
ctiv
es a
nd
argu
es t
hem
with
rig
our.
Prop
oses
pro
mis
ing
new
idea
s th
at c
ould
pr
ove
feas
ible
.
Exp
lori
ng
eac
h id
ea
fro
m d
iffe
ren
t st
and
po
ints
Is u
nabl
e to
imag
ine
diff
eren
t pa
ths
or
poss
ibili
ties
for
each
id
ea.
Con
trib
utio
ns
conc
entr
ated
in
a w
ell-k
now
n or
com
mon
ci
rcle
.
Prop
oses
diff
eren
t di
rect
ions
to
expl
ore
each
idea
.
Trac
es d
iffer
ent
path
s fo
r ea
ch id
ea.
Trac
es o
rigin
al p
aths
fo
r ea
ch id
ea
pres
ente
d.
Gro
up
ing
rel
ated
id
eas
in o
rig
inal
ca
teg
ori
es
Is u
nabl
e to
gro
up
sim
ilar
idea
s in
ca
tego
ries.
Cla
ssifi
es n
ew id
eas
in f
ores
eeab
le w
ays.
Gro
ups
rela
ted
idea
s in
orig
inal
cat
egor
ies.
Com
preh
ensi
bly
clas
sifie
s id
eas
in
orig
inal
cat
egor
ies.
Cla
ssifi
catio
ns
note
wor
thy
for
orig
inal
ity a
nd
expl
anat
ory
capa
city
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Fo
rmu
lati
ng
var
iety
o
f q
ues
tio
ns
and
o
pen
ing
al
tern
ativ
es t
o
bet
ter
un
der
stan
d
situ
atio
ns
and
g
ener
ate
ori
gin
al
reas
on
ed a
ctio
ns
Ask
ing
co
mp
lete
ly
un
inh
ibit
ed
qu
esti
on
s to
fa
cilit
ate
flo
w o
f o
pti
on
s
Doe
sn’t
rai
se
ques
tions
tha
t w
ould
je
opar
dise
the
sta
tus
quo.
Ask
s qu
estio
ns t
hat
stay
with
in t
he
ordi
nary
or
know
n co
ncep
tual
fr
amew
ork.
Ask
s qu
estio
ns
with
out
self-
cens
orsh
ip t
hat
favo
ur t
he d
iver
genc
e of
idea
s.
Leav
es a
side
all
type
s of
cen
sors
hip
and
pose
s al
l kin
ds
of q
uest
ions
tha
t he
lp b
road
en t
he
span
of
poss
ible
op
tion
s.
Ask
s de
ep,
wel
l-fou
nded
qu
estio
ns w
ithou
t so
cioc
ultu
ral l
imits
.
Ach
ievi
ng
var
iety
of
alte
rnat
ive
idea
sD
oesn
’t p
ropo
se
alte
rnat
ive
idea
s.H
as d
iffic
ulty
in
prop
osin
g al
tern
ativ
e id
eas.
Prop
oses
var
iety
of
alte
rnat
ive
idea
s.O
ffer
s di
vers
e,
wel
l-dev
elop
ed id
eas.
Just
ifies
with
goo
d re
ason
ing
the
rang
e of
idea
s pr
esen
ted.
Ask
ing
div
erse
q
ues
tio
ns
fro
m
dif
fere
nt
ang
les
abo
ut
par
ticu
lar
situ
atio
ns
Ask
s so
me
ques
tions
ab
out
situ
atio
ns, b
ut
does
so
insu
ffic
ient
ly.
Ask
s al
l que
stio
ns
from
the
sam
e pe
rspe
ctiv
e.
Ask
s nu
mer
ous
dive
rgen
t qu
estio
ns
abou
t a
situ
atio
n or
is
sue.
Syst
emat
ical
ly a
nd
thor
ough
ly r
aise
s al
l po
ssib
le q
uest
ions
ab
out
an is
sue
from
di
ffer
ent
angl
es.
Out
stan
ding
for
the
w
ay in
whi
ch h
e/sh
e ra
ises
que
stio
ns
abou
t si
tuat
ions
or
issu
es f
rom
su
rpris
ingl
y di
ffer
ent
angl
es.
Seei
ng
th
e co
nse
qu
ence
s th
at
each
op
tio
n m
ay
hav
e
Fails
to
see
the
cons
eque
nces
of
optio
ns o
r do
es s
o in
adeq
uate
ly.
Sees
som
e bu
t no
t al
l co
nseq
uenc
es o
f pr
opos
ed o
ptio
ns,
and
does
so
insu
ffic
ient
ly.
Sees
pos
sibl
e co
nseq
uenc
es f
or
each
opt
ion
prop
osed
.
Syst
emat
ical
ly a
nd
rigor
ousl
y fo
rese
es
the
poss
ible
co
nseq
uenc
es o
f ea
ch p
ropo
sed
optio
n.
Fore
sees
the
pos
sibl
e co
nseq
uenc
es o
f ea
ch p
ropo
sed
optio
n, t
akin
g in
to
acco
unt
the
diff
eren
t pe
rspe
ctiv
es f
or e
ach
one.
Shar
ing
an
d
uti
lisin
g o
ther
s’
idea
s, e
xpan
din
g o
n
or
tran
sfo
rmin
g
them
in o
rig
inal
w
ays
Doe
sn’t
kno
w h
ow t
o us
e ot
hers
’ ide
as t
o de
velo
p ow
n cr
eativ
ity.
Util
ises
oth
ers’
idea
s w
ithou
t ch
angi
ng
pers
pect
ive,
fai
ling
to
achi
eve
orig
inal
m
odifi
catio
n.
Util
ises
oth
ers’
idea
s tu
rnin
g th
em in
to
orig
inal
idea
s th
anks
to
ow
n tr
ansf
orm
atio
n.
Shar
es a
nd u
tilis
es a
s ba
sis
othe
rs’ i
deas
tr
ansf
orm
ing
them
in
to n
ew a
nd o
rigin
al
idea
s.
Cre
ativ
ely
uses
ot
hers
’ ide
as a
nd
stim
ulat
es t
he
crea
tion
of o
rigin
al
idea
s in
the
gro
up.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Syst
emat
ical
ly
usi
ng
cre
ativ
e an
d
ori
gin
al a
pp
roac
hes
w
hen
do
ing
ac
adem
ic o
r p
rofe
ssio
nal
wo
rk
Pro
po
sin
g c
reat
ive
app
roac
hes
bas
ed
on
info
rmat
ion
g
iven
or
fou
nd
w
hen
un
der
taki
ng
a
pro
ject
Doe
sn’t
con
trib
ute
orig
inal
idea
s to
the
pr
ojec
t.
Con
trib
utes
idea
s th
at a
re r
arel
y or
igin
al o
r im
port
ant.
Prop
oses
an
orig
inal
ap
proa
ch b
ased
on
info
rmat
ion
give
n to
cl
ass
prio
r to
un
dert
akin
g a
proj
ect.
Mak
es t
he m
ost
of
any
idea
, vie
win
g it
from
ang
les
that
are
un
usua
l and
rel
evan
t to
the
pro
ject
.
Tran
sfor
ms
any
appr
oach
into
a
mor
e or
igin
al
one
by m
odify
ing
or
com
bini
ng it
w
ith o
ther
ap
proa
ches
.
Ask
ing
per
tin
ent
qu
esti
on
s to
st
imu
late
oth
ers’
cr
eati
vity
Que
stio
ns a
sked
are
co
nver
gent
or
unid
irect
iona
l.
Ask
s qu
estio
ns t
hat
are
only
slig
htly
di
verg
ent.
Stim
ulat
es g
roup
’s cr
eativ
ity b
y as
king
pe
rtin
ent
ques
tions
.
Ask
s ch
alle
ngin
g qu
estio
ns t
hat
prom
pt o
rigin
al
resp
onse
s an
d st
imul
ate
grou
p pa
rtic
ipat
ion.
Que
stio
ns o
ther
s’
resp
onse
s an
d re
utili
ses
them
fr
om o
ther
pe
rspe
ctiv
es t
o pr
ompt
new
idea
s an
d vi
ews.
Mak
ing
pro
po
sals
b
ased
on
wel
l-p
on
der
ed c
ho
ice
of
bes
t id
eas
Prop
osal
s ar
e no
t w
ell
just
ified
.M
akes
poo
r or
in
suff
icie
nt
eval
uatio
ns.
Sele
cts
idea
s on
the
ba
sis
of e
valu
atio
n.M
akes
sys
tem
atic
ev
alua
tion
befo
re
sele
ctin
g th
e be
st
idea
s an
d in
corp
orat
ing
them
in
to a
pro
ject
.
Use
s or
igin
al
eval
uatio
n pe
rspe
ctiv
es
to s
elec
t be
st
idea
s an
d in
corp
orat
e th
em
into
a p
roje
ct.
Dev
elo
pin
g a
n
ori
gin
al
app
roac
h f
or
a h
igh
ly
dev
elo
ped
p
roje
ct
Proj
ect
lack
s or
igin
ality
and
el
abor
atio
n.
Leve
l of
orig
inal
ity
and/
or e
labo
ratio
n is
ve
ry p
oor.
Und
erta
kes
proj
ect
with
an
orig
inal
, w
ell-d
evel
oped
ap
proa
ch.
Und
erta
kes
proj
ect
with
orig
inal
, ver
y w
ell-d
evel
oped
el
emen
ts.
Inte
grat
es w
ith
orig
inal
ity a
ll el
emen
ts o
f th
e pr
ojec
t.
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COMPETENCE: REFLECTIVE THINKING
Description
When faced with a challenge, task or problem, we deal with it using a certain kind of thinking. When taking a decision, we give importance to different things, tending to reason in certain ways or using particular types of thinking. Even the same person will deal with different situa-tions using different types of thought. Their capacity to do this is what enables them to adapt to the environment and to act appropriately both in their personal lives and at work.
It is possible to develop the competence of reflective thinking in or-der to be aware at all times how we are thinking. This will enable us to alter some of the keys to our way of dealing with situations. Reflective thinking consists precisely in recognising how we go about addressing a task or problem, and to take steps that will lead to growth in our way of thinking.
There is abundant literature on reflective thinking. Frequently, this label is applied to very different books and articles, making it quite dif-ficult to establish clearly and definitively what reflective thinking consists of and what its main features are.
In this volume we have chosen to identify some of the features of reflective thinking that appear most often in the literature and which can best be worked on and developed during the course of university stud-ies. Therefore, we will be particularly interested in the ability to: 1) iden-tify and overcome the preconceptions that frequently impede access to alternative reasoning; 2) identify the key elements of a situation or issue; 3) formulate appropriate questions that will frame the problem and give some preliminary guidelines on how to handle it; 4) represent forms of thinking – e.g., using concept maps; 5) identify the forms of thinking being used; 6) overcome mental blocks; 7) pursue elaborate thought suited to a professional or academic situation, and then reconstruct and verbalise it; 8) realise the importance of context and the moral implica-tions of challenges or issues.
Interaction with other competences, attitudes, interests, values
Reflective thinking has to do with all the forms of thinking dealt with in this volume. To the extent that competence in other forms of thinking is well developed, students will have easier access to alternative modes
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of thought and action. Reflective thinking is also related to the ability to change mentalities and recognise other modes of thought. It is also as-sociated with more specific capacities such as the ability to make think-ing explicit and represent it. Moreover, in each field of knowledge, the contributions of theories and studies are essential for deeper reflective thinking in each particular field.
Importance of this competence for academic and professional life
Professionals or students who have not developed the competence of reflective thinking will tend always to repeat the same patterns of thought, and will have few opportunities to grow in them. In order to overcome conflicts, self-imposed limitations and other types of problems both in one’s personal life and at work, reflective thinking is required.
Moreover, different professional fields, such as education, medicine, architecture, engineering, etc.) establish degrees of hierarchy or paths of career promotion that are characterised to a large extent by increased ability to think reflectively. The highest professional levels tend to be characterised by more reflective thinking, the ability to overcome pre-conceptions, ask the right questions, appropriately identify and rank key elements, overcome mental blocks, develop elaborate thinking and later make it explicit or reconstruct it, etc.
Accordingly, an undergraduate or graduate degree should lead espe-cially to development of the competence of reflective thinking, for use both in studies and later at work.
How to incorporate it into the academic curriculum
The levels of this competence have been defined bearing in mind their application in three types of context. These go from projecting re-flective thinking onto others’ reasonings, to development in simple aca-demic situations, and finally to dealing with more complex academic and professional situations.
First level indicators focus on situations where students must ob-serve, analyse and propose guidelines for improving others’ thought processes. This may be done through case studies, narratives, newspa-pers, reports, stories, etc. where the student is not the protagonist. In-stead, others confront personal or professional situations showing more or less explicitly what their thinking is in and on the action.
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Second level indicators refer to students’ quality of thought when they are dealing with simple academic situations. Therefore, these indi-cators can be used in activities where students must reflect and explain their thinking orally or in writing when analysing a situation or docu-ment, or when trying to solve a problem, etc.
Finally, third level indicators allow us to assess the quality of the reflec-tive thinking of students who have somehow participated in a situation. Naturally, the students must verbalise their reasoning, preferably in writing, in the form of narratives, critical incidents, diaries, action reports, etc.
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COMPETENCE: REFLECTIVE THINKING
Definition: This is the mental behaviour that facilitates the rec-ognition and growth of the modes of thinking that we use in solving problems or performing tasks.
Mastery of this competence is closely related to: identifying and overcoming preconceptions, the ability to conceptualise, solve problems, represent ideas and thought diagrams, change men-tality and recognise other ways of thinking, etc.
Levels:
1. Identifying and understanding the way of thinking that a person utilises in a given given situation
2. Identifying and developing one’s own way of thinking and rea-soning in usual academic situations and tasks, adopting strate-gies for improvement
3. Consciously and systematically identifying strategies and re-sources for analysing and developing one’s own thinking in the course of one’s work
Indicators:
1. Identifying and overcoming preconceptions2. Identifying and ranking key elements3. Asking questions4. Representing ways of thinking5. Identifying and growing in ways of thinking and learning6. Overcoming mental blocks7. Thinking in action and its reconstruction8. Importance of context and ethical implications
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Iden
tify
ing
an
d
un
der
stan
din
g
the
way
of
thin
kin
g t
hat
so
meo
ne
use
s in
a
giv
en s
itu
atio
n
Iden
tify
ing
th
e p
reco
nce
pti
on
s (t
hin
gs
take
n f
or
gra
nte
d,
ster
eoty
pes
, etc
.) in
o
ther
s’ r
easo
nin
g
Att
ribut
es
prec
once
ptio
ns
inac
cura
tely
and
in
appr
opria
tely.
Doe
sn’t
kno
w h
ow t
o id
entif
y pr
econ
cept
ions
in
rea
soni
ng.
Acc
urat
ely
iden
tifie
s so
me
unde
rlyin
g th
eorie
s, b
elie
fs o
r as
sum
ptio
ns.
Acc
urat
ely
iden
tifie
s m
ost
prec
once
ptio
ns.
Acc
urat
ely
reco
nstr
ucts
al
l pre
conc
eptio
ns a
nd
thei
r or
igin
.
Ap
pre
ciat
ing
th
e ef
fect
o
f p
reco
nce
pti
on
s o
n
the
qu
alit
y o
f o
ther
s’
thin
kin
g a
nd
act
ion
Sees
wro
ng o
r no
nexi
sten
t rel
atio
nshi
ps
betw
een
prec
once
ptio
ns
and
ensu
ing
thou
ght a
nd
actio
n.
Des
crib
es t
houg
ht a
nd
actio
n of
pro
tago
nist
s w
ithou
t an
y m
entio
n of
pre
conc
eptio
ns.
Cor
rect
ly d
escr
ibes
at
leas
t on
e of
the
eff
ects
of
pre
conc
eptio
ns o
n th
ough
t an
d ac
tion.
Cor
rect
ly e
xpla
ins
vario
us e
ffec
ts o
f pr
econ
cept
ions
on
thou
ght
and
actio
n.
Acc
urat
ely
and
com
preh
ensi
vely
dis
cuss
es
the
way
in w
hich
pr
econ
cept
ions
con
ditio
n th
ough
t an
d ac
tion.
Ap
pro
pri
atel
y re
pre
sen
tin
g o
ther
s’
reas
on
ing
th
rou
gh
co
nce
pt
map
s o
r o
ther
p
roce
du
res
Repr
esen
ts o
ther
s’
thin
king
in a
cle
arly
di
sorg
anis
ed w
ay.
Repr
esen
ts o
ther
s’
thin
king
with
not
able
er
rors
or
defic
ienc
ies.
Repr
esen
ts o
ther
s’
reas
onin
g in
a fa
irly
orga
nise
d w
ay.
Repr
esen
ts o
ther
s’
reas
onin
g co
mpl
etel
y an
d w
ith g
ood
orga
nisa
tion.
Repr
esen
ts o
ther
s’
reas
onin
g co
mpl
etel
y an
d w
ith o
rgan
isat
ion
wel
l-sui
ted
to t
he t
ype
of
cont
ents
or
styl
e of
th
ough
t.
Rec
og
nis
ing
an
d
dea
ling
wit
h o
ther
s’
men
tal b
lock
s
Igno
res
the
exis
tenc
e of
a
men
tal b
lock
in t
he
scen
ario
.
Iden
tifie
s a
situ
atio
n of
m
enta
l blo
ck w
ithou
t ac
tual
ly p
ropo
sing
re
ason
able
sol
utio
ns.
Prop
oses
som
e ap
prop
riate
act
ion
to
over
com
e a
situ
atio
n of
m
enta
l blo
ck in
oth
ers.
Prop
oses
an
appr
opria
te, w
ell-
foun
ded
stra
tegy
for
ov
erco
min
g a
situ
atio
n of
men
tal b
lock
.
Reas
onab
ly e
stim
ates
the
fe
asib
ility
of
the
stra
tegi
es t
hat
he/s
he
prop
oses
for
ove
rcom
ing
a bl
ock.
Rec
on
stru
ctin
g t
ho
ug
ht
in a
ctio
n o
f ag
ents
in
pro
fess
ion
al s
cen
ario
Can
not
reco
nstr
uct
the
thin
king
beh
ind
acto
rs’
actio
ns.
Poor
ly o
r in
corr
ectly
re
cons
truc
ts t
he
thin
king
beh
ind
acto
rs’
actio
ns.
Acc
urat
ely
desc
ribes
th
e m
ost
impo
rtan
t el
emen
ts o
f a
prof
essi
onal
’s re
ason
ing
in a
giv
en s
ituat
ion.
Cor
rect
ly a
nd
com
plet
ely
narr
ates
a
prof
essi
onal
’s re
ason
ing
in a
giv
en
situ
atio
n.
Cor
rect
ly a
nd c
ompl
etel
y ex
plai
ns t
he r
easo
ning
fo
llow
ed a
nd t
he
cons
eque
nces
of
that
re
ason
ing.
Iden
tify
ing
th
e ch
arac
teri
stic
s o
f re
flec
tive
pro
fess
ion
als
Fails
to
iden
tify
any
of
the
dist
inct
ive
feat
ures
of
a r
efle
ctiv
e pr
ofes
sion
al.
Reco
gnis
es t
he
oppo
rtun
ity o
f re
flect
ive
thin
king
in
som
e ac
adem
ic a
nd
prof
essi
onal
situ
atio
ns.
Man
ages
to
iden
tify
som
e di
stin
ctiv
e fe
atur
es c
hara
cter
istic
of
ref
lect
ive
prof
essi
onal
s.
Expl
ains
the
bas
ic
char
acte
ristic
s th
at
mak
e so
meo
ne a
re
flect
ive
prof
essi
onal
.
App
reci
ates
the
ch
arac
teris
tics
of
refle
ctiv
e th
inki
ng a
nd
disc
erns
how
it
cont
ribut
es t
o th
e pr
ofes
sion
al s
cena
rio.
Form
ula
tin
g
app
rop
riat
e q
ues
tio
ns
abo
ut
a si
tuat
ion
Form
ulat
es q
uest
ions
th
at a
re u
nim
port
ant
or
lead
to
now
here
.
Que
stio
ns d
ispe
rse
and
not
wel
l tho
ught
out
(p
artia
l, in
com
plet
e or
no
t w
ell f
ocus
ed).
Form
ulat
es s
ome
rele
vant
, key
que
stio
n.Fo
rmul
ates
alm
ost
all
key
ques
tions
.O
rder
s an
d in
terr
elat
es
key
ques
tions
.
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99
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Id
enti
fyin
g a
nd
d
evel
op
ing
o
ne’
s o
wn
way
o
f th
inki
ng
an
d r
easo
nin
g
in n
orm
al
acad
emic
si
tuat
ion
s an
d
wo
rk, a
do
pti
ng
st
rate
gie
s fo
r im
pro
vem
ent
Iden
tify
ing
th
e m
ain
co
nce
pts
or
idea
s b
ehin
d o
wn
ref
lect
ion
s
Con
fuse
s m
ain
and
seco
ndar
y co
ncep
ts.
Doe
sn’t
dis
tingu
ish
leve
ls o
f im
port
ance
.
Iden
tifie
s m
ain
idea
s bu
t gi
ves
impo
rtan
ce
to s
ome
that
are
not
.
Cor
rect
ly e
num
erat
es
mai
n id
eas.
Logi
cally
ord
ers
conc
epts
(pre
mis
es a
nd
conc
lusi
ons,
hy
poth
eses
and
ar
gum
ents
, etc
.).
Ord
ers
and
expl
ains
with
cl
arity
and
orig
inal
ity t
he
rela
tions
bet
wee
n m
ain
idea
s.
Iden
tify
ing
p
reco
nce
pti
on
s in
ow
n
reas
on
ing
(th
ing
s ta
ken
fo
r g
ran
ted
, ste
reo
typ
es,
etc.
)
Obv
ious
exi
sten
ce o
f pr
ior
reas
onin
gs t
hat
cond
ition
his
/her
th
ough
t.
Erro
neou
sly
iden
tifie
s so
me
prec
once
ived
id
eas
as p
rese
nt in
ow
n re
ason
ing.
Iden
tifie
s pr
econ
cept
ions
pre
sent
in
ow
n re
ason
ing.
Cor
rect
ly d
escr
ibes
the
m
ain
prec
once
ptio
ns
pres
ent
in o
wn
reas
onin
g.
Expl
ains
the
pr
econ
cept
ions
pre
sent
in
ow
n re
ason
ing,
as
wel
l as
the
ir or
igin
and
w
eigh
t.
Ref
lect
ing
on
ho
w
pre
con
cep
tio
ns
affe
ct
ow
n t
hin
kin
g a
nd
ac
tio
n
Doe
sn’t
tak
e in
to
acco
unt
how
pr
econ
cept
ions
aff
ect
own
thin
king
and
ac
tion.
Part
ially
iden
tifie
s th
e ef
fect
of
own
prec
once
ptio
ns.
Expl
ains
how
pr
econ
cept
ions
lim
it ow
n th
inki
ng a
nd
actio
n.
Expl
ains
in d
epth
how
pr
econ
cept
ions
lim
it ow
n th
inki
ng a
nd
actio
n.
Cle
arly
in p
roce
ss o
f id
entif
ying
and
ov
erco
min
g ow
n pr
econ
cept
ions
.
Des
crib
ing
th
e le
arn
ing
st
rate
gie
s u
tilis
edD
oesn
’t r
ecog
nise
any
of
ow
n le
arni
ng
stra
tegi
es.
Giv
es p
oor
acco
unt
of
som
e le
arni
ng
stra
tegi
es t
hat
he/s
he
uses
.
Ade
quat
ely
desc
ribe
s th
e el
emen
ts
char
acte
risi
ng t
he
lear
ning
str
ateg
ies
that
he/
she
uses
.
Expl
ains
in d
epth
and
de
tail
the
elem
ents
ch
arac
teri
sing
the
le
arni
ng s
trat
egie
s th
at h
e/sh
e us
es.
Expl
ains
in d
epth
and
ev
alua
tes
the
lear
ning
st
rate
gies
tha
t he
/she
us
es.
Sele
ctin
g a
lear
nin
g
stra
teg
y su
ited
to
a
giv
en s
itu
atio
n
Igno
res
the
exis
tenc
e of
po
ssib
le a
ltern
ativ
e le
arni
ng s
trat
egie
s.
Cho
oses
wro
ng
lear
ning
str
ateg
y.C
hoos
es r
ight
lear
ning
st
rate
gy.
Wis
ely
choo
ses
a le
arni
ng s
trat
egy
and
reje
cts
othe
rs.
Wis
ely
uses
var
ious
co
mpl
emen
tary
lear
ning
st
rate
gies
.
Ad
equ
atel
y re
pre
sen
tin
g o
wn
kn
ow
led
ge
and
idea
s u
sin
g c
on
cep
t m
aps
or
oth
er p
roce
du
res
Repr
esen
ts o
wn
thin
king
in a
cle
arly
di
sorg
anis
ed w
ay.
Repr
esen
ts o
wn
thin
king
with
not
able
fla
ws
or d
efic
ienc
ies.
Repr
esen
ts o
wn
reas
onin
g w
ith f
air
orga
nisa
tion.
Repr
esen
ts o
wn
reas
onin
g co
mpl
etel
y an
d w
ith g
ood
orga
nisa
tion.
Repr
esen
ts o
wn
reas
onin
g co
mpl
etel
y an
d w
ith o
rgan
isat
ion
that
ref
lect
s th
e st
ruct
ure
of t
hink
ing
proc
esse
s.
Sho
win
g c
apac
ity
for
surp
rise
an
d d
isco
very
Fails
to
dete
ct n
ovel
or
dist
urbi
ng e
lem
ents
in
the
situ
atio
n.
Iden
tifie
s pa
rtia
lly o
r in
com
plet
ely
nove
l or
dist
urbi
ng e
lem
ents
in
the
situ
atio
n.
Cor
rect
ly d
etec
ts n
ovel
or
dis
turb
ing
elem
ents
in
the
situ
atio
n.
Dra
ws
som
e co
nclu
sion
s fr
om
dete
ctio
n of
nov
el o
r di
stur
bing
ele
men
ts.
Show
s go
od le
arni
ng a
nd
chan
ges
in o
wn
thin
king
ba
sed
on s
urpr
isin
g fa
ctor
s.
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100
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Iden
tify
ing
an
d
dev
elo
pin
g
on
e’s
ow
n w
ay
of
thin
kin
g
and
rea
son
ing
in
no
rmal
ac
adem
ic
situ
atio
ns
and
w
ork
, ad
op
tin
g
stra
teg
ies
for
imp
rove
men
t
Exp
lain
ing
ow
n
thin
kin
g o
n a
ctio
n in
jo
urn
als,
nar
rati
on
s,
rep
ort
s, e
tc. (
refl
ecti
on
af
ter
leav
ing
p
rofe
ssio
nal
sce
nar
io)
Can
not
refle
ct o
n ow
n ac
tion.
Poor
or
supe
rfic
ial
refle
ctio
ns o
n ac
tion.
Reas
onab
le r
efle
ctio
ns
on o
wn
actio
n.M
akes
rea
sona
ble,
co
mpl
ete,
wel
l-st
ruct
ured
ref
lect
ions
on
act
ion.
Refle
ctio
ns r
evea
l pr
oces
s of
per
sona
l gr
owth
.
Iden
tify
ing
eth
ical
an
d
po
litic
al im
plic
atio
ns
of
ow
n p
rofe
ssio
nal
p
ract
ice
Fully
con
fiden
t th
at
prof
essi
onal
act
ivity
is
inno
cuou
s an
d ha
s no
thin
g to
do
with
et
hics
and
pol
itics
.
Has
diff
icul
ty in
id
entif
ying
eth
ical
and
pr
actic
al im
plic
atio
ns.
Iden
tifie
s th
e m
oral
an
d po
litic
al f
acet
s an
d co
ntex
t of
ow
n pr
actic
e.
Mak
es p
ropo
sals
for
pr
ogre
ssin
g in
the
po
litic
al a
nd e
thic
al
issu
es in
here
nt in
pr
ofes
sion
al p
ract
ice.
Mak
es r
easo
nabl
e pr
opos
als
for
subs
tant
ial
impr
ovem
ent
in t
he
ethi
cal a
nd p
oliti
cal
dim
ensi
on o
f pr
ofes
sion
al p
ract
ice.
Iden
tify
ing
th
e re
fere
nce
fra
mew
ork
s o
f ro
les
and
issu
es
Des
crib
es r
oles
and
is
sues
with
out
refe
renc
e to
any
fr
amew
ork.
Iden
tifie
s re
fere
nce
fram
ewor
ks p
artia
lly
or in
com
plet
ely.
Cor
rect
ly d
escr
ibes
the
re
fere
nce
cont
ext
that
m
akes
it p
ossi
ble
to
unde
rsta
nd r
oles
and
is
sues
.
Inte
rpre
ts r
oles
and
is
sues
fro
m v
ario
us
angl
es o
r co
mpl
emen
tary
fr
amew
orks
.
App
reci
ates
and
wei
ghs
the
impl
icat
ions
of
cons
ider
ing
diff
eren
t re
fere
nce
fram
ewor
ks in
an
alys
ing
role
s an
d is
sues
.
Form
ula
tin
g le
sso
ns
lear
ned
fro
m r
efle
ctio
n
on
pra
ctic
e
Dis
cour
se d
oes
not
refle
ct le
sson
s le
arne
d fr
om p
ract
ice.
Form
ulat
es s
ome
less
ons
lear
ned,
but
pa
rtia
l or
som
ewha
t un
focu
sed.
Expr
esse
s im
port
ant
core
less
ons
lear
ned.
Elab
orat
es im
port
ant,
co
re le
sson
s le
arne
d in
an
inte
rrel
ated
, wel
l-st
ruct
ured
way
.
Man
ages
to
conv
ey
effe
ctiv
ely
impo
rtan
t le
sson
s le
arne
d ab
out
prac
tice.
Usi
ng
heu
rist
ic
reso
urc
es (
exp
lora
tio
n
and
dis
cove
ry)
to r
evis
e o
wn
th
inki
ng
Wro
ngly
inte
rpre
ts t
he
resu
lts o
f an
alys
ing
own
thin
king
.
Mak
es s
uper
ficia
l or
inco
mpl
ete
anal
ysis
of
own
thin
king
.
Util
ises
som
e to
ols
of
anal
ysis
or
diag
nosi
s of
ow
n th
inki
ng a
nd
iden
tifie
s so
me
impo
rtan
t as
pect
s.
Mak
es c
ompl
ete,
w
ell-r
easo
ned
inte
rpre
tatio
n of
ow
n w
ays
of t
hink
ing
base
d on
ana
lysi
s or
di
agno
sis.
Show
s pr
ogre
ss b
ased
on
sys
tem
atic
ana
lysi
s or
di
agno
sis
of o
wn
way
s of
thi
nkin
g.
Usi
ng
ref
lect
ive
thin
kin
g t
o d
eal w
ith
o
wn
sta
tes
of
men
tal
blo
ck
Doe
sn’t
rec
ogni
se o
wn
stat
es o
f m
enta
l blo
ck.
Reco
gnis
es s
ome
men
tal b
lock
s, b
ut
fails
to
iden
tify
the
acco
mpa
nyin
g id
eas,
fe
elin
gs a
nd e
mot
ions
.
Iden
tifie
s m
ain
idea
s,
feel
ings
and
em
otio
ns
acco
mpa
nyin
g a
stat
e of
men
tal b
lock
.
Man
ages
to
use
refle
ctiv
e th
inki
ng t
o de
al w
ith t
he id
eas,
fe
elin
gs a
nd e
mot
ions
ac
com
pany
ing
a st
ate
of m
enta
l blo
ck.
Cle
arly
ove
rcom
es s
tate
s of
men
tal b
lock
, usi
ng
refle
ctiv
e th
inki
ng t
o de
al w
ith t
he
acco
mpa
nyin
g id
eas,
fe
elin
gs a
nd e
mot
ions
.
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101
COMPETENCE: LOGICAL THINKING
Description
This is the type of thinking that shapes the most significant mental processes, primarily through deduction. This type of thinking is based on the acceptance of certain conditions, and mainly makes it possible to identify, define, analyse, classify and infer. Logical thinking means pro-ceeding in a reasoned, sufficiently argued way.
It is developed through numerous procedures, which appear associ-ated with concepts, judgements and demonstrations. Its aim is to ap-prehend reality and endow it with significantly ordered, rational mean-ing.
In short, it is the way of thinking that enables us to order reality through simple or complex logical procedures and generate new, well-reasoned, well-argued ideas.
The levels of mastery of this competence reflect how students are expected to proceed with this type of thinking. The first level of mastery concerns how students use logical procedures to recognise concepts, and to distinguish and infer ideas, factors and/or consequences of real situations or cases.
The second level of mastery reflects how students employ their ca-pacity to argue their analyses of real situations or cases. This argumen-tation should show their capacity to use appropriate logical proce-dures.
Since logical thought generates ideas, the third level of mastery re-flects how students make logical analyses of real situations or cases to reason out solutions and generate new ideas.
The way of measuring these levels is through indicators that evaluate how students work “logically” on real situations or cases; fundamen-tally to reason and explain reality, to identify determining factors, to con-struct ordered enunciations and arguments, to deduce relations and re-sults and, finally, to find solutions.
Interaction with other competences, attitudes, interests, values
This competence is related to reflective, analogical, analytical, sys-temic, critical, practical, deliberative and team thinking. It is present in the competences of time management, problem-solving, planning, oral communication and objectives-based management.
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It also plays an important role in computer skills and the use of data-bases. This competence contributes to the development of interest in knowledge and research. It boosts motivation and self-confidence.
Importance of this competence for academic and professional life
Logical thinking should be a constant in the life of university stu-dents, since their work and study depend in good measure on this skill. Their capacity to reason and argue their points forms part of the founda-tion of their work.
In professional life as well, their capacity for logical thinking greatly helps them to deal with daily events with realism and the ability to gen-erate new ideas to solve problems and sort out different situations with-out difficulty.
How to incorporate it into the academic curriculum
The study and analysis of cases, simulated or real, is the best way for students to work on this competence. These cases should stimulate the development of logical thinking through diverse procedures – e.g. argu-mentation or the delimitation of causal factors. It is also wise to grade the complexity and difficulty of the cases used.
This work can be undertaken through learning strategies such as problem-based learning, case studies and the project method. Students also learn how to handle sources of information and to apply different techniques for data processing and interpretation.
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COMPETENCE: LOGICAL THINKING
Definition: This is the mental behaviour that develops ways of thinking that lead to knowledge in general and to scientific knowl-edge in particular, paying close attention to its structure.
Mastery of this competence is closely related to: Reflective think-ing, analytical thinking, deliberative thinking, planning, problem-solving, decision-making, project management, autonomy, etc.
Levels:
1. Utilising logical procedures to conceive, distinguish and infer ideas, factors and/or consequences of real situations or cases
2. Proceeding with logic to justify analyses of real situations or cases
3. Making logical analyses of real situations or cases to reason out solutions and generate new ideas
Indicators:
1. Analysing cases or situations to reason and explain them 2. Identifying determining factors of real situations or cases3. Constructing enunciations and arguments to order ideas or con-
cepts4. Deducing relations and possible results 5. Questioning the logical value of real situations or cases to find so-
lutions
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Uti
lisin
g lo
gic
al
pro
ced
ure
s to
co
nce
ive,
d
isti
ng
uis
h a
nd
in
fer
idea
s, f
acto
rs
and
/or
con
seq
uen
ces
of
real
sit
uat
ion
s o
r ca
ses
Rea
son
ing
th
e m
ean
ing
of
a re
al
situ
atio
n o
r ca
se
Doe
sn’t
kno
w h
ow t
o re
ason
out
the
m
eani
ng o
f a
real
ca
se o
r si
tuat
ion.
Con
fuse
s, in
a r
eal
situ
atio
n or
cas
e,
the
who
le w
ith o
ne
of it
s pa
rts
or
vice
-ver
sa.
Iden
tifie
s th
e m
eani
ng o
f a
real
si
tuat
ion
or c
ase.
Enun
ciat
es w
ith
clar
ity t
he s
igni
fican
t fa
cts
of a
pro
blem
or
case
.
Infe
rs s
igni
fican
tly
the
mea
ning
of
a re
al
situ
atio
n or
cas
e.
Iden
tify
ing
wit
h
idea
s an
d/o
r co
nce
pts
th
e m
ain
fa
cts
of
a re
al
situ
atio
n o
r ca
se
Con
fuse
s pr
imar
y an
d se
cond
ary
data
. D
oesn
’t d
istin
guis
h le
vels
of
impo
rtan
ce.
Iden
tifie
s th
e m
ain
fact
s bu
t gi
ves
impo
rtan
ce t
o so
me
that
are
not
.
Cor
rect
ly s
elec
ts a
nd
enum
erat
es a
ll th
e m
ain
fact
s of
a r
eal
situ
atio
n or
cas
e.
Gra
sps
the
real
si
tuat
ion
or c
ase
with
ap
prop
riate
idea
s an
d co
ncep
ts.
Ade
quat
ely
expl
ains
th
e de
term
inin
g fa
ctor
s of
a r
eal
situ
atio
n or
cas
e.
Arg
uin
g t
he
reas
on
s b
ehin
d a
rea
l si
tuat
ion
or
case
Con
fuse
s, in
a r
eal
situ
atio
n or
cas
e,
effe
cts
with
cau
ses.
Onl
y en
umer
ates
the
po
ssib
le c
ause
s of
a
real
situ
atio
n or
cas
e.
Cla
ssifi
es t
he m
otiv
es
behi
nd a
rea
l si
tuat
ion
or c
ase.
Dis
cern
s th
e po
ssib
le
caus
es b
ehin
d a
real
si
tuat
ion
or c
ase.
Ratio
nally
rea
sons
the
m
otiv
es b
ehin
d th
e ca
se o
r th
e re
al
situ
atio
n.
Ded
uci
ng
th
e re
lati
on
al s
ense
of
the
fact
ors
or
ph
eno
men
a th
at
con
stit
ute
a r
eal
situ
atio
n o
r ca
se.
Fails
to
obta
in
cons
eque
nces
in
anal
ysin
g a
real
si
tuat
ion
or c
ase.
Wro
ngly
util
ises
the
re
latio
ns b
etw
een
fact
ors
or
phen
omen
a of
a r
eal
situ
atio
n or
cas
e.
Com
pare
s fa
ctor
s or
ph
enom
ena
of a
rea
l si
tuat
ion
or c
ase
to
find
rela
tions
.
Find
s po
ssib
le
rela
tions
bet
wee
n th
e fa
ctor
s or
ph
enom
ena
that
co
nstit
ute
a re
al
situ
atio
n or
cas
e.
Reas
ons
the
rela
tions
be
twee
n fa
ctor
s or
ph
enom
ena
behi
nd a
re
al s
ituat
ion
or c
ase.
Rea
son
ing
aw
ay
do
ub
ts, p
rop
osi
ng
al
tern
ativ
e re
aso
ns
Dou
bts
get
in w
ay o
f re
solv
ing
a re
al
situ
atio
n or
cas
e.
Turn
s do
ubts
into
cr
itici
sms
with
out
cont
ribut
ing
solu
tions
to
the
rea
l situ
atio
n or
cas
e.
Reas
ons
away
dou
bts
to s
ettle
the
ana
lysi
s of
a r
eal s
ituat
ion
or
case
.
Dis
sipa
tes
doub
ts
cons
truc
tivel
y w
hen
anal
ysin
g a
real
si
tuat
ion
or c
ase.
Ratio
nally
rea
sons
out
po
ssib
le a
ltern
ativ
es
that
cou
ld r
esol
ve a
re
al s
ituat
ion
or c
ase.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Pr
oce
edin
g w
ith
lo
gic
to
arg
ue
on
e’s
anal
ysis
of
real
si
tuat
ion
s o
r ca
ses
Mak
ing
sen
se o
f re
al s
itu
atio
ns
or
case
s to
exp
lain
th
em
Lack
s lo
gica
l ord
er
in h
is/h
er a
naly
ses
of r
eal s
ituat
ions
or
case
s.
Gra
sps,
but
doe
s no
t lo
gica
lly e
xpla
in t
he
mea
ning
of
the
real
si
tuat
ion
or c
ase.
Sign
ifica
ntly
def
ines
th
e m
eani
ng o
f a
real
si
tuat
ion
or c
ase.
Expl
ains
in o
rder
the
ch
arac
teris
tics
of a
re
al s
ituat
ion
or c
ase.
Cle
arly
con
veys
in
det
ail h
is/h
er
expl
anat
ion
of a
rea
l si
tuat
ion
or c
ase.
An
alys
ing
rea
l si
tuat
ion
s o
r ca
ses
to d
isce
rn t
hei
r d
eter
min
ing
fac
tors
o
r p
hen
om
ena
Con
fuse
s th
e lo
gic
of c
ausa
lity
in a
rea
l si
tuat
ion
or c
ase.
Find
s w
rong
fac
tors
of
a r
eal s
ituat
ion
or
case
due
to
inco
rrec
t an
alys
is.
Ade
quat
ely
dist
ingu
ishe
s th
e de
term
inin
g fa
ctor
s of
a r
eal s
ituat
ion
or
case
.
Cla
ssifi
es, i
n de
term
inat
ive
orde
r, th
e fa
ctor
s or
ph
enom
ena
of a
rea
l si
tuat
ion
or c
ase.
App
lies
in lo
gica
l or
der
caus
e-ef
fect
an
d co
nseq
uenc
e re
latio
ns o
f th
e re
al
situ
atio
ns o
r ca
ses
that
he/
she
anal
yses
.
Co
nst
ruct
ing
ar
gu
men
ts in
o
rder
ly w
ay
Arg
umen
ts d
isor
derly
si
nce
he/s
he d
oesn
’t
anal
yse
the
real
si
tuat
ion
or c
ase
in a
lo
gica
l way
.
Arg
ues
the
real
si
tuat
ion
or c
ase
with
out
test
ing
prem
ises
.
Sens
ibly
che
cks
the
mot
ives
beh
ind
the
case
or
real
situ
atio
n.
Logi
cally
org
anis
es
soun
d ar
gum
ent
on
the
real
situ
atio
n or
ca
se a
naly
sed.
The
prem
ises
util
ised
to
rea
son
the
real
si
tuat
ion
or c
ase
are
cons
iste
nt w
ith
conc
lusi
ons.
Syst
emat
isin
g t
he
log
ical
rel
atio
ns
of
fact
ors
or
ph
eno
men
a in
a
real
sit
uat
ion
or
case
Enum
erat
es f
acto
rs
or c
onse
quen
ces
illog
ical
ly.
Des
crib
es f
acto
rs
or p
heno
men
a of
a
real
situ
atio
n or
cas
e w
ithou
t sa
ying
how
th
ey a
re li
nked
or
rela
ted
logi
cally
.
Reas
ons
out
the
rela
tions
be
twee
n fa
ctor
s or
ph
enom
ena
that
giv
e ris
e to
a r
eal s
ituat
ion
or c
ase.
Use
s th
e re
latio
ns
betw
een
fact
ors
or
real
phe
nom
ena
as
trig
gers
of
infe
renc
es.
Syst
emat
ises
th
e re
latio
ns
betw
een
fact
ors
or
phen
omen
a of
rea
l si
tuat
ions
or
case
s to
for
mul
ate
nove
l ap
proa
ches
.
Usi
ng
log
ic t
o
do
aw
ay w
ith
u
nce
rtai
nti
es
Dea
ls w
ith r
eal
situ
atio
ns o
r ca
ses
with
out
stop
ping
to
cons
ider
the
ir lo
gica
l im
plic
atio
ns.
Diff
use
in r
easo
ning
ab
out
real
situ
atio
ns
or c
ases
.
Ratio
nally
rea
sons
ou
t th
e po
ssib
le
alte
rnat
ives
tha
t co
uld
reso
lve
a re
al
situ
atio
n or
cas
e.
Fore
sees
pos
sibl
e co
ntra
dict
ions
in
elim
inat
ing
doub
ts t
hat
caus
e un
cert
aint
ies.
Use
s lo
gica
l ana
lysi
s to
res
olve
dou
bts
and
over
com
e un
cert
aint
ies
in e
ach
real
situ
atio
n or
cas
e.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry :
Mak
ing
log
ical
an
alys
es o
f re
al
situ
atio
ns
or
case
s to
rea
son
o
ut
solu
tio
ns
and
g
ener
ate
new
idea
s
Arg
uin
g w
ith
ou
t af
firm
ing
mo
re t
han
ca
n b
e p
rove
n
Use
s un
relia
ble
stat
emen
ts w
ithou
t ch
ecki
ng t
hem
ca
refu
lly.
His
/her
con
clus
ions
ca
nnot
with
stan
d ob
ject
ions
con
cern
ing
the
fact
ors
of t
he r
eal
situ
atio
n or
cas
e.
His
/her
arg
umen
ts
prov
e cl
early
and
in
deta
il th
e ex
plan
atio
n of
a r
eal s
ituat
ion
or
case
.
Expl
anat
ions
are
wel
l ba
sed
on h
is/h
er
anal
ysis
of
the
real
si
tuat
ion
or c
ase.
His
/her
aff
irmat
ions
ha
ve b
een
duly
ch
ecke
d ag
ains
t th
e fa
ctor
s of
the
rea
l si
tuat
ion
or c
ase.
Usi
ng
ap
pro
pri
ate
log
ical
pro
ced
ure
sTh
e pr
oced
ures
of
logi
cal a
naly
sis
utili
sed
for
the
real
si
tuat
ion
or c
ase
are
ques
tiona
ble.
App
lies
logi
cal
proc
edur
es b
ased
on
basi
c ca
usal
ity o
nly.
App
lies
with
lo
gica
l rig
our
the
caus
e-ef
fect
and
co
nseq
uenc
e re
latio
ns o
f re
al
situ
atio
ns o
r ca
ses
anal
ysed
.
Use
s on
ly t
he
proc
edur
es (i
nduc
tive
or d
educ
tive)
of
logi
cal a
naly
sis
that
ar
e ap
prop
riate
to
the
real
situ
atio
n or
ca
se in
han
d.
App
ropr
iate
ly u
tilis
es
diff
eren
t pr
oced
ures
to
fur
ther
his
/her
an
alys
is o
f th
e re
al
situ
atio
n or
cas
e.
Mak
ing
an
d
pre
sen
tin
g v
erif
ied
an
alys
es
Supp
ress
es p
roof
. O
nly
pres
ents
, fro
m
anal
ysis
of
the
real
si
tuat
ion
or c
ase,
the
pr
emis
es t
hat
supp
ort
his/
her
argu
men
t.
His
/her
arg
umen
t co
ncer
ning
the
rea
l si
tuat
ion
or c
ase
does
no
t fo
llow
fro
m t
he
evid
ence
.
The
prem
ises
use
d to
exp
lain
the
rea
l si
tuat
ion
or c
ase
are
cons
iste
nt w
ith
conc
lusi
ons.
Cor
rect
ly c
orre
late
s an
d in
fers
the
co
nten
t of
a r
eal
situ
atio
n or
cas
e.
In h
is/h
er a
naly
ses,
fin
ds li
mits
and
fo
rmul
ates
al
tern
ativ
es t
o ov
erco
me
them
in
verif
iabl
e, f
easi
ble
way
.
Gen
erat
ing
new
p
oss
ibili
ties
of
kno
wle
dg
e
Ove
rlook
s po
ssib
le
alte
rnat
ives
due
to
failu
re t
o es
tabl
ish
links
bet
wee
n th
e fa
ctor
s of
a r
eal
situ
atio
n or
cas
e.
Gen
eral
ises
and
ex
trap
olat
es w
ithou
t ch
ecki
ng t
he r
elat
ions
be
twee
n fa
ctor
s or
ph
enom
ena
of t
he
real
situ
atio
n or
cas
e.
Syst
emat
ises
th
e re
latio
ns
betw
een
fact
ors
or
phen
omen
a of
rea
l si
tuat
ions
or
case
s to
for
mul
ate
nove
l ap
proa
ches
.
Util
ises
logi
cal
proc
edur
es a
s a
lear
ning
str
ateg
y an
d to
sol
ve p
robl
ems.
Mak
es n
ew
conn
ectio
ns a
nd
gene
rate
s in
fere
nces
to
arr
ive
at n
ew
fact
ual h
ypot
hese
s or
re
spon
ses.
Sup
po
rtin
g
ob
ject
ion
s w
ith
so
un
d
arg
um
enta
tio
n
Con
trad
icts
sel
f in
ana
lysi
ng r
eal
situ
atio
n or
cas
e.
Und
erta
kes
anal
ysis
of
a c
ase
or r
eal
situ
atio
n w
ithou
t ca
lcul
atin
g po
ssib
le
obje
ctio
ns.
Use
s lo
gica
l ana
lysi
s to
res
olve
dou
bts
and
over
com
e un
cert
aint
ies
in e
ach
real
situ
atio
n or
cas
e.
Ana
lyse
s do
ubts
and
po
ssib
le o
bjec
tions
to
impr
ove
own
argu
men
ts a
bout
rea
l si
tuat
ions
or
case
s.
Fore
sees
, with
ad
hoc
argu
men
ts, h
ow t
o ov
erco
me
obje
ctio
ns
in a
naly
sing
a r
eal
situ
atio
n or
cas
e.
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COMPETENCE: ANALOGICAL THINKING
Description
Analogical thought organises each person’s cognitive experience of reality, since it is a process that makes it possible to interrelate and trans-form ideas, perceptions and concepts. This type of thinking enables us to turn the ordinary into extraordinary and the extraordinary into ordi-nary, and and to approach the unknown through what we already know. Simple observation of similarities and differences in an object, phenom-enon or situation is a way of practicing this style of thinking.
On occasion, we are able to understand and comprehend a situation or event as a consequence of an interrelation of ideas, concepts or events which, in principle, were incomparable. We are able to comprehend be-cause we have associated ideas, concepts or events which, in appear-ance, were divergent.
Occasionally we also manage to convey a complex idea or concept because we have utilised a simile or comparison that facilitated under-standing and communication. We explain something unknown to a per-son in terms that he/she understands, so making ourselves understood.
Analogical thinking is expressed in the analogies and/or similarities that we use to explain reality, communicate ideas and resolve problems. The history of scientific knowledge shows how progress in explaining natural or social phenomena is achieved by allowing our thoughts to interact with apparently unrelated fields of knowledge.
The development of this competence should start from the simple use of analogies to relate and explain ideas. This process is a regular habit in daily life that can be built on to structure the way in which stu-dents utilise analogies to relate and explain their thoughts. The first level of mastery consists in testing the simple association of divergent ideas.
The second level of mastery measures what the student draws from close or divergent fields of knowledge to establish useful and rigorous analogies that will serve to solve problems or cases.
The use of comparisons and similarities to create knowledge com-prises the third level of mastery. This level is characterised by the system-atic resources used by students when they employ this type of thinking to create and organise ideas.
Registering explicit use of this type of thinking consists in verifying how students relate ideas, how they create analogies or examples, how they explain complex ideas simply, how they propose novel solutions to prob-lems or cases and, finally, how they link different fields of knowledge.
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Interaction with other competences, attitudes, interests, values
Analogical thinking is related to reflective, logical, systemic, analyti-cal, critical and creative thinking. Moreover, it is associated with creativ-ity and innovation. It is also closely related to diversity and intercultural-ity and is of strategic help in problem-solving.
This type of thinking serves to relativise problems and find solutions. It helps to develop values concerning the social and human sense of living together in groups. It enhances the willingness to change, rationally and logically, ideas and preconceptions about a phenomenon or contingency.
Analogical thinking is useful for reflecting on the value and limits of knowledge, for knowing how to formulate complex explanations, and for developing creativity and imagination.
Importance of this competence for academic and professional life
Mastery of this competence facilitates the comprehension and devel-opment of abstract notions. It makes it possible to modify preconceived notions and plays a key role in the generation of new ideas.
This is the best type of thinking for developing interdisciplinary or transdisciplinary knowledge, and for addressing learning in specialised fields of knowledge. In both procedures, the most methodical way of practicing this type of thinking is by systematically employing compari-sons to examine relations, interactions, similarities and differences be-tween two or more objects, ideas, concepts, events or phenomena.
Learning these procedures enables students to examine the ins and outs of research and to see the need for rigorously updating information and acquired knowledge, not only at university but in their personal and professional lives as well.
How to incorporate it into the academic curriculum
This competence can be developed through learning strategies that confront students with situations where they can use, understand and apply things they learn as a procedure to solve problems and propose solutions.
The most appropriate learning strategies for this competence are: problem-based learning, case studies and the project method. Practice in analogical thinking also teaches students to handle different sources of information and techniques for data processing and interpretation. It is useful as well for simulations or field work.
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COMPETENCE: ANALOGICAL THINKING
Definition: This is the mental behaviour that seeks relations of similarity or analogy between different things. It is usually used in examples.
Mastery of this competence is closely related to: Creative thinking, problem-solving ability, creativity, innovation, project manage-ment, etc.
Levels of proficiency:
1. Utilising analogies intuitively to relate and explain ideas2. Utilising analogies to compare and establish interdisciplinary re-
lations3. Utilising comparisons and similarities to create knowledge
Indicators:
1. Relating ideas2. Using correspondences between ideas to create analogies or ex-
amples3. Explaining complex ideas in simple ways4. Finding novel solutions5. Knowledge transfer
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Uti
lisin
g a
nal
og
ies
intu
itiv
ely
to
asso
ciat
e id
eas
and
ex
pla
in t
hem
Rel
atin
g c
on
cep
ts
and
idea
s in
ori
gin
al
way
s
Ass
ocia
tes
idea
s w
ithou
t co
ntex
tual
izin
g th
e ca
ses
or p
robl
ems
enun
ciat
ed.
Find
s si
mila
ritie
s bu
t do
es n
ot r
esol
ve b
asic
ca
ses
or p
robl
ems.
Ass
ocia
tes
diff
eren
t id
eas
to g
rasp
the
m
eani
ng o
f a
case
or
prob
lem
.
Link
s di
ffer
ent
idea
s to
cha
nge
perc
eptio
ns o
f a
case
or
pro
blem
.
Com
pare
s id
eas
to
find
new
mea
ning
s of
a c
ase
or p
robl
em.
Iden
tify
ing
in
mo
del
s th
e co
rres
po
nd
ence
b
etw
een
idea
s an
d
exam
ple
s
Mis
take
nly
omits
or
rela
tes
exam
ples
and
id
eas
pres
ent
in a
m
odel
.
Ove
rlook
s th
e co
rres
pond
ence
s be
twee
n id
eas
and
exam
ples
.
Find
s th
e co
rres
pond
ence
be
twee
n th
e id
eas
and
exam
ples
in a
m
odel
.
Find
s an
alog
ies
betw
een
cert
ain
mod
els.
Util
ises
the
co
rres
pond
ence
s be
twee
n m
odel
s to
ge
nera
te n
ew
com
paris
ons.
Dra
win
g o
n
anal
og
y to
cre
ate
exp
lan
atio
ns
Use
s in
appr
opria
te
exam
ples
.C
onfu
ses
exam
ples
w
ith w
ith
fund
amen
tal i
deas
.
Use
s ex
ampl
es t
o ex
plai
n ab
stra
ct
proc
esse
s or
idea
s
Use
s co
mpa
rison
s to
fo
rmul
ate
exam
ples
.U
ses
sim
iles
to
expl
ain
abst
ract
pr
oces
ses
or id
eas.
Dra
win
g o
n a
nal
og
y to
fin
d s
olu
tio
ns
Ove
rlook
s co
mpa
rison
as
a gu
ide
to s
olut
ions
.
Imag
ines
sol
utio
ns
with
out
syst
emat
isin
g th
em.
Seek
s po
ssib
le
solu
tions
in o
ther
ex
ampl
es.
Util
ises
com
paris
on
to c
reat
e so
lutio
ns.
Dra
ws
on c
ompa
rativ
e ex
ampl
es t
o tr
ansf
er
solu
tions
.
Tran
sfer
rin
g id
eas
fro
m d
iffe
ren
t d
om
ain
s
Dis
soci
ates
idea
s an
d ov
erlo
oks
poss
ible
re
latio
ns.
Iden
tifie
s si
mpl
e re
latio
ns w
ithou
t an
alys
ing
thei
r co
rres
pond
ence
.
Esta
blis
hes
rela
tions
hips
bet
wee
n id
eas
not
othe
rwis
e as
soci
ated
.
Iden
tifie
s th
e re
latio
nshi
p be
twee
n di
ssoc
iate
d id
eas,
as
a w
ay o
f re
solv
ing
prob
lem
s or
ca
ses.
Use
s th
e re
latio
ns
betw
een
idea
s as
a
way
of
reso
lvin
g pr
oble
ms
or c
ases
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:U
sin
g a
nal
og
ies
to c
om
par
e an
d
esta
blis
h
inte
rdis
cip
linar
y re
lati
on
s
Syst
emat
ical
ly
asso
ciat
ing
d
iver
gen
t id
eas
Con
fron
ts id
eas
with
out
payi
ng d
ue
atte
ntio
n to
the
si
mila
ritie
s su
gges
ted
in a
cas
e or
pro
blem
.
Com
pare
s id
eas
with
out
fittin
g th
em in
to a
line
of
argu
men
t.
Com
pare
s id
eas
to a
rgue
new
ap
proa
ches
to
a ca
se
or p
robl
em.
Giv
es a
rgum
ents
for
th
e co
rres
pond
ence
be
twee
n co
mpa
rison
s ut
ilise
d.
Use
s co
mpa
rison
sy
stem
atic
ally
to
just
ify s
olut
ions
.
Esta
blis
hin
g
corr
esp
on
den
ce
bet
wee
n d
iver
gen
t id
eas
Com
pare
s w
ithou
t es
tabl
ishi
ng a
dequ
ate
corr
espo
nden
ce
betw
een
idea
s.
Con
fron
ts id
eas
with
out
com
parin
g th
em.
Util
ises
co
rres
pond
ence
s be
twee
n id
eas
and
exam
ples
to
gene
rate
ne
w c
ompa
rison
s.
Com
pare
s id
eas
and
conc
epts
to
reso
lve
case
s or
pro
blem
s.
Ded
uces
com
paris
ons
extr
apol
atin
g ap
prop
riate
ly.
Dra
win
g o
n
anal
og
y to
cre
ate
com
pre
hen
sib
le
exp
lan
atio
ns
Ove
rlook
s ex
ampl
es
as a
way
tow
ard
expl
anat
ion.
Use
s in
effe
ctiv
e ex
ampl
es t
o ex
plai
n id
eas.
Use
s ex
ampl
es t
o ex
plai
n ab
stra
ct
proc
esse
s or
idea
s.
Use
s an
alog
y to
cl
arify
ow
n an
d ot
hers
’ ide
as.
Expl
ains
com
plex
id
eas
with
eff
ectiv
e an
alog
ies.
Emp
loyi
ng
an
alo
gie
s to
co
mm
un
icat
e so
luti
on
s
Ana
logi
es u
tilis
ed a
re
conf
usin
g.U
tilis
es e
xam
ples
th
at a
re in
suff
icie
ntly
co
ncis
e an
d cl
ear.
Con
veys
idea
s w
ith
clar
ity t
hank
s to
the
co
mpa
rativ
e ex
ampl
es
he/s
he u
ses.
Util
ises
app
ropr
iate
ex
plan
ator
y si
mile
s fo
r th
e id
eas
to b
e co
nvey
ed.
Dra
ws
clea
r, ef
fect
ive
anal
ogie
s to
con
vey
nove
l sol
utio
ns.
Tran
sfer
rin
g id
eas
fro
m d
iffe
ren
t d
isci
plin
es
Ove
rlook
s tr
ansv
ersa
l kn
owle
dge
in
reso
lvin
g ca
ses
or
prob
lem
s.
Inap
prop
riate
ly
asso
ciat
es id
eas
in
tryi
ng t
o re
solv
e ca
ses
or p
robl
ems.
Util
ises
rel
atio
nshi
ps
betw
een
disc
iplin
es
as a
way
of
solv
ing
prob
lem
s or
cas
es .
Util
ises
tec
hniq
ues
from
oth
er d
isci
plin
es
to c
ompa
re id
eas
or
conc
epts
.
App
ropr
iate
ly tr
ansf
ers
idea
s or
con
cept
s fr
om o
ne d
iscip
line
to
anot
her
to re
solv
e ca
ses
or
prob
lem
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Usi
ng
co
mp
aris
on
an
d s
imila
riti
es t
o
crea
te k
no
wle
dg
e
Co
nce
ivin
g id
eas
anal
og
ical
lyU
ses
anal
ogie
s un
syst
emat
ical
ly.U
ses
sim
ilarit
ies
with
out
duly
tes
ting
them
.
Use
s co
mpa
rison
s sy
stem
atic
ally.
Use
s co
mpa
rativ
e pr
oced
ures
tha
t ar
e ap
prop
riate
to
each
ca
se o
r pr
oble
m.
Cre
ates
com
para
tive
proc
edur
es t
hat
are
appr
opria
te t
o ea
ch
case
or
prob
lem
.
Rea
son
ing
th
e si
mila
riti
es o
r co
mp
aris
on
s u
tilis
ed
Use
s co
nfro
ntat
ions
as
com
paris
ons.
Use
s an
alog
ies
with
out
basi
ng t
hem
on
arg
umen
tatio
n.
Ded
uces
rea
sone
d co
mpa
rison
s.U
ses
sim
iles
as
part
of
his/
her
argu
men
tatio
n.
Just
ifies
the
ex
trap
olat
ions
tha
t he
/she
use
s.
Fin
din
g t
he
corr
esp
on
den
ce
bet
wee
n
(div
erg
ent)
idea
s an
d r
eal s
itu
atio
ns
to c
om
e u
p w
ith
so
luti
on
s
Util
ises
sim
ilarit
ies
with
out
taki
ng
into
acc
ount
the
ir co
ntex
tual
rel
atio
ns.
Use
s ex
ampl
es
with
out
clar
ifyin
g th
eir
corr
espo
nden
ce
with
wha
t he
/she
is
tryi
ng t
o ex
plai
n.
Expl
ains
com
plex
ca
ses
or p
robl
ems
with
eff
ectiv
e an
alog
ies.
Cre
ates
eff
ectiv
e an
alog
ies
that
are
ap
prop
riate
to
each
ca
se o
r re
al p
robl
em.
Use
s co
mpa
rison
to
posi
t re
ason
ed
hypo
thes
es.
Cre
atin
g a
nal
og
ies
to c
on
vey
no
vel
solu
tio
ns
and
ap
pro
ach
es
Use
s ex
ampl
es
but
fails
to
clar
ify
disc
ours
e.
Dra
ws
on s
tale
an
alog
ies.
Con
ceiv
es o
wn
clea
r an
d ef
fect
ive
anal
ogie
s to
con
vey
solu
tions
.
Build
s an
alog
ies
with
in w
ell-a
rgue
d di
scou
rse.
Tran
sfer
s id
eas
from
on
e co
ntex
t to
an
othe
r th
roug
h ow
n an
alog
ies.
Usi
ng
an
alo
gy
as
an in
terd
isci
plin
ary
wo
rkin
g m
eth
od
Use
s an
alog
ies
draw
n fr
om a
sin
gle
disc
iplin
e.
Link
s id
eas
or
conc
epts
fro
m
diff
eren
t di
scip
lines
.
App
ropr
iate
ly
tran
sfer
s id
eas
from
on
e di
scip
line
to
anot
her
to r
esol
ve
case
s or
pro
blem
s.
Reso
lves
cas
es o
r pr
oble
ms
with
in
terd
isci
plin
ary
proc
edur
es.
Gen
erat
es
inte
rdis
cipl
inar
y pr
oced
ures
to
reso
lve
real
pro
blem
s or
ca
ses.
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COMPETENCE: PRACTICAL THINKING
Description
This is the action-oriented way of thinking that we use in daily life to adapt to new situations that arise, take decisions and consequently to act. It is a type of thinking aimed at achieving results in circumstances not necessarily well defined beforehand.
Practical thinking involves clarifying the objectives to be attained, which often must be defined by the subject, and identifying all the infor-mation available, including the restrictions or obstacles that must be taken into consideration to accomplish those objectives. In particular, limitations on time or other available resources must be taken into ac-count in addressing the situation. Practical thinking also requires paying close attention to effectiveness and efficiency.
Quantitative and qualitative information must be interpreted and evaluated as to its importance in resolving the situation in hand, mean-ing that one must use information-processing criteria and procedures that are clear and preferably explicit, which must be consistently applied throughout the thinking process.
One of the characteristics of this type of thinking is that it means con-fronting uncertainty, since in real-life situations, as opposed to theoretical assumptions, one does not always have all the information that formal models require. The use of one’s own or others’ past experiences and of reasonable hypotheses may prove indispensable for furthering thought.
Courses of action, or solutions to situations, are not predetermined. Therefore we use practical thinking to select, on grounds of effective-ness, efficiency and available information, the most appropriate course, after which we can plan how to proceed to accomplish our objectives. This will necessarily include the actions to be undertaken, the resources required and an estimated time sequence.
Interaction with other competences, attitudes, interests, values
From the above definition, we can see that practical thinking is clear-ly related to the competence of adaptability.
It is also closely related to other types of thought such as analytical, creative, reflective and deliberative thinking, since it utilises and develops them to understand and evaluate the situation and find solutions to help us accomplish our objectives.
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It is related to planning, objectives-based management, enterprising spirit, achievement orientation, problem-solving and decision-making. Any of these competences would be impossible to master without ap-propriate use of practical thinking.
Practical thinking provides people with a mental structure capable of dealing with complex situations in the knowledge that they will be able to address and resolve them. Consequently, proficiency in this type of thinking greatly enhances self-confidence.
In our relations with others, proficiency in practical thinking is re-flected in the speed with which we find ways to meet objectives, and in our superior argumentation as to why these ways are the right ones. It is also reflected in the ability to evaluate critically the arguments of others, all of which facilitates leadership, or at least assuming a role of authority in groups.
Importance of this competence in student and professional life
One of the problems that may be occasioned by classical methods of teaching is that students always receive the necessary information to do prefabricated exercises in order to gain practice in applying specific tech-niques. This can make students think that all situations have a specific solution that must be reached. Their response will be correct or incorrect according to whether or not it matches the “right answer” – i.e. the answer of the lecturer. Consequently, students become dependent on teachers in evaluating the quality of their responses. Worse still, when information is lacking, they do not know what to do.
Furthermore, in academic life, students do not have to put into prac-tice the solutions they come up with. They do not have to take respon-sibility for the success or failure of their proposals. This is why theoretical responses, which may be unviable if all real constraints are taken into account, may seem sufficiently valid to students.
By contrast, exercising practical thinking prepares students to deal with situations where it is not sufficient to apply pat solutions or formu-las, and where the solutions or decisions proposed must be well-argued and consistent with available resources. Therefore, practical thinking prepares students to deal with real problems.
In the course of professional work, besides finding viable solutions to problems that arise with greater facility, people with the capacity to ar-gue their positions in detail and critically examine those of others, point-ing out possible flaws and ways to complete or improve them, will have
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greater chances of success and promotion to positions of higher respon-sibility.
How to incorporate it into the academic curriculum
Positing real situations as a basis for learning is fundamental for de-veloping this competence. Students should be given precise instructions at first, but later become accustomed to handling real facts and taking responsibility for their decisions.
Both the case method and project-based learning can significantly help in developing this competence. Lecturers should pose questions such as: What are the objectives to be reached? What facts do we have? How important are they? What do they mean? What difficulties do they entail? Are there any constraints? What other facts would we need? What other situations does this seem similar to? How are they different? What possible solutions exist? Which seems best? And above all, Why?
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COMPETENCE: PRACTICAL THINKING
Definition: This is the mental behaviour that makes it easier to select the best course of action on the basis of available informa-tion and to decide how to proceed to achieve objectives with ef-fectiveness and efficiency. It is the action-oriented way of think-ing.
Mastery of this competence is closely related to: Deliberative think-ing, creative thinking, reflective thinking and analytical thinking, planning, objectives-based management, achievement orienta-tion, adaptability, self-motivation, enterprising spirit, problem-solving ability, decision-making, etc.
Levels:
1. Utilising own capacities and the resources available to achieve objectives in usual situations, following instructions
2. Addressing new or complex situations with own approach lead-ing to the design and development of a plan containing con-crete actions
3. Addressing new or complex situations together with others until a sound plan has been devised with concrete actions
Indicators:
1. Identifying or deciding objectives. Specifying the problem to be resolved or situation to be overcome
2. Using information. Identifying information gaps. Dealing with uncertainty
3. Specifying criteria to evaluate information reliably4. Using helpful procedures to analyse information5. Results of thinking process (planning, decision, action) and its
argumentation
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Usi
ng
ow
n
cap
acit
ies
and
av
aila
ble
res
ou
rces
to
ach
ieve
o
bje
ctiv
es in
u
sual
sit
uat
ion
s,
follo
win
g
inst
ruct
ion
s
Iden
tify
ing
th
e co
ncr
ete
ob
ject
ives
to
be
ach
ieve
d in
as
sig
ned
tas
ks
Con
fuse
s ob
ject
ives
w
ith p
roce
dure
s (t
he
goal
and
how
to
get
to it
).
Sim
ply
repe
ats
the
inst
ruct
ions
rec
eive
d,
conf
usin
g ob
ject
ives
an
d pr
oced
ures
.
Cle
arly
dis
tingu
ishe
s th
e ob
ject
ives
to
be
achi
eved
fro
m t
he
proc
edur
es u
sed
to
atta
in t
hem
.
Def
ines
in o
wn
wor
ds t
he c
oncr
ete
obje
ctiv
es o
f as
sign
ed
task
s.
Def
ines
con
cret
e ob
ject
ives
and
rel
ates
th
em t
o th
e st
eps
to
follo
w in
att
aini
ng
them
.
Co
rrec
tly
uti
lisin
g
all a
vaila
ble
in
form
atio
n
Doe
sn’t
tak
e in
to
acco
unt
all a
vaila
ble
info
rmat
ion.
Con
fuse
s re
leva
nt
and
irrel
evan
t ite
ms
of in
form
atio
n.
Cor
rect
ly id
entif
ies
all
the
rele
vant
item
s of
in
form
atio
n pr
ovid
ed.
Iden
tifie
s, in
add
ition
, th
e re
leva
nt it
ems
of in
form
atio
n st
ill
lack
ing.
Mak
es r
easo
ned
assu
mpt
ions
abo
ut
info
rmat
ion
gaps
.
Hav
ing
cle
ar c
rite
ria
for
eval
uat
ing
th
e q
ual
ity
of
info
rmat
ion
p
rovi
ded
Doe
sn’t
eva
luat
e av
aila
ble
info
rmat
ion.
C
onsi
ders
all
type
s of
in
form
atio
n eq
ually
va
lid o
r re
liabl
e.
Use
s ar
bitr
ary
or
varia
ble
crite
ria
durin
g th
e ev
alua
tion
proc
ess.
Use
s cl
ear
crite
ria t
o ev
alua
te d
iffer
ent
type
s of
ava
ilabl
e in
form
atio
n ac
cord
ing
to
inst
ruct
ions
re
ceiv
ed.
Expl
ains
(sho
win
g go
od u
nder
stan
ding
) ho
w e
valu
atio
n cr
iteria
hav
e be
en
appl
ied.
Con
sist
ently
app
lies
eval
uatio
n cr
iteria
du
ring
entir
e pr
oces
s.
Co
rrec
tly
usi
ng
p
roce
du
res
for
pro
cess
ing
in
form
atio
n
corr
esp
on
din
g t
o
the
sub
ject
Doe
sn’t
use
the
pr
oced
ures
indi
cate
d.U
ses
prop
osed
pr
oced
ures
bad
ly.
Cor
rect
ly u
tilis
es t
he
proc
edur
es p
ropo
sed.
Expl
ains
the
ste
ps
take
n in
app
lyin
g pr
oced
ures
.
Cor
rect
ly in
terp
rets
th
e re
sults
obt
aine
d.
Turn
ing
an
alys
is
of
situ
atio
n in
to
dec
isio
ns
or
con
cret
e ac
tio
ns
Doe
sn’t
arr
ive
at c
oncr
ete
conc
lusi
ons.
Get
s lo
st in
dig
ress
ions
or
ambi
guiti
es.
Prop
oses
con
cret
e ac
tions
but
the
y do
no
t le
ad t
o ob
ject
ive.
Prop
oses
con
cret
e ac
tions
to
achi
eve
obje
ctiv
es.
Giv
es g
ood
argu
men
ts f
or t
he
rela
tion
ship
bet
wee
n in
form
atio
n,
prop
osed
act
ions
an
d th
e ob
ject
ives
se
t.
Iden
tifie
s th
e w
eak
poin
ts o
r ris
ks c
onta
ined
in
prop
osal
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
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34
5
Seco
nd
leve
l of
mas
tery
:A
dd
ress
ing
n
ew o
r co
mp
lex
situ
atio
ns
wit
h o
wn
ap
pro
ach
lead
ing
to
th
e d
esig
n a
nd
d
evel
op
men
t o
f a
pla
n c
on
tain
ing
co
ncr
ete
acti
on
s
Sett
ing
co
ncr
ete
ob
ject
ives
co
nce
rnin
g t
he
situ
atio
n in
han
d
Doe
sn’t
set
con
cret
e ob
ject
ives
.H
is/h
er o
bjec
tives
are
no
t ap
prop
riate
for
th
e si
tuat
ion.
Sets
app
ropr
iate
co
ncre
te o
bjec
tives
fo
r th
e si
tuat
ion
in
hand
.
Sets
fin
al o
bjec
tives
an
d th
e in
term
edia
te
step
s fo
r at
tain
ing
them
.
Sets
var
ious
at
tain
able
obj
ectiv
es
sim
ulta
neou
sly
and
expl
ains
the
rel
atio
ns
betw
een
them
.
Iden
tify
ing
th
e in
form
atio
n n
eed
ed
to a
dd
ress
th
e si
tuat
ion
Is u
nabl
e to
en
umer
ate
the
type
s of
info
rmat
ion
need
ed t
o ad
dres
s th
e si
tuat
ion.
Ove
rlook
s so
me
type
s of
impo
rtan
t in
form
atio
n fo
r ad
dres
sing
the
si
tuat
ion.
Dra
ws
up a
com
plet
e lis
t of
the
info
rmat
ion
item
s ne
eded
to
reso
lve
the
situ
atio
n.
Loca
tes
info
rmat
ion,
fil
ling
in g
aps
with
w
ell-r
easo
ned
assu
mpt
ions
.
Thes
e as
sum
ptio
ns
incl
ude
seve
ral
poss
ible
val
ues
for
the
info
rmat
ion
that
is
lack
ing.
Sett
ing
ow
n
crit
eria
to
eva
luat
e th
e va
lidit
y o
f in
form
atio
n
Doe
sn’t
spe
cify
th
e cr
iteria
use
d to
ev
alua
te in
form
atio
n.
Use
s po
or c
riter
ia t
o ev
alua
te d
iffer
ent
type
s of
info
rmat
ion.
Use
s ap
prop
riate
cr
iteria
to
eval
uate
di
ffer
ent
type
s of
in
form
atio
n.
Expl
ains
and
arg
ues
the
appr
opria
tene
ss
of t
he c
riter
ia u
tilis
ed.
Def
ines
pro
cedu
res
to e
nsur
e co
nsis
tent
ap
plic
atio
n of
ev
alua
tion
crite
ria.
Sele
ctin
g a
deq
uat
e p
roce
du
res
for
pro
cess
ing
in
form
atio
n
Use
s pr
oced
ures
tha
t ar
e in
appr
opria
te f
or
the
situ
atio
n.
Sele
cts
appr
opria
te
proc
edur
es, b
ut u
ses
them
bad
ly.
Cor
rect
ly u
tilis
es
appr
opria
te
proc
edur
es
for
proc
essi
ng
info
rmat
ion.
Ade
quat
ely
expl
ains
th
e pr
oced
ure
follo
wed
to
proc
ess
info
rmat
ion
and
its
appr
opria
tene
ss f
or
the
situ
atio
n or
the
ty
pe o
f in
form
atio
n.
Cor
rect
ly in
terp
rets
re
sults
in r
elat
ion
to t
he s
ituat
ion
and
obje
ctiv
es d
efin
ed.
Dev
isin
g a
so
un
d
pla
n f
or
add
ress
ing
th
e si
tuat
ion
Prop
oses
a t
heor
etic
al
plan
not
sui
ted
to
the
situ
atio
n in
han
d,
or n
ot s
pelle
d ou
t in
ac
tions
.
His
/her
pla
n is
not
co
nsis
tent
or
logi
cal.
Prop
oses
a s
et o
f un
coor
dina
ted
actio
ns t
hat
do n
ot
lead
to
atta
inin
g ob
ject
ives
.
Des
igns
a s
ound
pla
n to
ach
ieve
obj
ectiv
es.
Cle
arly
exp
lain
s w
hy h
is/h
er p
lan
is
feas
ible
and
will
lead
to
acc
ompl
ishm
ent
of
obje
ctiv
es.
His
/her
pla
n in
clud
es
a ris
k an
alys
is a
nd a
t le
ast
one
cont
inge
ncy
plan
(“pl
an B
”).
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Ad
dre
ssin
g n
ew o
r co
mp
lex
situ
atio
ns
tog
eth
er w
ith
o
ther
s u
nti
l a
sou
nd
pla
n h
as
bee
n d
evis
ed w
ith
co
ncr
ete
acti
on
s
Agr
eein
g
appr
opri
ate
conc
rete
ob
ject
ives
for
the
si
tuat
ion
in h
and
Doe
sn’t
acc
ept
appr
oach
es d
iffer
ent
from
ow
n.
Del
ays
or e
ven
impe
des
agre
emen
t by
crit
icis
ing
the
appr
oach
es p
ropo
sed
by o
ther
s.
Agr
ees
conc
rete
ob
ject
ives
incl
udin
g di
ffer
ent
appr
oach
es
to t
he s
ituat
ion
in
hand
.
Faci
litat
es a
gree
men
t on
obj
ectiv
es
by s
earc
hing
for
in
term
edia
te
posi
tions
.
Dev
ises
a p
ropo
sal
for
rank
ing
or
wei
ghin
g ob
ject
ives
an
d th
e re
latio
nshi
ps
betw
een
them
tha
t is
ac
cept
able
to
all.
Ag
reei
ng
th
e se
t o
f in
form
atio
n it
ems
nee
ded
to
ad
dre
ss
situ
atio
n
Fails
to
take
into
co
nsid
erat
ion
info
rmat
ion
item
s di
ffer
ent
from
tho
se
that
sup
port
ow
n po
int
of v
iew
.
Hin
ders
agr
eem
ent
by c
astin
g do
ubt
on
the
info
rmat
ion
item
s pr
ovid
ed b
y ot
hers
, w
ithou
t co
nvin
cing
pr
oof
or a
rgum
ents
.
Agr
ees
to t
ake
into
co
nsid
erat
ion
all t
he
type
s of
info
rmat
ion
prop
osed
by
othe
rs.
Hel
ps t
o id
entif
y in
form
atio
n ga
ps
and
to in
corp
orat
e un
cert
aint
y in
to t
he
proc
ess.
Prop
oses
rea
sone
d as
sum
ptio
ns o
n in
form
atio
n ga
ps
that
incl
ude
diff
eren
t se
nsib
ilitie
s.
Ag
reei
ng
sh
ared
cr
iter
ia t
o e
valu
ate
the
valid
ity
of
info
rmat
ion
item
s
Doe
sn’t
acc
ept
crite
ria d
iffer
ent
from
ow
n fo
r ev
alua
ting
info
rmat
ion
item
s.
Hin
ders
agr
eem
ent
by in
sist
ing
on
impo
sing
ow
n cr
iteria
de
spite
arg
umen
ts
agai
nst
by o
ther
s.
Agr
ees
the
maj
ority
cr
iteria
for
eva
luat
ing
the
valid
ity o
f in
form
atio
n ite
ms.
Iden
tifie
s er
rors
of
judg
emen
t in
eva
luat
ing
info
rmat
ion
item
s an
d pr
opos
es w
ays
to
over
com
e th
em.
Prop
oses
a
cons
iste
nt s
yste
m
for
eval
uati
ng
the
valid
ity
of
info
rmat
ion
item
s,
achi
evin
g un
anim
ous
agre
emen
t.
Ag
reei
ng
th
e p
roce
du
res
to b
e u
sed
in p
roce
ssin
g
info
rmat
ion
Onl
y ac
cept
s th
e pr
oced
ures
tha
t he
/sh
e al
read
y kn
ows
and
appl
ies.
Wai
ts f
or r
esul
ts
befo
re a
ccep
ting
or
reje
ctin
g pr
oced
ures
.
Agr
ees
the
proc
edur
es t
hat
mos
t co
nsid
er o
ppor
tune
an
d th
e re
sults
ob
tain
ed.
Prop
oses
pro
cedu
res
that
are
sim
ple
or
are
reco
mm
ende
d by
ex
pert
s to
fac
ilita
te
agre
emen
t.
Off
ers
a re
ason
ed
inte
rpre
tatio
n of
re
sults
, tak
ing
into
ac
coun
t di
ffer
ent
obje
ctiv
es a
nd
sens
ibili
ties.
Ag
reei
ng
a s
ou
nd
p
lan
to
res
olv
e th
e si
tuat
ion
Util
ises
fal
se
dile
mm
as o
r ot
her
falla
cies
to
oppo
se
plan
.
Onl
y ac
cept
s pa
rt o
f th
e ac
tions
. Opp
oses
ov
eral
l pla
n.
Take
s pa
rt in
de
sign
ing
the
plan
, ac
cept
ing
the
actio
n pr
opos
als
supp
orte
d by
the
maj
ority
.
Incl
udes
eve
ryon
e’s
prop
osal
s in
ord
er t
o fa
cilit
ate
agre
emen
t on
the
gro
up p
lan
of
actio
n.
Aft
er id
entif
ying
ris
ks,
inco
rpor
ates
min
ority
op
tions
as
poss
ible
co
ntin
genc
y pl
ans.
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COMPETENCE: DELIBERATIVE THINKING
Description
Seeing thinking as a competence is a decision that the professional world agrees on and requires as the basis of all action. Deliberative think-ing is a mental process that is closely related to decision-making. This seems obvious. However, decision-making, a daily practice in many pro-fessions and in human activity in general, demands correct utilisation of thought mechanisms in a given direction.
When competences are concerned with specific types of thinking, they are considered to be instrumental skills. Deliberative thinking helps to organise ideas and concepts according to certain criteria, norms and values that will ensure the soundness and consistency of any decisions taken. The better grounded the ideas, the greater the assurance that they will serve as a good basis for decision-making.
In developing this competence, one must first identify the characteris-tics of deliberative thinking and how it is best employed in daily life situa-tions. At this stage, deliberative thinking calls for a certain amount of re-flection and logic geared toward action; it provides explanatory support for the decisions to be adopted and should adequately justify them.
During a second stage, students learn to identify the connotations of their own decision-making style, which may be more or less reflective (depending on the amount of time devoted to reflection). Such connota-tions may be more or less pragmatic, more or less fleshed out, etc.
At the third level of mastery of this competence, students learn tech-niques to fortify their own style when faced with complex decisions. They analyse and put into practice various alternatives to improve deci-sion-making, justifying their use.
The indicators of the different degrees of development of this com-petence are the identification, recognition and utilisation of principles and techniques involved in deliberative thinking.
Interaction with other competences, attitudes, interests, values
This competence is closely related (as noted above) to other types of thinking, such as reflective, logical, analytical, critical and systemic thought. It is related to identifying, problem-solving and decision-making.
Deliberative thinking requires flexibility, fairness and a sense of jus-tice. It is essential for adequately exercising competences such as leader-
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ship, innovation, project management, enterprising spirit and values such as self-esteem, self-motivation, creation of a new order, global jus-tice, etc.
Importance of this competence for academic and professional life
People’s personal and professional quality is attested to by the qual-ity of the decisions they take. Such quality is based on solid deliberative thinking.
Development of this competence is especially necessary for students studying Law, Business Administration and Education. Generally speak-ing, all university studies require some decision-making ability, above all those whose exercise has a direct influence on people.
Deliberative thinking is also a key competence at work, where cer-tain jobs involve resources management, commercial activity, personnel management, public relations, etc.
How to incorporate it into the academic curriculum
Activities that involve ordering ideas or concepts to arrive at conclu-sions or to organise discourse can be included in a course syllabus as ways of developing this competence.
Learning deliberative thinking is compatible with almost all academ-ic subjects, as long as activities are chosen where the above-mentioned behaviours can be practiced.
Recommendable for this competence are evaluation techniques that involve student participation, through self-evaluation and the evaluation of other classmates.
First level activities could include reading a case or listening to a situ-ation (narration, film, etc.), and analysing the process followed in elabo-rating a proposal, so that students identify whether the components and phases of deliberative thinking are present.
At a more advanced level, importance should be given to the origi-nality of deliberative thinking, transferring the process to different fields and contexts.
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COMPETENCE: DELIBERATIVE THINKING
Definition: This is the intellectual behaviour that considers the pros and cons of our decisions before taking them and examines the validity of points of view before making a judgement.
Mastery of this competence is closely related to: reflective think-ing, logical thinking, analytical thinking, critical thinking, prob-lem-solving, decision-making, leadership, justice, etc.
Levels:
1. Closely considering the pros and cons of the motives behind a decision before adopting it in a simple situation not involving the student
2. Closely considering the pros and cons of the motives behind a decision before adopting it, in a situation where the student is personally involved
3. Closely considering the pros and cons of the motives behind a decision before adopting it in complex situations
Indicators:
1. Gathering information to deliberate on a situation2. Taking into account the criteria, norms, values, references, etc.
in the deliberation 3. Analysing the different components of the situation4. Construction of a proposal based on own deliberative process
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Clo
sely
co
nsi
der
ing
th
e p
ros
and
co
ns
of
the
mo
tive
s b
ehin
d a
dec
isio
n
bef
ore
ad
op
tin
g it
in
a s
imp
le s
itu
atio
n
no
t in
volv
ing
th
e st
ud
ent
Gat
her
ing
in
form
atio
n t
o
del
iber
ate
on
a
sim
ple
sit
uat
ion
Resp
onds
intu
itive
ly,
with
out
seek
ing
info
rmat
ion.
Gat
hers
insu
ffic
ient
in
form
atio
nG
athe
rs a
ll av
aila
ble
info
rmat
ion
to
delib
erat
e on
a
situ
atio
n.
Che
cks
to s
ee
whe
ther
he/
she
has
info
rmat
ion
from
all
the
sour
ces.
Gat
hers
all
the
info
rmat
ion
poss
ible
, pr
esen
ting
it in
an
orde
rly w
ay.
Taki
ng
into
acc
ou
nt
refe
ren
ce c
rite
ria
in
the
del
iber
atio
n
Doe
sn’t
mak
e re
fere
nce
to c
riter
ia.
Use
s in
appr
opria
te
crite
ria f
or t
he
situ
atio
n or
con
text
.
Take
s in
to a
ccou
nt
appr
opria
te c
riter
ia
for
the
cont
ext
or
situ
atio
n.
Inco
rpor
ates
ap
prop
riate
and
or
igin
al c
riter
ia in
a
give
n co
ntex
t.
Take
s in
to a
ccou
nt
appr
opria
te c
riter
ia o
f di
ffer
ent
type
s (n
orm
s, v
alue
s,
refe
renc
es, e
tc.).
An
alys
ing
th
e d
iffe
ren
t co
mp
on
ents
of
the
situ
atio
n
Con
fuse
s th
e co
mpo
nent
s of
a
situ
atio
n.
Reco
gnis
es s
ome
com
pone
nts
of t
he
situ
atio
n.
Dis
tingu
ishe
s th
e di
ffer
ent
com
pone
nts
of a
giv
en s
ituat
ion.
Find
s re
latio
nshi
ps
betw
een
the
diff
eren
t co
mpo
nent
s of
a
situ
atio
n.
Dis
cove
rs t
he m
odel
, pa
tter
n, s
yste
m o
r pr
inci
ples
tha
t re
gula
te t
he
rela
tion
ship
s be
twee
n co
mpo
nent
s.
Co
nst
ruct
ing
a
pro
po
sal b
ased
on
o
wn
del
iber
ativ
e p
roce
ss
Del
iber
ates
with
out
arriv
ing
at a
pro
posa
l. Fo
rmul
ates
an
inco
mpl
ete
or p
oorly
ju
stifi
ed p
ropo
sal.
Dev
ises
a p
ropo
sal
base
d on
ow
n de
liber
ativ
e pr
oces
s.
Just
ifies
ow
n pr
opos
al w
ith s
olid
ar
gum
ents
.
Con
stru
cts
a pr
opos
al
base
d on
car
eful
, de
taile
d co
nsid
erat
ion
of t
he
pros
and
con
s.
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ls o
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aste
ryIn
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ato
rsD
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ipto
rs
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5
Seco
nd
leve
l of
mas
tery
:C
lose
ly c
on
sid
erin
g
the
pro
s an
d c
on
s o
f th
e m
oti
ves
beh
ind
a d
ecis
ion
b
efo
re a
do
pti
ng
it,
in a
sit
uat
ion
wh
ere
the
stu
den
t is
p
erso
nal
ly in
volv
ed
Gat
her
ing
in
form
atio
n t
o
del
iber
ate
on
ow
n
situ
atio
n
Resp
onds
intu
itive
ly,
with
out
seek
ing
info
rmat
ion.
Gat
hers
insu
ffic
ient
in
form
atio
n.G
athe
rs a
ll av
aila
ble
info
rmat
ion
to
delib
erat
e on
ow
n si
tuat
ion.
Che
cks
to s
ee if
in
form
atio
n fr
om a
ll so
urce
s ha
s be
en
gath
ered
.
Syst
emat
ises
all
the
info
rmat
ion
gath
ered
.
Taki
ng
into
acc
ou
nt
refe
ren
ce c
rite
ria
in
the
del
iber
atio
n
Fails
to
refe
r to
cr
iteria
. U
ses
inap
prop
riate
cr
iteria
for
the
si
tuat
ion
or c
onte
xt.
Take
s in
to a
ccou
nt
appr
opria
te c
riter
ia
for
the
cont
ext
or
situ
atio
n.
Inco
rpor
ates
ap
prop
riate
and
or
igin
al c
riter
ia in
a
give
n co
ntex
t.
Take
s in
to a
ccou
nt
appr
opria
te c
riter
ia o
f di
ffer
ent
type
s (n
orm
s, v
alue
s,
refe
renc
es, e
tc.).
An
alys
ing
th
e d
iffe
ren
t co
mp
on
ents
of
a si
tuat
ion
wh
ere
he/
she
is in
volv
ed
Con
fuse
s th
e co
mpo
nent
s of
the
si
tuat
ion.
Reco
gnis
es s
ome
com
pone
nts
of t
he
situ
atio
n.
Dis
tingu
ishe
s th
e di
ffer
ent
com
pone
nts
of t
he s
ituat
ion.
Esta
blis
hes
rela
tions
hips
be
twee
n th
e di
ffer
ent
com
pone
nts
of t
he
situ
atio
n,
over
com
ing
own
invo
lvem
ent
in it
.
Disc
over
s th
e m
odel
, pa
tter
n, s
yste
m o
r pr
inci
ples
that
regu
late
re
latio
nshi
ps b
etw
een
com
pone
nts.
Co
nst
ruct
ing
a
pro
po
sal b
ased
on
o
wn
del
iber
ativ
e p
roce
ss
Del
iber
ates
with
out
arriv
ing
at a
pro
posa
l. Fo
rmul
ates
an
inco
mpl
ete
or p
oorly
su
ppor
ted
prop
osal
.
Dev
ises
a p
ropo
sal
base
d on
ow
n de
liber
ativ
e pr
oces
s.
Just
ifies
ow
n pr
opos
al w
ith s
olid
ar
gum
ents
.
Con
stru
cts
a pr
opos
al
base
d on
car
eful
, de
taile
d co
nsid
erat
ion
of t
he
pros
and
con
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Clo
sely
co
nsi
der
ing
th
e p
ros
and
co
ns
of
the
mo
tive
s b
ehin
d a
dec
isio
n
bef
ore
ad
op
tin
g it
in
co
mp
lex
situ
atio
ns
Gat
her
ing
in
form
atio
n t
o
del
iber
ate
on
a
com
ple
x si
tuat
ion
Leav
es o
ut im
port
ant
info
rmat
ion.
Gat
hers
info
rmat
ion
with
out
orde
r.G
athe
rs a
ll in
form
atio
n,
pres
entin
g it
in a
n or
derly
way
.
Syst
emat
ises
all
the
impo
rtan
t in
form
atio
n.
Add
ress
es th
e co
mpl
ex
situa
tion
with
an
exac
t de
finiti
on o
f the
cas
e or
pro
blem
.
Taki
ng
into
acc
ou
nt
dif
fere
nt
refe
ren
ce
crit
eria
in
del
iber
atin
g o
n a
co
mp
lex
situ
atio
n
Util
ises
insu
ffic
ient
or
inap
prop
riate
crit
eria
. O
nly
utili
ses
stan
dard
cr
iteria
.Ta
kes
into
acc
ount
di
vers
e ap
prop
riate
cr
iteria
for
the
co
ntex
t or
situ
atio
n.
Inco
rpor
ates
ap
prop
riate
and
or
igin
al c
riter
ia in
a
com
plex
situ
atio
n.
Out
stan
ding
for
the
or
igin
ality
and
su
itabi
lity
of t
he
crite
ria u
tilis
ed in
co
mpl
ex s
ituat
ions
.
An
alys
ing
th
e d
iffe
ren
t co
mp
on
ents
of
a co
mp
lex
situ
atio
n
Mak
es a
n in
com
plet
e or
mis
take
n si
tuat
ion
anal
ysis
.
Dis
tingu
ishe
s th
e di
ffer
ent
com
pone
nts
of a
com
plex
si
tuat
ion.
Esta
blis
hes
rela
tions
hips
bet
wee
n th
e di
ffer
ent
com
pone
nts
of t
he
situ
atio
n.
Dis
cove
rs t
he m
odel
, pa
tter
n, s
yste
m o
r pr
inci
ples
reg
ulat
ing
rela
tions
hips
bet
wee
n co
mpo
nent
s.
Prop
oses
a n
ovel
or
orig
inal
mod
el,
patt
ern,
sys
tem
or
prin
cipl
es f
or t
he
cont
ext.
Co
nst
ruct
ing
a
com
ple
x p
rop
osa
l b
ased
on
ow
n
del
iber
ativ
e p
roce
ss
Form
ulat
es a
n in
com
plet
e or
un
supp
orte
d pr
opos
al.
Dev
ises
a s
uper
ficia
l pr
opos
al d
urin
g de
liber
ativ
e pr
oces
s.
Dev
ises
a c
ompl
ex,
wel
l-fou
nded
pr
opos
al d
urin
g de
liber
ativ
e pr
oces
s.
Con
stru
cts
an
effe
ctiv
e pr
opos
al
base
d on
sol
id
argu
men
ts.
Syst
emat
ises
ow
n pr
opos
al c
lose
ly
cons
ider
ing
the
pros
an
d co
ns.
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COMPETENCE: TEAM THINKING
Description
Team thinking is a way of working with other people to arrive at shared views. This calls for bringing together and incorporating into one process different ways of thinking. The construction of team thinking is manifested at two levels:
— First, the individual level. Each person incorporates and integrates into his/her own thought processes a number of diverse elements and ways of thinking that would not have been generated other-wise. That is, the person builds, through interaction and dialogue with others, a negotiated knowledge which is subsequently inte-riorised as that person’s own.
— Secondly, at the social level, team thinking enables various people to employ different modes of thinking which, through meetings and dialogue, they negotiate, build and reconstruct into a joint, shared knowledge, thereby creating a community of thought.
Consequently, development of this competence is extremely impor-tant so that people can contribute to the building of knowledge in what-ever groups, organisations and communities to which they belong. This is particularly so in the construction of learning communities where pro-fessional and scientific knowledge is generated and shared.
The indicators for assessing team thinking provide content dimensions that help to examine its development: 1) the recognition of team thinking and its manifestations in diverse situations; 2) evaluation of its contribu-tion to the development of knowledge and therefore to the development of individuals, groups, organisations and communities; 3) building team thinking by expressing one’s own thoughts, analysing and understanding others’ thoughts, and synthesising and integrating individual contribu-tions into shared common thinking; and 4) the application of strategies, techniques and resources that facilitate knowledge management.
Interaction with other competences, attitudes, interests and values
Mastery of this competence is closely related, first, to the compe-tences of teamwork, problem-solving and negotiation; and, secondly, to other types of thinking competences, since it requires a combination of different ways of thinking.
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Development of this competence involves acquiring conceptual, pro-cedural and attitudinal components: 1) recognising the manifestations of team thinking, distinguishing it from particular thinking and one’s own thinking; 2) having something to say and believing that it is worth sharing; 3) skills for conjugating modes of thought; 4) interpersonal skills that make possible the joint construction of knowledge (of communica-tion, interpersonal relations, teamwork and negotiation); and 5) the sys-temic skills (project management, quality and achievement orientation, innovation and enterprising spirit) needed to apply the knowledge gen-erated for the improvement of groups, institutions and contexts where team thinking takes place.
Importance of this competence for academic and professional life
The competence of team thinking is one of the essential pillars of knowledge management and the formation of scientific or professional communities. Therefore, compared to other learning opportunities and scenarios encountered throughout life, universities and the educational period that they represent constitute a privileged space and time for sharing, creating and recreating team thinking and knowledge. A uni-versity is a meeting place designed specifically to generate and share professional and scientific knowledge within a professional and learning community. One of the specific goals of universities is to teach students to think and to think together, through dialogue and the systematic methods devised by scientific and professional communities to produce accepted knowledge.
This shared learning experience should serve as a reference through-out students’ subsequent professional lives, as a learned model for the management of team thinking and knowledge to be applied to the im-provement and development of the organisations and institutions in which they work, live or participate.
How to incorporate it into the academic curriculum
The best situations for developing this competence are basically of three types, which also constitute its levels:
— First, fairly simple, familiar situations, where students work on some aspect or component of this competence. These might in-
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clude: a) identifying manifestations of team thinking in certain situations and cases (their own or others’, real or hypothetical), where they can analyse and appreciate how team thinking helps to improve the situation, so as to better understand the compe-tence and its value; b) situations where students gain practice in some procedural aspect of the competence (expressing, analys-ing and integrating different types of thinking; c) participating in debates and controversies; interpersonal skills of communication, teamwork and negotiation).
— At the second level, students confront situations where they have to use all the components of the competence to under-take a task or project in groups. Development of the compe-tence is especially facilitated when the conditions and structure of the task require co-operative learning, to experience the pos-itive interdependence between members of the group and to develop all kinds of co-operative skills conducive to true team outcomes.
— Finally, a third level of complexity is fostered by situations where students working in groups must address a complex project or problem in their field of knowledge. The situation may be real or simulated, but close to their real work. Moreo-ver, the team outcome of the process must constitute a true contribution to the development of knowledge and profes-sional practice in that field, meaning that the situation must match a systematic work and/or research process based on the proven methods and tools of the scientific and professional community in question. Work that involves applying a research process provides an ideal occasion for developing this compe-tence and experiencing peer group agreement as the basis of scientific knowledge.
These situations enable the lecturer to apply the assessment indica-tors to the performance of the students participating in the joint think-ing of each team. Moreover, by analysing the work they produce, the lecturer can assess whether it is a true team outcome, or merely the sum of particular thoughts. Finally, the reflections and reports of the students themselves on the process followed enable them to become aware of, and explain, the conditions and difficulties encountered, and the strate-gies used to progress from private thoughts to their integration in team thinking. Formative assessment, self-assessment and assessment by oth-ers are essential for fostering progress in this process.
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COMPETENCE: TEAM THINKING
Definition: This is the mental behaviour that is constructed to-gether with other people in a group, where everyone considers input from all the group’s members in order to respond to a situ-ation with commitment and solidarity.
Mastery of this competence is closely related: to the competences of teamwork, problem-solving and negotiation; and also to com-petences involving other types of thought, since it requires a com-bination of different ways of thinking.
Levels:
1. Identifying and evaluating the manifestations of team thinking in everyday situations, developing attitudes and skills that facili-tate its construction
2. Developing systematic strategies that will generate team think-ing in any working groups in which one is a member
3. Actively promoting the construction of professional team think-ing as the expression of shared analysis of a situation and the search for solutions and projects that will help to improve it
Indicators:
1. Recognising team thinking (as distinguished from one’s own pri-vate thoughts)
2. Constructing team thinking: Expression of one’s own thoughts3. Constructing team thinking: Contrast with others’ thinking4. Constructing team thinking: Search for synthesis and integration5. Evaluation of team thinking and its potential for change
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Iden
tify
ing
an
d
eval
uat
ing
th
e m
anif
esta
tio
ns
of
team
th
inki
ng
in
ever
yday
sit
uat
ion
s,
dev
elo
pin
g
atti
tud
es a
nd
ski
lls
that
fac
ilita
te it
s co
nst
ruct
ion
Iden
tify
ing
el
emen
ts a
nd
ex
pre
ssio
ns
of
team
th
inki
ng
in o
wn
th
ou
gh
ts
Con
fuse
s ow
n th
inki
ng w
ith o
ther
s’
thou
ghts
.
Dis
tingu
ishe
s w
ith
diff
icul
ty
man
ifest
atio
ns o
f te
am t
hink
ing
in o
wn
thou
ghts
.
Iden
tifie
s so
me
freq
uent
ele
men
ts
and
expr
essi
ons
of
team
thi
nkin
g in
ow
n th
ough
ts.
Iden
tifie
s w
ith
prec
isio
n el
emen
ts
and
expr
essi
ons
of
team
thi
nkin
g in
ow
n th
ough
ts.
Reco
gnis
es t
he
man
ifest
atio
ns o
f te
am t
hink
ing
shap
ing
own
men
talit
y.
Rec
og
nis
ing
m
anif
esta
tio
ns
of
team
th
inki
ng
in
ever
yday
sit
uat
ion
s
Doe
sn’t
dis
tingu
ish
priv
ate
and
team
w
ays
of t
hink
ing
or
elem
ents
in f
amili
ar
situ
atio
ns.
Iden
tifie
s so
me
clea
r m
anife
stat
ions
and
cu
stom
s of
tea
m
thin
king
in n
orm
al
situ
atio
ns.
Reco
gnis
es
man
ifest
atio
ns o
f te
am t
hink
ing
in
norm
al s
ituat
ions
.
Acc
urat
ely
dist
ingu
ishe
s fo
rms
and
man
ifest
atio
ns
of p
rivat
e an
d te
am
thin
king
in n
orm
al
situ
atio
ns.
Reco
gnis
es t
he
man
ifest
atio
ns o
f te
am t
hink
ing
pres
ent
in t
he o
pini
ons
of
othe
r pe
rson
s an
d gr
oups
.
Exp
ress
ing
an
d
def
end
ing
ow
n
thin
kin
g w
ith
cla
rity
an
d a
sser
tive
nes
s
Avo
ids
expr
essi
ng
own
posi
tion
and
thou
ghts
.
Has
diff
icul
ty in
ex
pres
sing
opi
nion
s an
d th
ough
ts w
ith
clar
ity a
nd
asse
rtiv
enes
s.
Cle
arly
exp
ress
es
own
opin
ions
and
th
ough
ts.
Man
ifest
s ow
n op
inio
ns a
nd
thou
ghts
with
cla
rity
and
asse
rtiv
enes
s.
Man
ifest
s ow
n po
sitio
ns w
ith
asse
rtiv
enes
s an
d de
fend
s th
em w
ith
good
arg
umen
ts.
Co
ntr
asti
ng
ow
n
tho
ug
hts
wit
h t
ho
se
of
oth
ers
Avo
ids
cont
rast
ing
own
opin
ions
and
po
sitio
ns w
ith t
hose
of
oth
ers.
Has
diff
icul
ty in
un
ders
tand
ing
the
opin
ions
and
po
sitio
ns o
f ot
hers
.
Com
pare
s an
d co
ntra
sts
own
thou
ghts
with
tho
se
of o
ther
s.
Que
stio
ns o
ther
s to
le
arn
and
unde
rsta
nd
thei
r th
inki
ng a
nd
cont
rast
it w
ith o
wn.
List
ens
to a
nd
cons
ider
s th
e po
sitio
ns
of o
ther
s to
gen
erat
e co
-ope
ratio
n.
Seek
ing
an
d
inte
gra
tin
g d
iver
se
con
trib
uti
on
s
Acc
epts
or
reje
cts
with
out
good
crit
eria
th
ough
ts e
xpre
ssed
by
oth
ers.
Seek
s po
ints
of
enco
unte
r be
twee
n op
inio
ns a
nd
posi
tions
exp
ress
ed.
Iden
tifie
s si
mila
ritie
s an
d di
ffer
ence
s in
op
inio
ns a
nd
posi
tions
exp
ress
ed.
Ana
lyse
s w
ith g
ood
crite
ria th
e im
port
ance
of
and
arg
umen
ts
(fact
s, p
roof
) beh
ind
opin
ions
and
pos
ition
s ex
pres
sed.
Synt
hesi
ses
and
inte
grat
es t
he b
est
cont
ribut
ions
of
each
on
e in
to a
col
lect
ive
opin
ion
or p
ositi
on.
Eval
uat
ing
th
e re
sult
s o
f te
am
thin
kin
g t
o r
esp
on
d
to e
very
day
si
tuat
ion
s
Mai
ntai
ns o
wn
posi
tion
with
out
ente
ring
into
co
ntro
vers
y w
ith
othe
rs.
Doe
sn’t
giv
e re
ason
s fo
r ev
alua
ting
team
vs
. per
sona
l res
ults
fo
r ad
dres
sing
ev
eryd
ay s
ituat
ions
.
Giv
es p
ositi
ve
eval
uatio
n of
the
re
sults
of
team
th
inki
ng f
or e
very
day
situ
atio
ns.
Def
ends
the
val
ue o
f th
e co
ntrib
utio
n of
ot
hers
to
achi
eve
a be
tter
-dev
elop
ed
resu
lt fo
r de
alin
g w
ith
ever
yday
situ
atio
ns.
Giv
es w
ell-s
truc
ture
d ar
gum
ent f
or h
ow
team
thin
king
enr
iche
s bo
th g
roup
out
com
e an
d pe
rson
al
deve
lopm
ent.
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131
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:D
evel
op
ing
sy
stem
atic
st
rate
gie
s th
at w
ill
gen
erat
e te
am
thin
kin
g in
an
y w
ork
ing
gro
up
s in
w
hic
h o
ne
is a
m
emb
er
Rec
og
nis
ing
th
e m
anif
esta
tio
ns
of
team
th
inki
ng
in
the
app
roac
h a
nd
u
nd
erta
kin
g o
f g
rou
p w
ork
Con
fuse
s ow
n th
inki
ng w
ith t
hat
of
othe
rs in
gro
up-w
ork
situ
atio
ns.
Onl
y re
cogn
ises
som
e ev
iden
t man
ifest
atio
ns
of te
am th
inki
ng in
gr
oup-
wor
k sit
uatio
ns.
Iden
tifie
s te
am
thin
king
in g
roup
w
ork.
Iden
tifie
s th
e pr
esen
ce a
nd la
ck o
f te
am t
hink
ing
in
grou
p w
ork.
Acc
epts
the
res
ults
of
the
grou
p’s
team
th
inki
ng.
Hel
pin
g t
o c
on
stru
ct
team
th
inki
ng
an
d
wo
rk, m
akin
g
imp
ort
ant
and
re
leva
nt
con
trib
uti
on
s
Giv
es o
pini
on
rega
rdle
ss o
f its
re
leva
nce
to t
he
grou
p ta
sk.
Mak
es c
ontr
ibut
ions
th
at a
re o
nly
slig
htly
re
leva
nt t
o th
e gr
oup
task
.
Con
trib
utes
per
tinen
t op
inio
ns a
nd
prop
osal
s w
ell s
uite
d to
the
gro
up t
ask.
Mak
es v
alua
ble
pers
onal
co
ntrib
utio
ns t
hat
sign
ifica
ntly
enr
ich
the
grou
p pr
ojec
t.
Con
trib
utes
si
gnifi
cant
ly, u
sing
the
co
ntrib
utio
ns o
f ot
hers
.
List
enin
g t
o a
nd
co
nsi
der
ing
th
e th
ou
gh
ts o
f o
ther
m
emb
ers
of
gro
up
Not
inte
rest
ed in
the
po
sitio
ns a
nd m
otiv
es
of o
ther
mem
bers
of
grou
p.
Doe
sn’t
list
en w
ith
atte
ntio
n to
the
op
inio
ns o
f ot
her
mem
bers
of
the
grou
p.
Ask
s an
d lis
tens
to
lear
n an
d un
ders
tand
th
e th
ough
ts a
nd
posi
tions
of
fello
w
grou
p m
embe
rs.
Ask
s se
rious
ly f
or t
he
thou
ghts
of
othe
rs in
or
der
to c
olla
bora
te.
Prom
otes
an
atm
osph
ere
of t
rust
an
d su
ppor
t w
here
all
can
expr
ess
them
selv
es a
nd b
e he
ard.
Seek
ing
co
nse
nsu
s an
d a
gre
emen
t in
si
tuat
ion
s o
f co
ntr
ove
rsy
and
d
iscr
epan
cy
Avo
ids
cont
rove
rsy
and
ratif
ies
own
posi
tions
.
Seek
s ag
reem
ent
with
oth
er m
embe
rs
of t
he g
roup
, but
has
di
ffic
ulty
in f
indi
ng
poin
ts o
f en
coun
ter
betw
een
cont
rove
rsia
l, co
nflic
ting
posi
tions
.
Util
ises
the
co
nver
genc
e of
in
tere
sts
and
crite
ria
betw
een
conf
lictin
g op
inio
ns a
nd
posi
tions
.
Ana
lyse
s di
scre
panc
ies
to c
onst
ruct
sha
red
thou
ght.
Expl
ores
and
in
tegr
ates
con
fluen
ce
and
disc
repa
ncie
s be
twee
n m
embe
rs o
f th
e gr
oup
until
a
com
mon
pos
ition
can
be
rea
ched
.
Val
uin
g t
eam
th
inki
ng
as
an
inst
rum
ent
that
tr
ansf
orm
s th
e th
ou
gh
t an
d a
ctio
ns
of
the
gro
up
Con
side
rs t
eam
th
inki
ng a
s an
im
pose
d im
pera
tive.
Will
ingl
y ac
cept
s w
ith
good
att
itude
the
ta
sk o
f th
inki
ng
toge
ther
.
Giv
es w
ell-j
ustif
ied
eval
uatio
n of
how
te
am t
hink
ing
cont
ribut
es t
o gr
oup
actio
n.
Mod
ifies
per
sona
l po
sitio
ns a
nd p
roje
cts
in a
ccor
danc
e w
ith th
e th
inki
ng g
ener
ated
by
the
grou
p.
Acc
epts
and
pro
mot
es
a co
mm
itmen
t to
te
am t
hink
ing
and
actio
n.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Act
ivel
y p
rom
oti
ng
th
e co
nst
ruct
ion
of
pro
fess
ion
al t
eam
th
inki
ng
as
the
exp
ress
ion
of
shar
ed a
nal
ysis
of
a si
tuat
ion
an
d t
he
sear
ch f
or
solu
tio
ns
and
pro
ject
s th
at
will
hel
p t
o im
pro
ve
it
Iden
tify
ing
th
e m
anif
esta
tio
ns
of
team
th
inki
ng
in
pro
fess
ion
al
thin
kin
g
Fails
to
reco
gnis
e te
am t
hink
ing
in t
he
cons
truc
tion
of
prof
essi
onal
kn
owle
dge.
Reco
gnis
es o
nly
som
e m
anife
stat
ions
of
team
thi
nkin
g in
ow
n pr
ofes
sion
al f
ield
.
Reco
gnis
es
man
ifest
atio
ns o
f te
am t
hink
ing
in o
wn
prof
essi
onal
fie
ld.
Reco
gnis
es a
nd
valu
es t
eam
thi
nkin
g as
ess
entia
l to
the
cour
se o
f pr
ofes
sion
al
wor
k.
Prom
otes
tea
m
thin
king
sty
le a
s to
th
e co
urse
of
prof
essi
onal
wor
k an
d to
car
eer
deve
lopm
ent
.
Part
icip
atin
g
acti
vely
in t
he
anal
ysis
of
situ
atio
ns
linke
d t
o
ow
n p
rofe
ssio
nal
fi
eld
Is in
hibi
ted
in
disc
ussi
ng a
naly
ses
of
situ
atio
ns r
elat
ed t
o ow
n pr
ofes
sion
al
field
.
Dis
cuss
es a
naly
ses
of
situ
atio
ns r
elat
ed t
o ow
n pr
ofes
sion
al
field
.
Part
icip
ates
co
nstr
uctiv
ely
in t
he
anal
ysis
of
situ
atio
ns
rela
ted
to o
wn
prof
essi
onal
fie
ld.
Con
trib
utes
ana
lyse
s ba
sed
on s
uppo
rtin
g hy
poth
eses
, fac
ts o
r ev
iden
ce t
hat
cont
ribut
e to
the
co
mpr
ehen
sion
of
situ
atio
ns in
ow
n pr
ofes
sion
al f
ield
.
Con
tras
ts t
he d
iver
se
pers
pect
ives
tha
t an
alys
e an
d co
ntrib
ute
to t
he
com
preh
ensi
on o
f pr
ofes
sion
al
situ
atio
ns.
Co
njo
inin
g t
he
dif
fere
nt
way
s o
f th
inki
ng
exi
stin
g in
th
e g
rou
p t
o r
eso
lve
pro
fess
ion
al t
asks
an
d p
rob
lem
s
Beco
mes
rad
ical
ab
out
own
prof
essi
onal
act
ion
prop
osal
s.
Con
trib
utes
ow
n pr
ofes
sion
al a
ctio
n pr
opos
als
with
out
cons
ider
ing
thos
e of
ot
her
mem
bers
of
the
grou
p.
Take
s in
to a
ccou
nt
the
way
s of
thi
nkin
g ex
iste
nt in
the
gro
up
to f
ind
a so
lutio
n to
a
prob
lem
.
Prop
oses
str
ateg
ies
to
inte
grat
e di
ffer
ent
way
s of
thi
nkin
g to
re
solv
e th
e pr
oble
m
in h
and.
Con
stru
cts
a so
lutio
n th
at in
tegr
ates
the
di
ffer
ent
way
s of
th
inki
ng o
f th
e gr
oup.
Pro
po
sin
g s
trat
egie
s an
d r
eso
urc
es f
or
kno
wle
dg
e m
anag
emen
t in
th
e g
rou
ps
to w
hic
h
on
e b
elo
ng
s
Sees
kno
wle
dge
as
an e
xclu
sive
res
ourc
e of
eac
h in
divi
dual
.
Reco
gnis
es t
acit
know
ledg
e as
a
reso
urce
per
tain
ing
to t
he g
roup
.
Prom
otes
the
ge
nera
tion
of e
xplic
it kn
owle
dge
as a
st
rate
gy f
or
deve
lopi
ng
co-o
pera
tion.
Prop
oses
str
ateg
ies
for
diff
usin
g ex
plic
it kn
owle
dge
and
prom
otin
g co
-ope
ratio
n.
Des
igns
net
wor
k st
ruct
ures
to
shar
e kn
owle
dge
and
gene
rate
co
-ope
ratio
n.
Ap
pre
ciat
ing
th
e co
ntr
ibu
tio
ns
of
team
th
inki
ng
to
th
e d
evel
op
men
t o
f sc
ien
tifi
c kn
ow
led
ge
Doe
s w
ithou
t te
am
thin
king
. M
akes
app
aren
t su
perf
icia
l use
of
team
thi
nkin
g.
Use
s te
am t
hink
ing
to g
ener
ate
know
ledg
e.
App
ropr
iate
ly u
ses
stra
tegi
es o
f te
am
thin
king
to
deve
lop
know
ledg
e.
Cre
ates
orig
inal
tea
m
thin
king
str
ateg
ies
to
gene
rate
kno
wle
dge.
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COMPETENCE: TIME MANAGEMENT
Description
In the western world as we know it today, more and more people are finding that their scarcest resource is not money, as used to be thought in economic analyses, but time. High ranking among the diseases typical of the developed world are stress-related disorders. The emotional, af-fective, social etc. consequences of the lack of time to attend to family, work, friends, oneself, etc., appear constantly in the news. People are required to undertake more and more activities, and since they cannot perform all of them, it is almost inevitable that they become over-whelmed, live in a constant state of tension and fall prey to illness.
Being able to organise and distribute available time correctly has be-come a requirement not only for one’s own effectiveness, but also and more importantly, for one’s physical and mental health. Managing time means distributing it according to priorities. If we do not become per-sonally involved in organising our time, it will inevitably be others and external circumstances in general who will do so, increasing demands and conditioning what we do and when we do it, with the well-known result that what is urgent will take priority over what is important.
The aim, therefore, is to be able to establish clear priorities for the short-, medium- and long-term, both at work and in one’s personal and social life. We must decide what we are going to do and what we will not, planning how much time we are going to devote to each activity, and endeavouring to fulfil these plans.
Undoubtedly, we are not entirely free to decide how we will spend our time. There are very powerful external constraints that limit our de-cision-making capacity. But it is also true that if we stop to analyse how we spend our available time, we find that we waste much of it. We actu-ally throw away part of our scarcest resource due to lack of organisation and discipline, devoting more time than necessary to some areas to the detriment of others. What is worse, we have a negative influence on others’ distribution of time.
Interaction with other competences, attitudes, interests, values
Time management requires capacity for analysis and planning, and therefore a certain prior mastery of the competences of analytical think-ing, practical thinking and planning.
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Because it is important to manage not only one’s own private time, but also and above all the time we spend on work and interacting with other persons, this competence has very much to do with adaptability, teamwork and negotiation.
Because of its negative consequences, poor time management af-fects the image that we have of ourselves, and gives us the feeling that we are totally dominated and conditioned by circumstances. Sometimes we may even feel incapable of controlling our own lives. As we learn to manage time, these negative sensations begin to disappear. We spend more time and effort on what we consider important, thanks to which we feel better about ourselves. We discover that we are more effective, that we can accomplish more in areas that interest us but which we had neglected (health, social relations, etc.), all of which relates time man-agement to self-motivation and self-esteem.
Importance of this competence for academic and professional life
As far as this competence is concerned, students and professionals differ only in terms of age and type of work. In both cases, it is necessary to distribute time between work, family, social relations, hobbies, par-ticipation in community and leisure activities, etc., and in both cases work tends to take the lion’s share of one’s time.
Striving for success and the competitiveness that this entails are dominant values in today’s society, and this conditions how we actually distribute our time. Students have to decide how much time they are going to spend attending class, studying, doing group work and as-signed work, and how much they will spend on their family and social relations, sports, entertainment, volunteer work and on themselves. When internal and external pressures increase to spend time on student activities (writing long, complex essays, studying for exams, etc.), stu-dents are obliged to lessen the time spent on personal activities, to the detriment of their emotional and social development. When personal life is what dominates (hobbies, sports, affective relationships), study per-formance declines.
For workers, particularly those in positions of responsibility, the situ-ation is the same if not worse, because their standard of living depends on keeping a job and getting promoted, meaning that it is usually per-sonal time that gives way under the demands of work. In both cases, the ability to stop and analyse what we are doing with our time – i.e. with our life – and the capacity to set our own priorities and explicitly plan
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how time is to be distributed is essential for effectiveness and for freeing ourselves from stress.
How to incorporate it into the academic curriculum
In the first place, it is important for students to be aware of the im-portance of managing their time. They must be helped to learn tech-niques for analysing their use of time, for identifying who and what steals time from them, and for planning time use over the short-, medi-um- and long-terms. This planning should be revised by lecturers or tu-tors.
Secondly, academic pressure must stay within the limits established by society. Specifically, academic planning in terms of European credits is a key reference, and establishes that approximately 1600 hours per year is the total time that students should devote to the set of tasks related to the educational process. This calls for good co-ordination among lec-turers to ensure that total programmed activities do not exceed this limit, and to plan these activities week by week.
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COMPETENCE: TIME MANAGEMENT
Definition: Distributing time wisely according to priorities, tak-ing into account short-, medium- and long-term personal objec-tives and the areas of personal and professional life that one spends most time on.
Mastery of this competence is closely related to: Self-esteem, self-control, control, discipline, respect for rights, rationality, adapta-bility, effectiveness in planning, decision-making, initiative, etc.
Levels of mastery:
1. Establishing objectives and priorities, planning for the short term and sticking to the plan (every day, each week)
2. Defining and ranking objectives and planning individual me-dium- and long-term activity (from a few weeks to a semester)
3. Establishing objectives and priorities, planning for time with oth-ers, and fulfilling this plan
Indicators:
1. Defining objectives2. Setting priorities3. Planning4. Fulfilment.5. Order/Preparation
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Esta
blis
hin
g
ob
ject
ives
an
d
pri
ori
ties
, pla
nn
ing
fo
r th
e sh
ort
ter
m
and
sti
ckin
g t
o t
he
pla
n (
ever
y d
ay,
each
wee
k)
Cle
arly
def
inin
g t
he
acti
viti
es t
o b
e ac
com
plis
hed
in t
he
sho
rt t
erm
Has
no
expl
icit
shor
t-te
rm o
bjec
tives
.H
is/h
er a
ctiv
ities
m
erel
y co
mpl
y w
ith
wha
t is
ext
erna
lly
requ
ired.
Mak
es w
eekl
y or
da
ily li
st o
f th
e ac
tiviti
es t
hat
he/s
he
is g
oing
to
perf
orm
.
Com
bine
s st
udie
s or
w
ork
with
per
sona
l lif
e (le
isur
e, f
amily
, re
latio
nshi
ps).
Regu
larly
rec
ords
de
gree
of
acco
mpl
ishm
ent
of
activ
ities
.
Sett
ing
pri
ori
ties
am
on
g t
he
task
s to
b
e p
erfo
rmed
eac
h
day
Con
fuse
s pr
iorit
ies
with
des
ires
(put
s w
hat
is e
asy
befo
re
wha
t is
impo
rtan
t).
Has
diff
icul
ty in
di
stin
guis
hing
deg
rees
of
impo
rtan
ce o
r of
ur
genc
y.
Cle
arly
dis
tingu
ishe
s w
hat
is im
port
ant
from
wha
t is
ac
cess
ory.
Rank
s ta
sks
both
by
urge
ncy
and
by
impo
rtan
ce.
Focu
ses
on im
port
ant
task
s, le
avin
g ot
hers
to
be
done
acc
ordi
ng
to e
stab
lishe
d pr
iorit
ies.
Plan
nin
g o
wn
dai
ly
acti
viti
es a
ssig
nin
g
tim
e to
eac
h o
ne
Doe
sn’t
pla
n.
Add
ress
es t
asks
as
they
com
e up
.
Sets
dai
ly g
oals
way
ab
ove
capa
city
to
mee
t th
em. L
ives
un
der
stre
ss.
Dev
otes
tim
e ea
ch
day
to p
lann
ing
the
task
s to
be
done
, as
sign
ing
real
istic
du
ratio
ns.
Plan
ning
incl
udes
tim
e fo
r re
st, t
rave
l an
d co
ntin
genc
ies.
Reco
rds
daily
fu
lfilm
ent
of a
nd
devi
atio
ns f
rom
pl
anne
d sc
hedu
le.
Hab
itu
ally
sti
ckin
g
to p
lan
Oft
en p
uts
off
task
s th
at s
houl
d be
don
e.C
onfu
ses
activ
ity w
ith
resu
lts. K
eeps
bus
y bu
t do
es n
ot f
inis
h w
ork.
Gen
eral
ly c
ompl
etes
ta
sks
prog
ram
med
da
ily a
nd w
eekl
y.
Wor
k tim
e do
es n
ot
incr
ease
at
the
expe
nse
of p
erso
nal
time.
Fulfi
ls p
lan,
val
uing
th
e tim
e in
vest
ed.
Mai
nta
inin
g o
wn
p
aper
s an
d
mat
eria
ls in
ord
er
Is d
isor
derly
. Was
tes
a lo
t of
tim
e lo
okin
g fo
r pa
pers
or
mat
eria
ls.
Cla
ssifi
es a
nd p
uts
thin
gs in
ord
er b
ut
with
poo
r cr
iteria
.
Cla
ssifi
es a
nd p
uts
pape
rs a
nd m
ater
ials
in
ord
er w
ith u
sefu
l cr
iteria
.
At
the
end
of e
ach
task
pic
ks u
p an
d pu
ts a
way
all
mat
eria
ls u
sed.
Mai
ntai
ns a
nd u
pdat
es
a lo
catio
n in
dex
on a
ll im
port
ant
docu
men
ts.
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138
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:D
efin
ing
an
d
ran
kin
g o
bje
ctiv
es
and
pla
nn
ing
in
div
idu
al m
ediu
m-
and
lon
g-t
erm
ac
tivi
ty (
fro
m a
few
w
eeks
to
a
sem
este
r)
Cle
arly
def
inin
g
ow
n m
ediu
m-
and
lo
ng
-ter
m o
bje
ctiv
es
Live
s in
the
sho
rt
term
; doe
sn’t
hav
e ex
plic
it m
ediu
m-
or
long
-ter
m o
bjec
tives
.
Sim
ply
acce
pts
the
obje
ctiv
es s
et b
y ot
hers
.
Enum
erat
es a
nd
desc
ribes
ow
n m
ediu
m-
and
long
-ter
m o
bjec
tives
.
His
/her
obj
ectiv
es
incl
ude,
in a
dditi
on t
o w
ork,
ow
n pe
rson
al
and
fam
ily li
fe.
Regu
larl
y re
vise
s ob
ject
ives
and
de
gree
of
achi
evem
ent
in t
he
diff
eren
t ar
eas.
Ran
kin
g o
bje
ctiv
es
acco
rdin
g t
o c
rite
ria
The
easi
est
obje
ctiv
es
to a
ccom
plis
h co
me
first
.
Con
fuse
s pr
iorit
ies
or
utili
ses
only
ext
erna
l cr
iteria
to
esta
blis
h th
em.
Esta
blis
hes
clea
r or
der
of p
riorit
ies
for
own
med
ium
- an
d lo
ng-t
erm
obj
ectiv
es.
Sets
ow
n cr
iteria
for
ra
nkin
g ob
ject
ives
.H
is/h
er im
port
ant
long
-ter
m o
bjec
tives
or
ient
med
ium
- an
d sh
ort-
term
prio
ritie
s.
Plan
nin
g f
or
lon
g-
term
, ass
ign
ing
d
ead
lines
fo
r co
mp
leti
ng
eac
h
ob
ject
ive
Doe
sn’t
pla
n. D
oes
thin
gs o
n ur
genc
y ba
sis.
Plan
ning
too
gen
eral
. Is
too
opt
imis
tic
abou
t de
adlin
es.
Has
a w
ritte
n pl
an
with
beg
inni
ng a
nd
endi
ng d
ates
for
eac
h bl
ock
of a
ctiv
ities
.
Gro
ups
bloc
ks o
f ac
tiviti
es t
o sa
ve t
ime.
His
/her
pla
nnin
g in
clud
es a
ltern
ativ
es
and
poss
ible
re
spon
ses
to
cont
inge
ncie
s.
Fulf
illin
g p
lan
sO
ften
fal
ls b
ehin
d or
do
esn’
t ac
hiev
e ob
ject
ives
.
Mee
ts d
eadl
ines
but
at
the
exp
ense
of
the
qual
ity o
f w
ork
or
infr
ingi
ng o
n ow
n pe
rson
al t
ime.
Ach
ieve
s th
e ob
ject
ives
set
with
su
ffic
ient
qua
lity
and
with
in t
he e
stab
lishe
d de
adlin
es.
Com
bine
s w
ork
times
an
d re
st t
imes
to
incr
ease
pro
duct
ivity
.
Find
s w
ays
of
orga
nisi
ng li
fe t
hat
save
tim
e, a
lway
s ac
com
plis
hing
thi
ngs
with
the
qua
lity
requ
ired.
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139
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Esta
blis
hin
g
ob
ject
ives
an
d
pri
ori
ties
, pla
nn
ing
fo
r ti
me
wit
h
oth
ers,
an
d
fulf
illin
g t
his
pla
n
Cle
arly
def
inin
g
ob
ject
ives
to
be
reac
hed
du
rin
g
colle
ctiv
e ti
me
(wo
rkin
g g
rou
ps,
m
eeti
ng
s,
inte
rvie
ws,
etc
.)
Con
side
rs t
hat
atte
ndin
g m
eetin
gs is
an
obj
ectiv
e in
its
own
right
.
Part
icip
ates
in
mee
tings
to
whi
ch
calle
d bu
t w
ithou
t sp
ecifi
c pe
rson
al
obje
ctiv
es.
Sets
cle
ar p
erso
nal
and
grou
p ob
ject
ives
fo
r m
eetin
gs.
Cla
rifie
s or
req
uest
s cl
arifi
catio
n on
the
co
ncre
te o
bjec
tives
to
be
met
in
mee
tings
.
Cle
arly
diff
eren
tiate
s th
e ob
ject
ives
to
be
met
indi
vidu
ally
and
th
ose
that
req
uire
co
llect
ive
time.
Esta
blis
hin
g
pri
ori
ties
am
on
g
ob
ject
ives
, in
teg
rati
ng
co
llect
ive
and
in
div
idu
al
ob
ject
ives
His
/her
indi
vidu
al
obje
ctiv
es a
lway
s ta
ke p
riorit
y ov
er
colle
ctiv
e ob
ject
ives
.
Col
lect
ive
obje
ctiv
es
alw
ays
take
prio
rity
over
indi
vidu
al o
nes.
Inte
grat
es c
olle
ctiv
e an
d in
divi
dual
ob
ject
ives
usi
ng g
ood
crite
ria.
Shar
es c
riter
ia f
or
rank
ing
colle
ctiv
e an
d in
divi
dual
ob
ject
ives
.
Agr
ees
the
crite
ria f
or
ratin
g co
llect
ive
and
indi
vidu
al o
bjec
tives
.
Plan
nin
g c
olle
ctiv
e ti
me
His
/her
mee
tings
ha
ve a
sta
rtin
g tim
e bu
t th
eir
dura
tion
is
left
und
ecid
ed.
Tim
es a
ssig
ned
to
colle
ctiv
e ta
sks
not
real
istic
.
His
/her
mee
tings
m
eet
pre-
esta
blis
hed
star
ting
and
endi
ng
times
.
Ass
igns
and
/or
agre
es w
ith o
ther
s th
e am
ount
of
time
to b
e de
vote
d to
ea
ch m
atte
r or
tas
k.
Prop
oses
im
prov
emen
ts (o
ther
w
ays
of o
rgan
isin
g,
chan
ges
in t
he o
rder
of
tas
ks, e
tc.)
to b
e m
ore
effic
ient
.
Fulf
illin
g p
lan
Util
ises
mee
tings
as
a re
st f
rom
wor
k an
d do
esn’
t ca
re h
ow
muc
h tim
e th
ey t
ake.
Was
tes
time
or
allo
ws
it to
be
was
ted
on m
atte
rs
not
on m
eetin
g ag
enda
.
Mak
es s
ure
that
the
bu
sine
ss a
nd
obje
ctiv
es o
f m
eetin
gs a
re
acco
mpl
ishe
d.
Impe
des
usel
ess
digr
essi
ons
and
wor
ks a
ctiv
ely
to
mee
t ob
ject
ives
and
de
adlin
es.
Save
s tim
e by
fa
cilit
atin
g ag
reem
ent
or r
esol
ving
di
ffic
ultie
s.
Mak
ing
ad
equ
ate
pre
par
atio
ns
so
that
co
llect
ive
tim
e is
use
d p
rop
erly
Att
ends
mee
tings
w
ithou
t an
y pr
ior
prep
arat
ion.
Prep
ares
litt
le a
nd
expe
cts
othe
rs t
o m
ake
up f
or o
wn
defic
ienc
ies.
Fulfi
ls p
rior
indi
vidu
al
prep
arat
ion.
C
ontr
ibut
es t
he
resu
lts o
f ow
n w
ork.
Mak
es s
ure
ever
yone
ha
s be
fore
hand
all
the
info
rmat
ion
they
w
ill n
eed
at t
he
mee
ting.
Pres
ents
spe
cific
pr
opos
als
that
are
w
ell a
rgue
d an
d do
cum
ente
d.
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COMPETENCE: PROBLEM-SOLVING
Description
We speak of the existence of problems when we appreciate differ-ences between the situation as it is now and as we feel it should be, when there is a discrepancy between the current state of affairs and the objectives to be reached, when there is some dysfunction or disorder in what we are dealing with.
In order to address problems adequately, we first must identify them as such, be aware of the dysfunction, discrepancy or difference. This means drawing on diverse knowledge and skills, relating knowledge from differ-ent fields, and updating our view of relations between past situations.
The problem-solving process is based on logic and on the utilisation of a number of properly organised techniques or tools. These techniques do not serve to resolve conflicts. Conflicts are not problems. Likewise, problem-solving techniques do not solve physical or mathematical prob-lems, which must be taken care of by algorithms.
Therefore, a problem is a question that doesn’t have a predefined solution. Moreover, problems must be interesting matters that make one want to solve them, tasks on which one is willing to spend time and ef-fort. Once resolved, it gives a considerable sensation of pleasure to have accomplished the solution. In the very process of searching for solutions and making progress, there are pleasurable components.
In the continuum of developing this competence, we can distinguish three levels of complexity: a first level of proficiency is solving problems by applying knowledge and methods learned in class or in books. Students who, through reflection and experience, develop their own criteria for solving problems reach a second level of proficiency. A more advanced level is reached when individuals are able to propose and develop solu-tions for unusual problems in matters with which they are not familiar.
The criteria for assessing progress in this competence are indicated by the ability to identify problems, to define them, to gather necessary information, to follow a methodology, to develop different alternative solutions and to devise and follow an action plan.
Interaction with other competences, attitudes, interests, values
People working on their problem-solving ability exercise different types of thinking, including analytical, systemic and creative thinking.
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Since problem-solving is often done in groups, the competence of teamwork is also exercised. Problem-solving helps to take a proactive atti-tude toward life and to experience success- and achievement-orientation.
Competence in problem-solving helps to improve self-esteem and is related to values such as giving meaning to life, research and the devel-opment of wisdom and knowledge.
To paraphrase Polya (1945), in all problem-solving there is a bit of discovery.
Importance of this competence for academic and professional life
Problems of greater or lesser importance crop up constantly in the lives of students. Having good criteria for addressing and solving them facili-tates personal growth, self-confidence and control no matter what the circumstances.
Situations exist in reality; problems are creations. Situations become problems when we take them on as a personal challenge and decide to devote time and effort to resolving them.
Solving a problem adds something to what we already knew. It pro-vides new relations between what we already knew or provides us with other points of view concerning familiar situations. Problem-solving helps to spark creativity.
In professional life as well, numerous problems arise and put one’s professionalism and mastery of the field to the test. In positions of re-sponsibility, problem-solving ability is especially important due to the ef-fects on staff of one’s way of dealing with problems. Becoming inhibited or addressing problems unsatisfactorily has important repercussions.
The quality of a good professional is to a large extent measured by his/her capacity to handle complex problems and provide alternatives, the basis for good decision-making. Individual training and proficiency in this competence facilitates a group’s ability to address and solve problems.
How to incorporate it into the academic curriculum
Problem-solving ability can be developed in academic work, either through the handling of specific problem situations linked to topics being covered, or through the teaching strategy known as problem-based learning.
To paraphrase Polya (1945) again, by solving problems, the experi-ence acquired as a student may determine one’s taste for intellectual work and make a life-long impression on one’s spirit and character.
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COMPETENCE: PROBLEM-SOLVING
Definition: Identifying, analysing and defining the significant elements constituting a problem in order to solve it effectively and with good criteria.
Mastery of this competence is closely related to: Vision and out-look on the future, questioning of one’s own paradigms, achieve-ment orientation, analytical and systemic thinking, proactive at-titude, rationality, competence, research, discernment, knowledge, wisdom, etc.
Levels of mastery:
1. Identifying and analysing a problem to generate alternative solu-tions, applying methods learned
2. Using own experience and criteria to analyse the causes of a problem and construct a more efficient, effective solution
3. In teams, proposing and constructing solutions to problems in different fields, with an overall view
Indicators:
1. Identification2. Definition3. Information gathering4. Methodology5. Alternatives6. Action plan
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Iden
tify
ing
an
d
anal
ysin
g a
pro
ble
m
to g
ener
ate
alte
rnat
ive
solu
tio
ns,
ap
ply
ing
m
eth
od
s le
arn
ed
Iden
tify
ing
wha
t is
an
d is
not
a p
robl
em,
taki
ng t
he d
ecis
ion
to
add
ress
it
Doe
sn’t
pro
perly
di
stin
guis
h pr
oble
m
of c
onfli
ct f
rom
al
gorit
hm.
Has
diff
icul
ty in
di
ffer
entia
ting
betw
een
prob
lem
, co
nflic
t and
alg
orith
m.
Cor
rect
ly id
entif
ies
prob
lem
s,
diff
eren
tiatin
g th
em
from
oth
er s
ituat
ions
.
Out
stan
ding
abi
lity
to
easi
ly id
entif
y w
here
a
prob
lem
lies
.
Iden
tifie
s pr
oble
ms
with
eas
e an
d is
abl
e to
say
why
or
how
he/
she
does
it.
Rea
din
g a
nd
/or
liste
nin
g a
ctiv
ely.
A
skin
g q
ues
tio
ns
to
def
ine
the
pro
ble
m
in h
and
Doe
sn’t
res
pond
to
the
prob
lem
.A
sks
som
e ap
prop
riate
qu
estio
ns to
def
ine
the
prob
lem
.
Ask
s ap
prop
riate
qu
estio
ns t
o de
fine
the
prob
lem
.
Is q
uick
to
ask
ques
tions
to
defin
e a
prob
lem
.
Form
ulat
es k
ey
ques
tions
to
defin
e th
e pr
oble
m a
nd
eval
uate
its
impo
rtan
ce.
Gat
heri
ng s
igni
fica
nt
info
rmat
ion
to
reso
lve
prob
lem
s us
ing
fact
s an
d no
t on
ly s
ubje
ctiv
e op
inio
ns, f
ollo
win
g a
logi
cal m
etho
d of
in
form
atio
n an
alys
is
Doe
sn’t
gat
her
info
rmat
ion
or t
he
info
rmat
ion
gath
ered
is
not
sig
nific
ant.
Gat
hers
sig
nific
ant
info
rmat
ion,
but
so
met
imes
in
com
plet
e, a
nd
does
n’t
alw
ays
follo
w
a m
etho
d of
ana
lysi
s.
Gat
hers
the
in
form
atio
n ne
eded
an
d an
alys
es it
co
rrec
tly.
Acc
urat
ely
sele
cts
valu
able
info
rmat
ion
and
anal
yses
it
syst
emat
ical
ly.
Effic
ient
ly g
athe
rs
sign
ifica
nt
info
rmat
ion
and
anal
yses
it w
ith a
go
od m
etho
d,
cont
ribut
ing
thou
ghts
.
Follo
win
g a
log
ical
m
eth
od
to
iden
tify
th
e ca
use
s o
f a
pro
ble
m r
ath
er t
han
ju
st t
he
sym
pto
ms
Fails
to
iden
tify
the
caus
es o
f th
e pr
oble
m. C
onfu
ses
caus
es w
ith
sym
ptom
s.
Iden
tifie
s so
me
caus
es, i
n ot
hers
onl
y th
e sy
mpt
oms.
Iden
tifie
s th
e ca
uses
of
a p
robl
em,
follo
win
g a
logi
cal
met
hod.
Iden
tifie
s an
d ra
nks
the
caus
es o
f a
prob
lem
.
Follo
ws
a lo
gica
l pr
oces
s to
iden
tify
caus
es, i
nteg
ratin
g th
em in
to a
mod
el.
Pres
enti
ng
dif
fere
nt
op
tio
ns
for
alte
rnat
ive
solu
tio
ns
to a
sin
gle
pro
ble
m,
and
eva
luat
ing
th
e p
oss
ible
ris
ks a
nd
ad
van
tag
es o
f ea
ch
Doe
sn’t
pre
sent
al
tern
ativ
es.
Occ
asio
nally
pre
sent
s al
tern
ativ
es.
Pres
ents
som
e al
tern
ativ
es a
nd s
ome
pros
and
con
s.
Pres
ents
a g
ood
anal
ysis
of
avai
labl
e al
tern
ativ
e so
lutio
ns.
Cho
oses
the
bes
t al
tern
ativ
e, b
ased
on
anal
ysis
of
the
diff
eren
t op
tions
.
Des
ign
ing
a p
lan
of
acti
on
fo
r ap
ply
ing
th
e ch
ose
n s
olu
tio
n
Doe
sn’t
cho
ose
a so
lutio
n or
pro
pose
s on
e th
at is
illo
gica
l.
Cho
oses
a s
olut
ion
but
does
n’t
plan
ap
plic
atio
n.
Spec
ifies
the
ste
ps t
o ta
ke in
app
lyin
g th
e so
lutio
n th
at h
e/sh
e ha
s ch
osen
.
Cho
oses
a g
ood
solu
tion
and
desi
gns
the
plan
of
actio
n fo
r ap
plyi
ng it
.
Out
stan
ding
for
ch
oice
of
solu
tion
and
for
the
desi
gn o
f th
e pl
an o
f ac
tion.
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144
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:U
sin
g o
wn
ex
per
ien
ce a
nd
cr
iter
ia t
o a
nal
yse
the
cau
ses
of
a p
rob
lem
an
d
con
stru
ct a
mo
re
effi
cien
t, e
ffec
tive
so
luti
on
Reco
gnis
ing
a co
mpl
ex p
robl
em a
nd
bein
g ab
le t
o br
eak
it do
wn
into
m
anag
eabl
e pa
rts
Is u
nabl
e to
han
dle
com
plex
pro
blem
s.H
as d
iffic
ulty
in
seei
ng a
nd a
naly
sing
th
e co
mpl
exity
of
a pr
oble
m, d
oesn
’t
man
age
to b
reak
it
dow
n in
to
man
agea
ble
part
s.
Iden
tifie
s co
mpl
ex
prob
lem
s, a
naly
ses
them
and
sub
divi
des
them
into
m
anag
eabl
e pa
rts.
Mak
es a
goo
d an
alys
is t
hat
incl
udes
pr
iorit
ies
and
brea
ks
dow
n th
e pr
oble
m
into
man
agea
ble
part
s.
Has
com
preh
ensi
ve
view
, bril
liant
ly
reco
gnis
es t
he p
arts
of
the
pro
blem
and
ho
w t
hey
are
rela
ted.
Con
tras
ting
sour
ces
of in
form
atio
n an
d ha
ndlin
g fa
cts
rigor
ousl
y
Doe
sn’t
wor
ry a
bout
th
e rig
orou
snes
s of
in
form
atio
n.
Nee
ds h
elp
in
chec
king
rel
iabi
lity
of
sour
ces
of
info
rmat
ion
and
stre
ngth
of
fact
s.
The
fact
s he
/she
use
s ar
e rig
orou
s an
d co
me
from
tr
ustw
orth
y so
urce
s.
Han
dles
har
d fa
cts
and
know
s ho
w t
o m
anag
e co
nflic
ting
info
rmat
ion
from
di
ffer
ent
sour
ces.
Prov
ides
not
ewor
thy
anal
ysis
of c
onfli
ctin
g in
form
atio
n dr
awn
from
diff
eren
t sou
rces
, an
d ev
en c
ontr
ibut
es
new
sou
rces
.
Hav
ing
a m
etho
d of
an
alys
is f
or id
entif
ying
el
usiv
e un
derly
ing
caus
es a
nd e
valu
atin
g th
eir
impa
ct o
n pr
oble
ms
Mak
es d
efic
ient
an
alys
es o
f ca
uses
.Id
entif
ies
caus
es, b
ut
still
doe
sn’t
eva
luat
e th
eir
impa
ct o
n pr
oble
ms.
Cor
rect
ly f
ollo
ws
a m
etho
d to
iden
tify
caus
es a
nd e
valu
ate
thei
r im
pact
.
Prov
ides
a g
ood
met
hod
of a
naly
sis
for
iden
tifyi
ng c
ause
s.
In a
dditi
on to
pro
vidi
ng
a go
od m
etho
d of
an
alys
is f
or id
entif
ying
ca
uses
, eva
luat
es t
heir
impa
ct w
ith
com
preh
ensi
ve v
iew
.
Pres
entin
g so
lutio
n op
tions
tha
t ar
e m
ost
ofte
n ef
fect
ive
for
reso
lvin
g pr
oble
ms.
Doe
sn’t
pre
sent
any
so
lutio
ns.
Pres
ents
sol
utio
ns,
but
they
are
not
ef
fect
ive.
Pres
ents
mor
e th
an
one
effe
ctiv
e al
tern
ativ
e so
lutio
n.
Pres
ents
arr
ay o
f op
tions
with
eff
ectiv
e so
lutio
ns.
The
optio
ns p
ropo
sed
feat
ure
dive
rsity
, rig
or
and
inte
rnal
logi
c.
Hav
ing
good
crit
eria
fo
r ch
oosi
ng b
etw
een
alte
rnat
ive
solu
tions
Lack
s cr
iteria
. Doe
sn’t
kn
ow h
ow t
o ju
stify
hi
s/he
r de
cisi
on.
Util
ises
crit
eria
in
appr
opria
tely.
Cor
rect
ly u
tilis
es t
he
crite
ria o
ffer
ed f
or
choo
sing
a s
olut
ion.
App
lies
the
mos
t ap
prop
riate
crit
eria
fo
r w
eigh
ing
optio
ns
and
choo
sing
the
rig
ht s
olut
ion.
Dev
elop
s ow
n cr
iteria
th
at le
ad t
o se
lect
ing
the
best
of
alte
rnat
ive
solu
tions
.
Dev
isin
g a
real
istic
pl
an o
f ac
tion
and
follo
w-u
p fo
r ap
plyi
ng
the
solu
tion
Doe
sn’t
dev
ise
a re
alis
tic p
lan
of
actio
n.
His
/her
pla
n of
act
ion
is r
ealis
tic b
ut la
cks
a fo
llow
-up
plan
.
His
/her
pla
n of
act
ion
is r
ealis
tic a
nd
incl
udes
a f
ollo
w-u
p pl
an.
His
/her
pla
n of
act
ion
and
follo
w-u
p pl
an
note
wor
thy
for
thei
r qu
ality
.
Not
ewor
thy
for
the
qual
ity o
f hi
s/he
r pl
an
of a
ctio
n an
d fo
llow
-up
pla
n. F
ores
ees
cont
inge
ncy
plan
s.
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145
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
In t
eam
s, p
rop
osi
ng
an
d c
on
stru
ctin
g
solu
tio
ns
to
pro
ble
ms
in
dif
fere
nt
fiel
ds,
w
ith
co
mp
reh
ensi
ve
view
Fore
seei
ng
pro
ble
ms
bef
ore
th
eir
effe
cts
bec
om
e ev
iden
t
Lack
s fo
resi
ght
in
iden
tifyi
ng p
robl
ems.
Has
diff
icul
ty in
fo
rese
eing
pro
blem
s if
thei
r ef
fect
is n
ot
evid
ent.
Fore
sees
the
pos
sibl
e ex
iste
nce
of
prob
lem
s.
Iden
tifie
s pr
oble
ms
ahea
d of
tim
e,
anal
ysin
g an
d pr
iorit
isin
g th
em.
Hea
ds o
ff p
robl
ems
by id
entif
ying
the
m
ahea
d of
tim
e.
An
alys
ing
pro
ble
ms
and
th
eir
cau
ses
thro
ug
h a
n o
vera
ll,
med
ium
- an
d lo
ng
-te
rm a
pp
roac
h
Con
fron
ts p
robl
ems
with
out
an a
ppro
ach.
App
roac
h is
par
tial o
r fo
r th
e sh
ort
term
on
ly.
Has
an
over
all
med
ium
- an
d lo
ng-
term
vie
w o
f th
e pr
oble
m.
Focu
ses
on t
he
solu
tion
of p
robl
ems
fore
seei
ng t
heir
cons
eque
nces
.
Not
ewor
thy
for
exce
llent
ana
lysi
s of
th
e pr
oble
m a
nd it
s so
lutio
n.
Dir
ecti
ng
th
e sy
stem
atic
pro
cess
o
f w
ork
ing
to
war
d
dec
isio
n-m
akin
g in
th
e g
rou
p
The
wor
king
pr
oces
ses
follo
wed
ar
e no
t sy
stem
atic
or
adeq
uate
for
gro
up
deci
sion
-mak
ing.
Follo
ws
but
does
not
di
rect
the
pro
cess
.D
irect
s in
org
anis
ed
way
the
app
roac
h an
d pr
oble
m-s
olvi
ng
proc
ess
in t
he g
roup
.
Take
s th
e in
itiat
ive
in
dire
ctin
g th
e ap
proa
ch a
nd
prob
lem
-sol
ving
pr
oces
s in
the
gro
up.
Cre
ativ
ely
dire
cts,
w
ith t
he c
onse
nt a
nd
trus
t of
fel
low
m
embe
rs, t
he
appr
oach
and
pr
oble
m-s
olvi
ng
proc
ess
in t
he g
roup
.
Tran
sfer
rin
g
lear
nin
g f
rom
cl
assr
oo
m e
xerc
ises
an
d c
ases
to
rea
l si
tuat
ion
s in
oth
er
fiel
ds
Stic
ks t
o sp
ecifi
cs, t
o th
e “h
ere
and
now
”.N
eeds
gui
danc
e to
tr
ansf
er le
arni
ng t
o ot
her
field
s.
Tran
sfer
s th
e ap
proa
ch le
arne
d to
si
tuat
ions
in o
ther
fie
lds
of a
ctio
n.
Con
fron
ts r
eal
situ
atio
ns in
oth
er
field
s ut
ilisi
ng p
rior
lear
ning
whi
ch h
e/sh
e ge
nera
lises
and
in
terr
elat
es.
Out
stan
ding
for
ab
ility
to
deal
eas
ily
with
rea
l situ
atio
ns in
al
l fie
lds,
cre
ativ
ely
utili
sing
prio
r le
arni
ng.
Ob
tain
ing
th
e n
eces
sary
su
pp
ort
o
f o
ther
s to
bac
k ac
tio
ns
and
hav
e su
ffic
ien
t al
lies
for
the
succ
ess
of
his
/h
er d
ecis
ion
s
Doe
sn’t
mak
e al
lies.
Obt
ains
sup
port
but
it
is in
suff
icie
nt t
o ca
rry
deci
sion
s.
Obt
ains
the
sup
port
of
mem
bers
of
the
grou
p to
car
ry o
ut
the
plan
s of
act
ion
desi
gned
for
pr
oble
m-s
olvi
ng.
Obt
ains
sup
port
of
allie
s ou
tsid
e th
e gr
oup
to e
nsur
e su
cces
s of
the
de
cisi
ons
take
n.
Is r
ecog
nise
d fo
r hi
s/he
r ab
ility
to
orga
nise
and
m
anag
e th
ings
at
the
inte
rgro
up le
vel t
o en
sure
suc
cess
of
the
deci
sion
s ta
ken
by
the
grou
p.
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COMPETENCE: DECISION-MAKING
Description
All students and professionals need to take decisions. However, what generally characterises people at the highest levels of a job or profession is the nature and importance of the decisions they must take. Society expects university graduates to be able to take appropriate decisions in the most complex and important contexts and fields, in full awareness of and attention to the scope and consequences of their decisions.
The competence of decision-making consists, basically, in being able to choose the best course of action. Development of this competence leads to taking quality decisions systematically, making good use of the potential offered by technology, and standing behind decisions once taken, with commitment.
Interaction with other competences, attitudes, interests, values
This competence is related to numerous educational factors. Many facets of the individual are marshalled in taking decisions, and therefore are conditioning factors. That is, the competences of analytical, systemic and critical thinking, and the ability to solve problems form a first basis for good decision-making. Oral and written communication skills are also important for conveying accurately and without mistaken interpre-tations the decision adopted. Moreover, the best decisions are adopted by people who have good capacities for innovation, objectives-based management, leadership, self-motivation and self-esteem. Finally, the competence of decision-making will fail if it is not accompanied by ethi-cal commitment. Therefore, decision-making is based on a combination of knowledge, techniques and procedures, as well as complementary attitudes and values.
Importance of this competence for academic and professional life
Taking decisions is present everywhere in people’s lives. From a very early age we begin to take decisions and never stop doing so throughout our lives. It is a capacity that we develop with more or less success. In the academic and professional worlds, people must also take decisions very frequently.
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Many academic specialisations offer guidance on how to take deci-sions in certain very specific types of situations in order to deal with well-defined problems. This happens for example in medicine, engineering, education, psychology, law, etc. However, a course of studies frequently lacks training focused on the general, core competence of decision-mak-ing that cuts across fields and is transferable to unforeseen situations. Sometimes university graduates are well prepared to take decisions in certain types of specific situations on the job, but they feel disoriented or insecure when they must take a decision in a new, unforeseen context or when unfamiliar complexity arises.
All fields of work are full of this type of unexpected situation. Be-cause of ongoing scientific, technological, cultural and social progress, university graduates will have to confront situations in their professional life that were not covered or even imagined during their studies. The overworked phrase, “They never taught me this at university” comes to graduates’ minds when they have to take a decision outside what they were led to expect in class. Therefore, together with training in decision-making in well-defined situations that are specific and proper to the field, students must spend time on generic training in decision-making. The idea is for them to become able to utilise this competence particu-larly in unforeseen situations before graduating.
Both in academic and professional settings, decisions are frequently taken with excessive impulsiveness, on unsolid grounds based mostly on intuitions, rumour, prejudice, unfounded suppositions, etc. A good number of such decisions – those that are taken without luck on their side – will very likely have negative consequences. Therefore, time and effort spent on this competence is well justified.
How to incorporate it into the academic curriculum
The three levels of indicators correspond to three types of graded situations: everyday individual decision-making, decision-making in col-laboration with others, and more difficult decision-making. To apply this therefore, we must identify or promote situations where students will have to take individual, shared or more difficult decisions.
At the first level, the focus will be on the quality of the individual decision, meaning how systematic and based on facts and information it is, with what assurance it is adopted, and the use of computer skills in taking the decision. At the second level the indicators focus on the abil-ity to adopt group decisions, standing by the decision and contributing
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to the systematicity and grounds for decisions taken collectively. At the third level, attention is paid to students’ capacity to make good decisions even in difficult situations, where the decision might have important consequences. The indicators focus on the assurance, logic and systema-ticity with which decisions are taken, and, where applicable, the good use made of computer skills and technology for this type of challenge.
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COMPETENCE: DECISION-MAKING
Definition: Choosing the best course of action, following a sys-tematic process and assuming responsibility for the scope and con-sequences of the option taken.
Mastery of this competence is closely related to: Analytical think-ing, critical thinking, systemic thought, problem-solving ability, oral and written communication, ethical commitment, objectives-based management, innovation, leadership, self-motivation, self-esteem, self-fulfilment.
Levels of mastery:
1. Applying systematic methods to take good personal decisions with logic and assurance
2. Collaborating with others in taking group decisions of quality3. Showing assurance and initiative in taking good responsible de-
cisions in difficult situations
Indicators:
1. Quality 2. Systematicity3. Incorporation of technology4. Commitment 5. Logic
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Ap
ply
ing
sys
tem
atic
m
eth
od
s to
tak
e g
oo
d p
erso
nal
d
ecis
ion
s w
ith
log
ic
and
ass
ura
nce
Taki
ng
go
od
d
ecis
ion
s b
ased
on
fa
cts
Take
s po
or d
ecis
ions
.D
oesn
’t t
ake
the
best
de
cisi
ons.
Take
s go
od d
ecis
ions
.Q
uick
ly t
akes
goo
d de
cisi
ons.
Not
ewor
thy
for
taki
ng
good
dec
isio
ns in
ow
n da
ily c
ondu
ct.
Taki
ng
dec
isio
ns
wit
h a
ssu
ran
ceG
ets
bloc
ked
in
deci
sion
-mak
ing.
Is in
secu
re a
bout
ta
king
dec
isio
ns.
Take
s de
cisi
ons
with
as
sura
nce.
Ta
kes
deci
sion
s an
d kn
ows
how
to
just
ify
them
.
Not
ewor
thy
for
the
assu
ranc
e th
at h
e/sh
e ha
s an
d co
nvey
s in
ta
king
dec
isio
ns.
Mak
ing
log
ical
d
ecis
ion
s in
ow
n
dai
ly li
fe
Use
s po
or lo
gic
in
taki
ng d
ecis
ions
.So
met
imes
lack
s lo
gic
in t
akin
g de
cisi
ons.
Is lo
gica
l in
deci
sion
-m
akin
g in
nor
mal
da
ily li
fe.
In d
iffic
ult
situ
atio
ns
show
s lo
gic
in
deci
sion
-mak
ing.
Show
s ou
tsta
ndin
g lo
gic
in t
akin
g de
cisi
ons.
Sho
win
g m
eth
od
an
d s
yste
mat
icit
y w
hen
tak
ing
d
ecis
ion
s
Not
ver
y or
gani
sed
whe
n ta
king
de
cisi
ons.
Org
anis
es
deci
sion
-mak
ing,
but
w
ithou
t fin
ding
a
good
met
hod
for
doin
g so
.
Met
hod
and
syst
emat
icity
ap
pare
nt w
hen
taki
ng d
ecis
ions
.
Puts
into
pra
ctic
e ow
n sy
stem
s th
at
faci
litat
e de
cisi
on-m
akin
g.
App
lies
inno
vativ
e m
etho
dolo
gies
or
syst
ems
that
fac
ilita
te
deci
sion
-mak
ing.
Ap
ply
ing
co
mp
ute
r sk
ills
to
dec
isio
n-m
akin
g
Doe
sn’t
kno
w h
ow
to u
se t
echn
ical
or
tech
nolo
gica
l re
sour
ces
in t
he
deci
sion
-mak
ing
proc
ess.
Use
s co
mpu
ter
in
own
deci
sion
-mak
ing
whe
n ob
liged
to.
Util
ises
com
pute
rs o
n ow
n in
itiat
ive
for
deci
sion
-mak
ing.
Inte
grat
es t
he u
se o
f va
rious
com
pute
r re
sour
ces
in
deci
sion
-mak
ing.
Is v
ery
inge
niou
s in
in
corp
orat
ing
com
pute
r pr
ogra
mm
es a
nd
reso
urce
s in
ow
n de
cisi
on-m
akin
g.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:C
olla
bo
rati
ng
wit
h
oth
ers
in t
akin
g
gro
up
dec
isio
ns
of
qu
alit
y
Taki
ng
go
od
d
ecis
ion
s w
hen
w
ork
ing
wit
h o
ther
s
Take
s de
cisi
ons
behi
nd t
he g
roup
.Is
pas
sive
in g
roup
de
cisi
on-m
akin
g.Ta
kes
good
dec
isio
ns
whe
n w
orki
ng w
ith
othe
rs.
Shar
es w
ith o
ther
s co
ncer
n fo
r ta
king
qu
ality
dec
isio
ns.
Take
s th
e in
itiat
ive
in
achi
evin
g te
am
deci
sion
-mak
ing.
Sho
win
g a
ssu
ran
ce
in g
rou
p
dec
isio
n-m
akin
g
Bloc
ks t
he g
roup
with
in
secu
rity
in g
roup
de
cisi
on-m
akin
g.
Is in
deci
sive
whe
n ha
ving
to
take
gro
up
deci
sion
s.
Show
s as
sura
nce
in g
roup
de
cisi
on-m
akin
g.
Con
trib
utes
with
ow
n an
alys
is t
o ta
king
a d
ecis
ion
that
is
con
sist
ent
with
the
th
inki
ng o
f th
e gr
oup.
Enth
uses
oth
ers
with
ow
n as
sura
nce
whe
n ta
king
dec
isio
ns in
gr
oup.
Bei
ng
log
ical
wh
en
taki
ng
dec
isio
ns
in a
g
rou
p
Indu
ces
the
grou
p to
ta
ke il
logi
cal
deci
sion
s.
Scar
cely
con
trib
utes
to
logi
c in
de
cisi
on-m
akin
g.
Supp
orts
logi
cal
deci
sion
-mak
ing
in
the
grou
p.
Ow
n pr
opos
als
help
to
ens
ure
the
logi
c of
th
e de
cisi
ons
take
n by
his
/her
tea
m.
Hel
ps t
he g
roup
to
clos
ely
anal
yse
the
logi
c in
gro
up
deci
sion
-mak
ing.
Follo
win
g a
d
ecis
ion
-mak
ing
sy
stem
wh
en
wo
rkin
g in
a g
rou
p
Enco
urag
es t
he
grou
p to
tak
e de
cisi
ons
in a
ha
phaz
ard
way
.
Doe
sn’t
par
ticip
ate
in
the
syst
emat
ics
of
deci
sion
-mak
ing
char
acte
risin
g th
e gr
oup.
Follo
ws
the
syst
emat
ics
of
deci
sion
-mak
ing
whe
n w
orki
ng in
gr
oup.
Take
s th
e in
itiat
ive
and
conv
ince
s ot
hers
w
ith t
he s
yste
mat
ics
empl
oyed
in
deci
sion
-mak
ing.
Is c
reat
ive
in
intr
oduc
ing
and
deve
lopi
ng n
ew
met
hodo
logi
es o
f te
am d
ecis
ion-
mak
ing.
Inco
rpo
rati
ng
o
rgan
ised
p
rog
ram
mes
fo
r ta
kin
g g
rou
p
dec
isio
ns
Is a
gain
st u
sing
te
chni
cal r
esou
rces
in
taki
ng g
roup
de
cisi
ons.
Sim
ply
acce
pts
the
appl
icat
ion
of
tech
nolo
gica
l re
sour
ces
to g
roup
de
cisi
on-m
akin
g.
Part
icip
ates
in t
he
inco
rpor
atio
n of
pr
ogra
mm
es
desi
gned
to
faci
litat
e de
cisi
on-m
akin
g.
Co-
ordi
nate
s th
e ac
tion
of t
he g
roup
w
hen
inco
rpor
atin
g te
chno
logi
es in
to
deci
sion
-mak
ing.
Take
s th
e in
itiat
ive
in in
nova
tion
appl
ied
to g
roup
de
cisi
on-m
akin
g.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Sho
win
g a
ssu
ran
ce
and
init
iati
ve in
ta
kin
g g
oo
d,
resp
on
sib
le
dec
isio
ns
in d
iffi
cult
si
tuat
ion
s
Taki
ng
dec
isio
ns
of
qu
alit
y in
dif
ficu
lt
situ
atio
ns
Take
s po
or d
ecis
ions
in
diff
icul
t si
tuat
ions
.H
is/h
er d
ecis
ions
are
no
t th
e be
st in
di
ffic
ult
situ
atio
ns.
Take
s go
od d
ecis
ions
, ev
en w
hen
delic
ate.
Kee
ps c
alm
whe
n m
akin
g ha
rd d
ecis
ions
an
d ba
ses
them
on
avai
labl
e fa
cts.
Is h
ighl
y ef
fect
ive
taki
ng g
ood
deci
sion
s in
diff
icul
t si
tuat
ions
.
Sho
win
g a
ssu
ran
ce
in t
akin
g d
iffi
cult
d
ecis
ion
s
Relu
ctan
t to
tak
e de
licat
e de
cisi
ons.
Is in
secu
re w
hen
taki
ng d
elic
ate
deci
sion
s.
Show
s as
sura
nce
in
taki
ng d
iffic
ult
deci
sion
s.
Is a
ble
to t
ake
delic
ate
deci
sion
s w
ith a
nat
ural
m
anne
r, co
nvey
ing
assu
ranc
e to
oth
ers.
Show
s an
d in
spire
s gr
eat
assu
ranc
e in
ta
king
del
icat
e de
cisi
ons,
exp
lain
ing
inhe
rent
lim
itatio
ns.
Sho
win
g lo
gic
in
taki
ng
dec
isio
ns
that
req
uir
e co
mm
itm
ent
Take
s ill
ogic
al
deci
sion
s in
diff
icul
t si
tuat
ions
.
Take
s fa
irly
illog
ical
de
cisi
ons
in d
elic
ate
situ
atio
ns.
Take
s de
licat
e de
cisi
ons
with
logi
c.
Just
ifies
the
logi
c of
hi
s/he
r de
cisi
ons
in
diff
icul
t si
tuat
ions
.
Take
s de
licat
e de
cisi
ons
with
logi
c,
expl
aini
ng a
nd
adm
ittin
g in
here
nt
limita
tions
.
Bei
ng
sys
tem
atic
w
hen
tak
ing
d
elic
ate
dec
isio
ns
Lack
s m
etho
d fo
r ta
king
del
icat
e de
cisi
ons.
Som
etim
es is
di
sord
erly
whe
n ta
king
dec
isio
ns t
hat
requ
ire c
omm
itmen
t.
Is s
yste
mat
ic in
way
of
tak
ing
delic
ate
deci
sion
s.
Org
anis
atio
n in
ta
king
diff
icul
t de
cisi
ons
quite
no
tew
orth
y.
Take
s th
e in
itiat
ive
and
know
s ho
w t
o co
nvin
ce o
ther
s to
fo
llow
sys
tem
atic
m
etho
d in
tak
ing
diff
icul
t de
cisi
ons.
Fin
din
g w
ays
to
app
ly t
ech
no
log
y w
hen
tak
ing
d
ecis
ion
s re
qu
irin
g
hig
h d
egre
e o
f co
mm
itm
ent
Is a
gain
st u
sing
te
chni
cal r
esou
rces
in
taki
ng d
iffic
ult
deci
sion
s.
Onl
y ac
cept
s th
e ap
plic
atio
n of
te
chno
logi
cal
reso
urce
s to
dec
isio
n-m
akin
g th
at r
equi
res
com
mitm
ent.
Find
s w
ays
of
appl
ying
tec
hnol
ogy
whe
n ha
ving
to
take
de
cisi
ons
that
req
uire
co
mm
itmen
t.
Inte
grat
es t
he u
se o
f va
rious
com
pute
r re
sour
ces
in t
akin
g di
ffic
ult
deci
sion
s.
Is in
nova
tive
in
appl
ying
tec
hnol
ogy
to t
he t
akin
g of
di
ffic
ult
deci
sion
s,
usin
g va
rious
co
mpu
ter
prog
ram
mes
and
to
ols.
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COMPETENCE: LEARNING ORIENTATION
Description
The convergence and creation of a European Higher Education Area is much more than a formal process; it involves a major transformation of the current teaching-learning model. Because of rapid changes in employ-ment, academic syllabuses in every field must be a means by which other things can be taught and learned so that students can function effectively in today’s knowledge society. With the increasing importance of lifelong learning, universities must offer their students an education that will en-sure their ability to function effectively as citizens and workers in society.
A ‘knowledge-based society’ is also a ‘learning society’. This idea is closely linked to a view where all education is seen in a broader context – i.e. lifelong continuous learning, where individuals must be able to handle knowledge, update it, select what is appropriate for a specific context, learn permanently, and understand what is learned, so that they can adapt it to new, rapidly changing situations. (Villa 2003: 4)
We say that students have developed competence in learning orien-tation when they show that they can use learning strategically and flex-ibly according to the objective pursued, based on recognition of the learning system and awareness of learning itself. The UD considers that these new aims and context call for a special approach that will promote learning orientation in all students.
This approach starts with a constructivist view in which learning is seen as a progressive process of growth, development and adaptation, occurring as a result of the active building that people do in their interac-tions with their surroundings. That is, learning does not arise spontane-ously as the result of growing older or maturing, nor is it passively ab-sorbed from the environment. Instead, two basic and complementary processes are emphasised so that learning can take place – the active and significant construction of knowledge by the person who is learn-ing, and his/her interaction with the environment that fosters and makes it possible. Learning at university is moreover intentional learning.
Interaction with other competences, attitudes, interests, values
This is an instrumental competence, since it is basic to the acquisition and development of other competences and learning. However, apart from its overlap with other instrumental skills (types of thinking and
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methodologies for developing quality strategies and learning), mastery of this competence is also related to attitudes, values and interpersonal competences, fundamentally individual, but also social: self-assurance and maturity, capacity for self-criticism, frustration tolerance, flexibility, adapting to changing situations. Life-long orientation to learning over-laps very well with the competences of self-motivation and adaptability; and, from a more systemic point of view, with the competences of en-terprise (creativity, innovation and enterprising spirit).
Importance of this competence for academic and professional life
It used to be thought that higher education at a university was the final training period before immediate incorporation into the world of work, with guaranteed accreditation as a highly qualified professional. However, today’s context of change, both in society in general and in the workplace in particular, is bringing about a radical change in social struc-tures and community services, with new paradigms that are influencing the change from the industrial era to the era of knowledge.
According to Villa (2003), current social demands on universities re-quire that they not only prepare students adequately, but that they pre-pare them for life as good citizens of democratic societies. The new factors to which higher education must respond (globalisation, the influ-ence of information and computer technologies, knowledge manage-ment, the need to promote and manage diversity, among others) are producing a change in the teaching/learning paradigm, shifting the fo-cus from the centre to students and their learning process.
How to incorporate it into the academic curriculum
The predominant teaching model in higher education used to be based on a range of contents contained in a programme of studies, which would shape students’ learning in terms of knowledge. However, the new approach requires significant learning on the part of students, who give meaning to the learning material by internalising it (UD, 2001). The idea is to modify, flexibly and critically, previous mindsets based on the continuous incorporation of new information, which is utilised to comprehend and transform situations.
In the university context, the change in model does not mean that new situations must be created to develop this competence. Instead, ad-
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vantage must be taken of learning situations where we can focus on how students integrate and balance the active role of the two agents in the process of building knowledge – i.e., the student as the main protagonist, and others with whom students interact in given environments, in this case, in an environment designed specifically so that learning will take place. Lecturers’ facilitation strategies are aimed precisely at encouraging this new awareness, responsibility, interaction and strategic contextualisa-tion in the building and application of knowledge. As is logical, the year the student is in is of maximum importance, since competences are worked on in a progressive manner so that students’ responsibility and autonomy grow continuously throughout the process. Therefore:
— At the first level, the focus is on how students develop a positive, responsible attitude, in incorporating the learning proposed by the lecturer, actively endeavouring to understand and assimilate what is taught.
— At the second level, students are expected to show greater as-surance and initiative so that, in addition to knowing and under-standing the theoretical models of a discipline, they are able to question them and further explore new areas of information and study.
— Finally, at the third level, students’ more advanced knowledge and greater degree of autonomy should enable them to inte-grate different models and theories in a personal, creative syn-thesis adapted to the requirements of the field or profession.
The assessment indicators proposed are guides for working and ob-serving progress in developing this competence in different compo-nents:
— With respect to the learning strategies and techniques employed, the first aim is for students to practice, in a disciplined way, the methods and experiments proposed by the lecturer. Later, they must make a reasoned choice between various procedures pro-posed. Finally, they are expected to be able to independently adopt and adapt learning strategies in each situation.
— Regarding the aim and regulation of the learning process, stu-dents start by accepting the learning objectives proposed, then begin to adapt and reformulate them, and finally achieve self-regulation where they are able to define their own objectives.
— Regarding student attitudes of curiosity and initiative toward learning, initially they should become interested and ask ques-
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tions to learn more and clarify doubts, later daring to raise intel-ligent points to question and broaden what has been learned, and finally making relevant, significant personal contributions or innovations.
— Students’ orientation to learning should also enable them to pro-gressively broaden their vision and field of study. Initially, this is mostly limited to understanding the fundamentals of a discipline, but later they are able to relate these elements and gain a vision of the whole. Finally, they relate and transfer knowledge and paradigms between disciplines.
— A fundamental component for the developing the competence is being open to change. This means being open to other outlooks different from one’s own, wanting to get to know them, to test them against one’s own ideas in order to question them and to learn. Finally, it means building shared knowledge.
Conveying to students what the assessment indicators are, monitor-ing and assessing their personal and academic progress, showing them their evaluations and talking to them about this, and even the mere fact that lecturers publish and share with students their projects (objectives, strategies and assessment criteria) as clearly as possible, help the student to become aware of their own learning and take responsibility for it. To the extent that lecturers also negotiate this project with their students, there will be a shift in control that will favour the development of mu-tual trust and progressive self-regulation on the part of students. This extends both to learning strategies and to assessment and results. This capacity for reflection, dialogue and regulation can be expressed and encouraged in learning contracts between lecturers and students, both as individuals and as groups.
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COMPETENCE: LEARNING ORIENTATION
Definition: Strategically and flexibly utilising learning in accord-ance with objectives, based on recognition of how one learns and on awareness of learning per se (relating new information to pre-vious mental schema and utilising the new schema generated).
Mastery of this competence is closely related to: Maturity and self-assurance, capacity for self-criticism, tolerance of frustration, flex-ibility, adapting to changing situations. It involves values such as curiosity, control, order, self-esteem, education, competence, ac-ceptance of one’s own limitations, personal development, investi-gation, etc.
Levels of mastery:
1. Incorporating and showing active attitude toward the learning proposed by experts
2. Understanding and questioning the theoretical models of a dis-cipline and exploring new fields of knowledge
3. Integrating diverse theories or models making a personal, crea-tive synthesis suited to one’s own professional requirements
Indicators:
1. Learning strategies and techniques2. Regulating one’s own goals and learning 3. Attitude of curiosity and initiative4. Vision and field of study5. Openness to change
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Lear
nin
g w
hat
is
pro
po
sed
by
exp
erts
, sh
ow
ing
ac
tive
will
ing
nes
s to
ass
imila
te it
Putt
ing
into
p
ract
ice
in a
d
isci
plin
ed m
ann
er
the
app
roac
hes
, m
eth
od
s an
d
exp
erie
nce
s p
rop
ose
d b
y th
e le
ctu
rer
Doe
sn’t
kno
w o
r ig
nore
s le
ctur
er’s
prop
osal
s.
Wro
ngly
inte
rpre
ts o
r ap
plie
s le
ctur
er’s
prop
osal
s.
Ade
quat
ely
follo
ws
lect
urer
’s pr
opos
als
in
own
lear
ning
pro
cess
.
Arg
ues
the
appr
opria
tene
ss o
f th
e st
rate
gies
pr
opos
ed f
or t
he
obje
ctiv
e of
lear
ning
.
Giv
es p
riorit
y to
the
le
ctur
er’s
prop
osal
s th
at b
est
suit
the
lear
ning
obj
ectiv
es.
Shar
ing
an
d
assu
min
g t
he
lear
nin
g o
bje
ctiv
es
pro
po
sed
by
the
lect
ure
r
Igno
res
the
lear
ning
ob
ject
ives
pro
pose
d by
the
lect
urer
.
Mis
inte
rpre
ts t
he
lear
ning
obj
ectiv
es.
Iden
tifie
s w
ith t
he
lear
ning
obj
ectiv
es
prop
osed
by
the
lect
urer
.
Prio
ritis
es w
ith g
ood
judg
emen
t th
e le
arni
ng o
bjec
tives
pr
opos
ed b
y th
e le
ctur
er.
Mak
es e
xcel
lent
pe
rson
al c
hang
es t
o le
arni
ng o
bjec
tives
.
Ask
ing
in o
rder
to
le
arn
an
d
end
eavo
uri
ng
to
cl
arif
y d
ou
bts
Info
rmat
ion
rece
ived
ra
ises
no
doub
ts o
r qu
estio
ns in
his
/her
m
ind.
Onl
y as
ks w
hen
calle
d on
by
lect
urer
or
to
solv
e sp
ecifi
c pr
oble
ms.
Rais
es d
oubt
s an
d qu
estio
ns a
bout
in
form
atio
n re
ceiv
ed,
to b
ette
r un
ders
tand
th
e su
bjec
t.
His
/her
dou
bts
and
ques
tions
see
k to
co
mpl
ete
the
info
rmat
ion
rece
ived
in
ord
er t
o le
arn.
Rais
es q
uest
ions
and
/or
dou
bts
that
sho
w
good
que
stio
ning
of
wha
t ha
s be
en
lear
ned.
Un
der
stan
din
g t
he
fun
dam
enta
ls o
f a
dis
cip
line
Repe
ats
with
out
unde
rsta
ndin
g or
with
di
ffic
ulty
, asp
ects
of
the
disc
iplin
e w
orke
d on
. Mak
es m
ista
kes.
Kno
ws
supe
rfic
ially
(id
entif
ies,
reco
gnis
es,
repr
oduc
es) a
spec
ts o
f th
e di
scip
line
wor
ked
on.
Cle
arly
pre
sent
s an
d ex
plai
ns t
he c
onte
nt
stud
ied.
App
lies
cont
ent
lear
ned
to n
ew
situ
atio
ns.
Seek
s re
latio
ns
betw
een
cont
ent
wor
ked
on in
the
di
scip
line
to b
ette
r un
ders
tand
the
su
bjec
t.
Rec
og
nis
ing
th
e im
po
rtan
ce o
f o
ther
s’ m
enta
l sc
hem
a
Alw
ays
sees
thi
ngs
from
ow
n pe
rspe
ctiv
e.
Def
ends
ow
n po
sitio
ns, r
efut
ing
thos
e of
oth
ers.
Show
s lit
tle in
tere
st
in s
harin
g ow
n id
eas
with
oth
ers.
List
ens
with
inte
rest
to
the
idea
s pr
opos
ed
by c
lass
mat
es a
nd b
y th
e le
ctur
er.
Ask
s fo
r th
e pe
rspe
ctiv
es a
nd
opin
ions
of
othe
rs,
conc
erni
ng m
atte
rs
bein
g st
udie
d.
Prom
otes
the
ex
chan
ge a
nd
argu
men
tatio
n of
op
inio
ns, t
o en
rich
and
furt
her
lear
ning
.
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159
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:U
nd
erst
and
ing
an
d
qu
esti
on
ing
th
e th
eore
tica
l mo
del
s o
f a
dis
cip
line
and
ex
plo
rin
g n
ew
fiel
ds
of
kno
wle
dg
e
Sele
ctin
g p
roce
du
res
amo
ng
th
ose
p
rop
ose
d b
y th
e le
ctu
rer
Doe
sn’t
ran
k th
e pr
oced
ures
pro
pose
d by
the
lect
urer
in
orde
r of
prio
rity.
Cho
oses
som
e of
the
pr
oced
ures
pro
pose
d by
the
lect
urer
, but
w
ithou
t go
od c
riter
ia.
Use
s th
e m
ost
appr
opria
te p
roce
dure
am
ong
thos
e pr
opos
ed
by th
e le
ctur
er.
Reas
ons
abou
t whe
ther
th
e m
ost a
ppro
pria
te
proc
edur
e su
its th
e le
arni
ng o
bjec
tives
.
Inco
rpor
ates
ow
n pr
oced
ures
sui
ted
to
the
lear
ning
ob
ject
ives
.
Ref
orm
ula
tin
g a
nd
ad
apti
ng
th
e le
arn
ing
ob
ject
ives
p
rop
ose
d b
y th
e le
ctu
rer
Doe
sn’t
thi
nk a
bout
le
arni
ng o
bjec
tives
.Su
perf
icia
lly a
ccep
ts
the
lect
urer
’s ob
ject
ives
, but
cou
ld
have
que
stio
ned
them
.
Refo
rmul
ates
in o
wn
term
s th
e le
arni
ng
obje
ctiv
es p
ropo
sed
by t
he le
ctur
er.
Intr
oduc
es in
nova
tive
chan
ges
rega
rdin
g le
arni
ng o
bjec
tives
.
Not
ewor
thy
for
the
nove
lty a
nd
appr
opria
tene
ss o
f th
e ch
ange
s pr
opos
ed f
or
own
lear
ning
ob
ject
ives
.
Ask
ing
inte
llig
ent
qu
esti
on
s th
at
qu
esti
on
wh
at is
b
ein
g le
arn
ed
Onl
y as
ks
com
preh
ensi
on
ques
tions
.
Ask
s qu
estio
ns t
hat
show
a c
erta
in
ques
tioni
ng o
f w
hat
has
been
lear
ned.
Ask
s qu
estio
ns t
hat
ques
tion
and
expa
nd
wha
t ha
s be
en
lear
ned.
His/
her q
uest
ions
and
co
ntrib
utio
ns c
ause
ot
hers
to q
uest
ion
wha
t has
bee
n le
arne
d.
His/
her q
uest
ions
br
oade
n th
e an
alyt
ical
pe
rspe
ctiv
e of
the
info
rmat
ion
pres
ente
d.
Sho
win
g in
itia
tive
in
the
sear
ch f
or
info
rmat
ion
Doe
sn’t
util
ise
the
min
imum
ref
eren
ces
requ
ired.
Onl
y ut
ilise
s th
e m
inim
um r
efer
ence
s re
quire
d.
Exte
nds
info
rmat
ion
beyo
nd t
he m
inim
um
refe
renc
es r
equi
red.
Look
s up
and
use
s in
form
atio
n fr
om
diff
eren
t so
urce
s.
Has
dev
elop
ed t
he
habi
t of
read
ing
and
findi
ng b
ackg
roun
d do
cum
ents
, usi
ng t
he
info
rmat
ion
appr
opria
tely.
Gai
nin
g a
co
mp
reh
ensi
ve v
iew
o
f th
e d
iffe
ren
t th
eori
es o
r m
eth
od
olo
gie
s o
f a
sub
ject
Stud
ies
the
diff
eren
t pa
rts
of a
sub
ject
w
ithou
t se
eing
the
re
latio
ns a
nd lo
gica
l co
nnec
tions
bet
wee
n th
em.
Sees
par
tial
rela
tions
hips
bet
wee
n di
ffer
ent
aspe
cts
of
the
subj
ect,
but
do
esn’
t m
anag
e to
ga
in a
n ov
eral
l vie
w.
Rela
tes
know
ledg
e ga
ined
fro
m t
he
subj
ect
and
is a
ble
to
see
the
who
le.
Cor
rect
ly e
stim
ates
an
d in
fers
cau
ses,
co
nseq
uenc
es,
impl
icat
ions
, re
latio
nshi
ps.
Is a
ble
to f
orm
ulat
e an
d cr
eate
“m
ini
theo
ries”
bas
ed o
n el
emen
ts.
Cont
rast
ing
one’
s ow
n id
eas
wit
h th
ose
of o
ther
s, u
sing
thi
s as
a le
arni
ng
oppo
rtun
ity
Doe
sn’t
que
stio
n ow
n id
eas.
Doe
sn’t
acc
ept
criti
cism
. Alw
ays
follo
ws
the
sam
e pa
tter
ns a
nd
guid
elin
es.
Acc
epts
crit
icis
m a
nd
corr
ectio
ns f
rom
ot
hers
.
Que
stio
ns o
wn
idea
s an
d gu
idel
ines
, bas
ed
on t
he c
ontr
ibut
ions
of
oth
ers.
Con
tras
ts o
wn
pre-
conc
eive
d id
eas
and
guid
elin
es w
ith t
hose
of
oth
ers,
and
is a
ble
to m
odify
the
m.
Valu
es t
he e
xcha
nge
of id
eas
as a
n op
port
unity
tha
t m
otiv
ates
new
le
arni
ng a
nd p
erso
nal
deve
lopm
ent.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Inte
gra
tin
g d
iver
se
theo
ries
or
mo
del
s in
to a
per
son
al,
crea
tive
syn
thes
is
suit
ed t
o o
ne’
s o
wn
p
rofe
ssio
nal
re
qu
irem
ents
Ind
epen
den
tly
adap
tin
g o
ne’
s le
arn
ing
str
ateg
ies
to e
ach
sit
uat
ion
Alw
ays
uses
the
sam
e le
arni
ng s
trat
egie
s.H
as v
ery
little
var
iety
in
lear
ning
str
ateg
ies.
Use
s di
ffer
ent
lear
ning
str
ateg
ies
acco
rdin
g to
eac
h si
tuat
ion.
Reas
ons
wel
l abo
ut
how
to
adap
t ow
n st
rate
gies
to
each
si
tuat
ion.
His/
her l
earn
ing
stra
tegi
es a
re e
xcel
lent
an
d ch
arac
teris
ed b
y th
eir f
lexi
bilit
y,
suita
bilit
y an
d cr
eativ
ity.
Esta
blis
hin
g o
wn
le
arn
ing
ob
ject
ives
Lack
s re
al le
arni
ng
obje
ctiv
es.
Form
ulat
es o
wn
lear
ning
obj
ectiv
es b
y re
peat
ing
the
ones
pr
opos
ed b
y th
e le
ctur
er.
Has
ow
n le
arni
ng
obje
ctiv
es.
Sees
rel
atio
nshi
ps
betw
een
own
lear
ning
obj
ectiv
es
for
diff
eren
t su
bjec
ts.
Inte
grat
es le
arni
ng
obje
ctiv
es f
or t
he
subj
ect
with
his
/her
ov
eral
l edu
catio
n ob
ject
ives
.
Mak
ing
sig
nif
ican
t co
ntr
ibu
tio
ns
or
cert
ain
inn
ova
tio
ns
Doe
sn’t
mak
e pe
rson
al
cont
ribut
ions
, or
they
ar
e no
t si
gnifi
cant
.
Mak
es p
erso
nal
cont
ribut
ions
of
little
im
port
ance
.
Mak
es s
igni
fican
t co
ntrib
utio
ns t
o th
e su
bjec
t in
han
d.
His
/her
con
trib
utio
ns
inte
grat
e di
ffer
ent
know
ledg
e, t
heor
ies
or m
odel
s.
His
/her
con
trib
utio
ns
outs
tand
ing
for
thei
r va
lidity
and
cre
ativ
ity.
Bei
ng
ab
le t
o d
raw
o
n p
arad
igm
s fr
om
o
ther
dis
cip
lines
an
d/o
r fi
eld
s o
f kn
ow
led
ge
clo
se t
o
ow
n
Doe
sn’t
tra
nsfe
r w
hat
has
been
lear
ned
in
one
disc
iplin
e to
ot
her
disc
iplin
es o
r fie
lds
of k
now
ledg
e.
App
lies
with
diff
icul
ty
wha
t ha
s be
en
lear
ned
in o
ne
disc
iplin
e to
oth
er
disc
iplin
es a
nd f
ield
s of
kno
wle
dge.
Is a
ble
to s
ee
rela
tions
hips
bet
wee
n kn
owle
dge
acqu
ired
in d
iffer
ent
disc
iplin
es.
Qui
ckly
and
eas
ily
appl
ies
and
gene
ralis
es
know
ledg
e be
twee
n di
scip
lines
.
Wor
ks s
imul
tane
ousl
y w
ith v
ario
us
para
digm
s of
kn
owle
dge
and
rese
arch
.
Bu
ildin
g s
har
ed
kno
wle
dg
e, le
arn
ing
an
d f
acili
tati
ng
th
e jo
int
con
stru
ctio
n o
f le
arn
ing
Avo
ids
dial
ogue
and
en
coun
ters
for
le
arni
ng. P
refe
rs t
o w
ork
alon
e.
Part
icip
ates
by
cont
ribut
ing
to
dial
ogue
and
sha
red
wor
k.
Act
ivel
y ta
kes
part
in
dial
ogue
to
shar
e pe
rspe
ctiv
es a
nd
reac
h ag
reem
ent.
Seek
s po
ints
of
enco
unte
r an
d pr
omot
es t
he
conv
erge
nce
of
diff
eren
t pe
rspe
ctiv
es
expr
esse
d.
Faci
litat
es t
he jo
int
cons
truc
tion
of n
ew
pers
pect
ives
, ide
as
and
theo
ries,
bas
ed
on t
he in
tegr
atio
n of
al
l con
trib
utio
ns.
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COMPETENCE: PLANNING
Description
This competence concerns the ability to devise a general plan to ob-tain an objective. Such a plan must be well thought out, detailed and based on a certain logic.
This process helps to minimise or eliminate possible obstacles or risks that might arise when we decide to undertake a task, and it also serves to develop, supervise and direct completion of the task.
Consequently, people plan effectively when they have good reasons for deciding how to undertake a task. That is, when they can indicate beforehand the objectives, priority actions and the procedure for carry-ing out the task, as well as the controls that will ensure fulfilment of the plan. Moreover, the different activities included in the plan must be or-ganised with explicit means and within specific deadlines.
Planning, in short, is a guide that makes it easier to match resources and effort to certain specific ends. This enables us to adapt our decisions to concrete actions, because we have a prior plan whose logic co-ordi-nates activity and enables us to supervise their outcome.
The first level of mastery enables us to see, through students’ per-sonal planning, whether they are able to devise a well-reasoned plan to undertake and accomplish their work.
The capacity for group organisation and team planning constitutes the second level of mastery. At this level, the focus is on seeing whether students are able to plan for themselves and how they contribute to the planning of the group or team to which they belong.
The third level of mastery seeks to measure how well students plan a major project, showcasing their specific knowledge and ability to use it conscientiously to devise a plan for undertaking the project.
The indicators that measure this competence focus on the student’s capacity to organise, how well the student applies good procedures to each task, the logical sense of the plan, the effectiveness and pragma-tism shown in planning, and how well the utilisation of time and re-sources is foreseen.
Interaction with other competences, attitudes, interests, values
Closely linked to this competence are the competences of critical thinking, decision-making, time management and project management.
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This competence helps to enhance motivation and self-confidence, when work is accomplished according to the preconceived plan. It also entails taking responsibility for deciding how to use resources, persons and time, and accepting the decisions that are taken. Finally, it serves to develop a certain orientation toward knowledge.
Importance of this competence for academic and professional life
It is important for each student to learn how to plan his/her own university work. Moreover, this competence helps students to learn how to match effort and means to the ends proposed by the students them-selves. When setting goals, planning can channel desires using a tool that makes it possible to achieve such ends.
As far as the workplace is concerned, a good capacity for planning helps people to do their job effectively. Moreover, it enables them to plan how best to combine work and their personal life.
How to incorporate it into the academic curriculum
Students need to be told that their work inside and outside the class-room requires a basic level of planning.
It is also important to employ learning strategies that call for under-taking medium- and long-term tasks, as this will require the devising of appropriate work plans.
Learning strategies based on the undertaking of projects are a good way of taking advantage of this competence. The portfolio strategy is also a good resource for furthering this competence.
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163
COMPETENCE: PLANNING
Definition: Deciding effectively the objectives, priorities, meth-ods and controls for work to be done, by organising tasks within deadlines and available means
Mastery of this competence is closely related to: Analytical and critical thinking, decision-making, problem-solving, time manage-ment, project management, rationality, etc.
Levels of mastery:
1. Methodically organising one’s work, resources and time, de-pending on available possibilities and priorities
2. Taking part and getting involved in the organised undertaking of group work, foreseeing the tasks, times and resources needed to achieve desired results
3. Methodically and successfully planning the undertaking of a complex project (for example: Final Project)
Indicators:
1. Organisation 2. Method3. Logic4. Pragmatism5. Results
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Met
ho
dic
ally
o
rgan
isin
g o
ne’
s w
ork
, res
ou
rces
an
d
tim
e, d
epen
din
g o
n
avai
lab
le
po
ssib
iliti
es a
nd
p
rio
riti
es
Org
anis
ing
ad
equ
ate
pro
cess
es
and
pro
ced
ure
s fo
r o
wn
act
ivit
ies
Ow
n di
sorg
anis
atio
n hi
nder
s pe
rfor
man
ce.
Esta
blis
hes
an o
rder
fo
r ca
rryi
ng o
ut t
asks
.O
rgan
ises
tas
ks
time-
wis
e.D
evis
es e
ffec
tive
wor
k pl
an f
or a
ll ow
n ac
tiviti
es.
Plan
s ac
tiviti
es
effe
ctiv
ely
to m
ake
best
use
of
own
mea
ns a
nd a
vaila
bilit
y.
Des
ign
ing
ho
w t
o
acco
mm
od
ate
pro
cess
es a
nd
p
roce
du
res
to
avai
lab
le m
ean
s,
fore
seei
ng
ho
w
lon
g t
hey
will
last
Impr
ovis
es o
wn
activ
ities
with
out
logi
c.
Enum
erat
es t
he t
asks
to
be
done
, with
out
syst
emat
isin
g th
em.
Util
ises
som
e pl
anni
ng p
roce
dure
s th
at a
re r
ight
for
the
co
ntex
t.
Dyn
amic
ally
and
fle
xibl
y ad
apts
pl
anni
ng m
etho
ds t
o ow
n ac
tiviti
es.
Plan
ning
is o
ne o
f hi
s/he
r us
ual m
etho
ds o
f w
ork.
Is r
easo
nabl
y m
etho
dica
l.
Plan
nin
g w
ith
go
od
cr
iter
ia h
ow
to
ac
com
mo
dat
e av
aila
ble
mea
ns
and
ti
me
to p
rio
riti
es
Doe
s th
ings
ha
phaz
ardl
y, w
ithou
t ta
king
prio
ritie
s in
to
acco
unt.
Sets
poo
r pr
iorit
ies
rega
rdin
g ne
eds
and
activ
ities
.
Sets
app
ropr
iate
pr
iorit
ies
for
unde
rtak
ing
task
s.
Plan
s ow
n ac
tiviti
es
taki
ng in
to a
ccou
nt
poss
ibili
ties,
mea
ns
and
prio
ritie
s.
Act
s in
con
sequ
ence
w
ith o
wn
plan
ning
of
prio
ritie
s.
Bei
ng
aw
are
of
ow
n
mea
ns
and
av
aila
bili
ty f
or
un
der
taki
ng
ac
tivi
ties
Und
erta
kes
activ
ities
w
ithou
t th
inki
ng
abou
t ow
n m
eans
an
d re
quire
men
ts.
Has
diff
icul
ty in
ad
just
ing
mea
ns a
nd
activ
ities
.
Plan
s w
ith m
ind
on
feas
ibili
ty.
Ada
pts
plan
s to
ow
n re
al p
ossi
bilit
ies.
Dem
onst
rate
s th
e fe
asib
ility
of
own
plan
s by
ful
fillin
g th
em.
Plan
nin
g w
ith
ac
hie
vem
ent
in
min
d
Act
s w
ithou
t pl
anni
ng o
r fo
rese
eing
res
ults
.
Org
anis
es o
wn
plan
s w
ithou
t su
perv
isio
n.Re
gula
rly c
heck
s to
se
e w
heth
er a
ctiv
ities
m
atch
ach
ieve
men
ts
fore
seen
.
Fore
sees
how
to
cont
rol p
ossi
ble
devi
atio
ns in
ac
tiviti
es a
nd
achi
evem
ents
.
Iden
tifie
s, e
valu
ates
an
d dr
aws
conc
lusi
ons
from
the
pl
an’s
resu
lts.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Ta
kin
g p
art
and
g
etti
ng
invo
lved
in
the
org
anis
ed
un
der
taki
ng
of
gro
up
wo
rk,
fore
seei
ng
th
e ta
sks,
tim
es a
nd
re
sou
rces
nee
ded
to
ac
hie
ve d
esir
ed
resu
lts
Taki
ng
par
t in
th
e o
rgan
isat
ion
of
gro
up
pro
cess
es a
nd
p
roce
du
res
Doe
sn’t
get
invo
lved
in
gro
up o
rgan
isat
ion
of t
asks
.
Take
s pa
ssiv
e ro
le in
pl
anni
ng a
ctiv
ities
.Pa
rtic
ipat
es in
or
gani
sing
gro
up
plan
ning
act
iviti
es.
Show
s in
itiat
ive
in
grou
p pl
anni
ng
activ
ities
.
Prom
otes
pla
nnin
g ta
sks
by d
istr
ibut
ing
task
s an
d fu
nctio
ns.
Plan
nin
g g
rou
p
acti
vity
m
eth
od
ical
ly
Not
inte
rest
ed in
co
llabo
ratio
n.Si
mpl
y ab
ides
by
the
deci
sion
s of
the
gr
oup.
Use
s go
od p
lann
ing
met
hods
and
te
chni
ques
for
gro
up
wor
k.
Con
trib
utes
to
grou
p pl
anni
ng w
ith
met
hodi
cal w
ork.
Turn
s th
e m
etho
dica
l pl
anni
ng o
f gr
oup
wor
k in
to a
str
engt
h.
Plan
nin
g t
ask
dis
trib
uti
on
Inte
rrup
ts g
roup
pl
anni
ng, g
ivin
g pr
iorit
y on
ly t
o ow
n in
tere
sts.
Que
stio
ns a
nd
criti
cise
s th
e pl
anni
ng
of g
roup
wor
k w
ithou
t pr
opos
ing
alte
rnat
ives
.
Col
labo
rate
s in
the
di
strib
utio
n of
tas
ks
amon
g gr
oup
mem
bers
.
Ass
umes
sha
red
resp
onsi
bilit
y in
the
di
strib
utio
n of
wor
k.
Mak
es o
f th
e di
strib
utio
n of
tas
ks a
st
reng
th o
f th
e gr
oup.
Plan
nin
g w
ith
cle
ar
awar
enes
s o
f th
e g
rou
p’s
ava
ilab
le
mea
ns
and
tim
es
Not
inte
rest
ed in
the
pl
anni
ng o
f th
e gr
oup’
s re
sour
ces.
Arg
ues
over
the
av
aila
bilit
y of
mea
ns
and
times
, with
out
cont
ribut
ing
solu
tions
.
Ada
pts
own
time
and
reso
urce
s to
the
pl
an o
f th
e gr
oup.
Part
icip
ates
in t
he
plan
ning
of
a st
rate
gy
inco
rpor
atin
g th
e in
tere
sts,
res
ourc
es
and
time
of t
he
grou
p.
Stra
tegi
cally
util
ises
m
eans
and
tim
es o
f th
e gr
oup
as t
he b
asis
fo
r pl
anni
ng.
Plan
nin
g
sup
ervi
sio
n o
f th
e g
rou
p’s
act
ivit
ies
to
ach
ieve
res
ult
s
Con
side
rs g
roup
tas
k su
perv
isio
n as
an
intr
omis
sion
.
Fails
to
com
plet
e ta
sks
plan
ned
colle
ctiv
ely.
Part
icip
ates
in t
he
colle
ctiv
e m
onito
ring
of p
lan
to c
ontr
ol
resu
lts.
Supe
rvis
es p
lann
ing
with
rel
atio
n to
the
ac
hiev
emen
ts o
f th
e gr
oup.
Con
trib
utes
with
co
ntin
uous
m
onito
ring
to
impr
ovem
ent
of t
he
grou
p pl
an.
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166
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Met
ho
dic
ally
an
d
succ
essf
ully
p
lan
nin
g t
he
un
der
taki
ng
of
a co
mp
lex
pro
ject
(e
.g.:
Fin
al P
roje
ct)
Org
anis
ing
ad
equ
ate
pro
cess
es
and
pro
ced
ure
s fo
r th
e p
roje
ct
Proj
ect
lack
s or
gani
satio
n.O
nly
defin
es t
he
proj
ect
obje
ctiv
es.
Def
ines
the
str
uctu
re
of t
he p
roje
ct w
ith
obje
ctiv
es, t
he
sequ
ence
and
du
ratio
n of
act
iviti
es.
Build
s th
e st
ruct
ure
of t
he p
roje
ct o
n th
e ba
sis
of o
bjec
tives
se
t.
Dev
ises
pro
ject
s w
ith
outs
tand
ing
alig
nmen
t of
pr
ojec
ted
obje
ctiv
es,
mea
ns a
nd s
truc
ture
.
Plan
nin
g
met
ho
dic
ally
Doe
sn’t
use
m
etho
dolo
gica
l cr
iteria
in p
lann
ing
the
proj
ect.
Onl
y pl
ans
the
time
varia
ble.
Dra
ws
up t
he p
lan
with
a m
etho
d ap
prop
riate
to
the
wor
k in
min
d.
The
met
hod
sele
cted
co
rrec
tly in
tegr
ates
th
e m
eans
and
du
ratio
n of
the
pr
ojec
t.
The
proj
ect
brill
iant
ly
inco
rpor
ates
m
etho
ds a
nd
tech
niqu
es t
hat
guar
ante
e it
s ac
com
plis
hmen
t.
Dev
elo
pin
g p
roje
cts
wit
h lo
gic
ap
pro
pri
ate
to t
he
task
s in
han
d
The
proj
ect
lack
s in
tern
al lo
gic.
Gen
erat
es w
ork
plan
s w
ithou
t pr
oper
ar
ticul
atio
n be
twee
n th
eir
part
s.
The
proj
ecte
d w
ork
plan
is lo
gica
l in
the
artic
ulat
ion
of it
s co
nten
ts.
The
proj
ect
is w
ell
argu
ed a
nd
stru
ctur
ed w
ithin
a
logi
cal w
ork
plan
.
The
proj
ect
appr
oach
sh
ows
exce
llent
al
ignm
ent
of t
he
diff
eren
t pa
rts
of t
he
proj
ect.
Plan
nin
g w
ith
cle
ar
awar
enes
s o
f th
e m
ean
s an
d t
imes
av
aila
ble
Plan
s ou
t of
con
text
, w
ithou
t id
entif
ying
m
eans
and
tim
es.
Plan
s w
ithou
t m
anag
ing
to a
djus
t th
e m
eans
and
tim
es
avai
labl
e.
Plan
s w
ith t
he
reso
urce
s an
d tim
es
actu
ally
ava
ilabl
e.
The
proj
ect
suits
ac
tiviti
es t
o m
eans
an
d tim
es a
vaila
ble
for
each
.
The
proj
ect
show
s pe
rfec
t ad
apta
tion
of
each
for
esee
n ac
tivity
to
the
mea
ns a
nd
times
ava
ilabl
e.
Plan
nin
g
sup
ervi
sio
n o
f ac
tivi
ties
to
ach
ieve
re
sult
s
Con
side
rs it
un
nece
ssar
y to
pla
n to
ach
ieve
con
trol
ov
er t
he r
esul
ts o
f ow
n w
ork.
Plan
s w
ithou
t co
nsid
erin
g th
e ob
tent
ion
of re
sults
as
a pl
anni
ng v
aria
ble.
Proj
ect
prov
ides
for
m
onito
ring
activ
ities
an
d re
sults
.
Dev
ises
pro
ject
with
a
flexi
ble,
dyn
amic
or
der
to m
onito
r ac
tiviti
es a
nd r
esul
ts.
Dra
ws
up d
iffer
ent
cont
inge
ncy
plan
s to
co
ntro
l hyp
othe
tical
sc
enar
ios
and
resu
lts.
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COMPETENCE: COMPUTER SKILLS
Description
This competence is related to information and communication man-agement and is based on the ample technologies to which computers give access. Personal computers provide an infinite array of working tools and environments: graphic design, database management, appli-cations for experimentation, mathematical analysis, leisure time applica-tions, and many others in an ever-growing list.
Computer skills include matters concerned with file management and security, desktop publishing, e-mail, browsing in Internet, spell checkers, preventive security measures, report presentation software, and the use of electronic spreadsheets. These components of the com-petence are progressively distributed throughout the three levels of mas-tery.
The over all aim is to enable people to handle personal computers easily and well, at least with regard to the applications and tasks used most widely in the majority of fields.
Interaction with other competences, attitudes, interests, values
The computer skills competence requires adaptability. This is particu-larly essential when one is first interacting with a computer, but it re-mains necessary thereafter since computer tools, applications and envi-ronments are constantly evolving. Today, personal computers are found everywhere in education and at work. All students and professionals find themselves having to adapt to this new factor in the environment, and to whatever the future may bring in this regard.
Furthermore, if students wish to achieve a high level of proficiency as computer users, they will also need to be competent in innovation and learning orientation. To achieve a certain effectiveness and efficiency, it is not sufficient merely to use computers at a very basic or beginning level. Competence in innovation should lead to new ways of using the computer to enhance, or at least facilitate, academic and professional performance.
Writing skills are also involved. Computer users are continually show-ing their degree of competence in written communication, so that good technical proficiency combined with poor communicative capacity re-sults in poor use of this resource.
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Importance of this competence for academic and professional life
One of the most radical changes to have occurred in recent years in professional and academic life has to do with this competence. Only a few decades ago, computers were practically unknown in the workplace and centres of learning. In a relatively short time, we now find ourselves in the opposite situation. Today it is difficult to find an academic or pro-fessional setting where there are no PCs. Generally speaking, far from being a mere decoration, computers now form the hub of multitudinous procedures carried out in the course of professional and academic work.
When professionals and students first come into contact with per-sonal computers, they spend a great deal of time and effort mastering this tool. However, its use becomes steadily easier with time, so that fi-nally, in endless academic and professional situations, users are able to devote most of their attention and energy to the task itself, and take the computer for granted as a familiar tool.
The fact is that it is becoming harder and harder to be a good stu-dent or professional without a certain proficiency in this competence. A limited ability to use a PC as a working tool can seriously hinder aca-demic or professional performance.
How to incorporate it into the academic curriculum
Occasionally there may be courses or modules devoted specifically to learning computer skills. In such cases, activities or situations can be prepared where students must perform routine office tasks which will make it possible to apply the indicators listed below.
However, there will be many more situations where the indicators of this competence will have to be assessed transversally, within the frame-work of other kinds of academic subjects. Most of the indicators can be checked in this type of situation. Any academic task that leads to an outcome such as a report, essay, analysis, etc. will make it possible to check fairly clearly most of the indicators specified. Activities can be called for that involve more or less advanced text processing, the use of Internet and e-mail, the creation of presentations, web pages, spread-sheets, etc.
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COMPETENCE: COMPUTER SKILLS
Definition: Utilising computer skills or Information and Commu-nication Techniques (ICTs) as tools for expression and communica-tion, for accessing information sources, for data and document filing, for presentation tasks, for learning, research and co-opera-tive work.
Mastery of this competence is closely related to: Planning and or-ganisation, reflective thinking, writing skills, adaptability, innova-tion, etc.
Levels of mastery:
1. Properly managing files, generating documents with a text proc-essor, browsing Internet and using e-mail correctly
2. Editing documents of certain complexity, creating slide presenta-tions and simple web pages
3. Editing complex text documents, even utilising macros, and managing spreadsheets through functions and references
Indicators:
1. File and programme management2. Safeguarding information3. Text editing4. Spreadsheets5. Internet and e-mail6. Presentations
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Pro
per
ly
man
agin
g
file
s,
gen
erat
ing
d
ocu
men
ts
wit
h a
tex
t p
roce
sso
r, b
row
sin
g
Inte
rnet
an
d
usi
ng
e-m
ail
corr
ectl
y
Co
rrec
tly
man
agin
g
file
s H
as d
iffic
ulty
in
man
agin
g fil
es (l
oses
th
em, a
ccid
enta
lly
chan
ges
exte
nsio
ns,
has
prob
lem
s w
ith
stra
nge
char
acte
rs in
na
mes
, etc
.).
Show
s cl
ear
lack
of
orga
nisa
tion
in
man
agem
ent
of f
iles.
Cor
rect
ly c
reat
es,
mod
ifies
, cop
ies,
ch
ange
s na
me
and
relo
cate
s fil
es.
Cor
rect
ly n
ames
, or
ders
and
cla
ssifi
es
files
.
Not
ewor
thy
for
ease
and
ac
cura
cy in
the
m
anag
emen
t of
file
s an
d di
rect
orie
s.
Co
nfi
gu
rin
g a
nd
p
erso
nal
isin
g t
he
com
pu
ter
des
kto
p
Doe
sn’t
intr
oduc
e an
y ad
apta
tions
or
chan
ges
in d
eskt
op
conf
igur
atio
n.
Cre
ates
unn
eces
sary
, ac
cide
ntal
or
unco
nstr
aine
d di
rect
ac
cess
es.
Cre
ates
dire
ct
acce
sses
for
the
ap
plic
atio
ns t
hat
he/
she
uses
mos
t.
Kee
ps in
goo
d or
der
the
dire
ct a
cces
ses
to
appl
icat
ions
tha
t he
/sh
e us
es m
ost.
Kee
ps d
irect
acc
esse
s cl
ear
and
in g
ood
orde
r, w
ith t
he m
ost
usua
l one
s cl
ose
to h
and
and
othe
rs
at a
sec
ond
leve
l of
acce
ss.
Uti
lisin
g p
age
hea
der
s an
d f
oo
ters
in
do
cum
ents
Doe
sn’t
num
ber
page
s.Pa
ges
are
num
bere
d bu
t w
ithou
t he
ader
s or
fo
oter
s.
Page
s ha
ve h
eade
rs
or f
oote
rs, a
nd a
re
num
bere
d.
Mak
es d
iffer
ent
head
ers
and
foot
ers
for
odd
and
even
pa
ges.
Gen
erat
es t
he c
onte
nt o
f he
ader
s or
foo
ters
usi
ng
cros
s re
fere
nces
or
field
s.
Giv
ing
pro
per
fo
rmat
to
d
ocu
men
ts,
par
agra
ph
s an
d
char
acte
rs
Page
, par
agra
ph a
nd
char
acte
r fo
rmat
s ar
e be
yond
his
/her
co
ntro
l.
Use
s irr
egul
ar o
r in
corr
ect
page
, pa
ragr
aph
and
char
acte
r fo
rmat
s.
Cor
rect
ly a
nd
unifo
rmly
use
s th
e fo
rmat
s of
pag
es,
para
grap
hs a
nd
sour
ces.
App
ropr
iate
ly v
arie
s ut
ilisa
tion
of p
age,
pa
ragr
aph
and
char
acte
r fo
rmat
s (e
.g.,
mar
gins
, in
dent
ing
subs
ectio
ns, q
uote
s in
ital
ics,
list
s, e
tc.).
Out
stan
ding
cla
rity
and
appr
opria
tene
ss o
f pa
ge,
char
acte
r an
d pa
ragr
aph
form
ats.
Rea
din
g a
nd
fili
ng
e-
mai
l mes
sag
esC
an’t
acc
ess
mes
sage
s re
ceiv
ed
som
e tim
e ag
o.
Acc
esse
s pa
st m
essa
ges
that
hav
e ac
cum
ulat
ed
in t
he In
box.
Read
s an
d sa
ves
inco
min
g m
essa
ges
in
mor
e th
an o
ne f
olde
r.
Org
anis
es
corr
espo
nden
ce
fold
ers
wel
l.
Use
s fil
ters
to
auto
mat
ical
ly c
lass
ify
cert
ain
mes
sage
s.
Car
efu
lly
safe
gu
ard
ing
file
sIs
not
con
cern
ed w
ith
mak
ing
back
up
copi
es.
Mak
es o
ccas
iona
l co
pies
of
own
docu
men
ts.
Mak
es r
egul
ar
back
up c
opie
s.M
akes
reg
ular
ba
ckup
cop
ies
in
mor
e th
an o
ne
supp
ort
or lo
catio
n.
Mak
es b
acku
p co
pies
in a
ph
ysic
al lo
catio
n aw
ay
from
the
com
pute
r.
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171
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Prop
erly
m
anag
ing
files
, ge
nera
ting
docu
men
ts w
ith
a te
xt p
roce
ssor
, br
owsi
ng
Inte
rnet
and
us
ing
e-m
ail
corr
ectly
Uti
lisin
g t
he
Hel
p
too
ls o
f th
e m
ost
u
sual
ap
plic
atio
ns
Doe
sn’t
kno
w h
ow t
o us
e pr
ogra
mm
e H
elp
tool
s w
hen
they
co
uld
be o
f us
e.
Man
ages
to
obta
in o
nly
part
of
the
impo
rtan
t in
form
atio
n av
aila
ble
in
Hel
p to
ols.
Find
s ne
eded
in
form
atio
n in
Hel
p to
ols.
Man
ages
to
reso
lve
prob
lem
s th
anks
to
utili
satio
n of
Hel
p to
ols.
Not
ewor
thy
for
spee
d an
d ea
se w
ith w
hich
fin
ds
help
in p
robl
emat
ic
situ
atio
ns.
Sen
din
g e
-mai
l m
essa
ges
co
rrec
tly
Send
s m
essa
ges
that
ar
e in
com
plet
e or
ha
ve e
vide
nt f
orm
at
or le
gibi
lity
erro
rs.
Send
s m
essa
ges
that
in
frin
ge b
asic
gu
idel
ines
or
etiq
uett
e (t
ext
in c
apita
ls, o
mits
gr
eetin
g, in
com
plet
e si
gnat
ure,
poo
r al
ignm
ent,
etc
.).
Send
s m
essa
ges
in
corr
ect
form
at.
Send
s m
essa
ges
in
prop
er f
orm
at, u
sing
gr
oup
mai
l whe
n ap
prop
riate
.
Send
s m
essa
ges
in p
rope
r fo
rmat
, util
isin
g as
ap
prop
riate
gro
up m
ail
and
avai
labl
e op
tions
(u
rgen
cy, n
ot s
how
ing
cert
ain
para
met
ers
in t
he
mes
sage
, etc
.).
Loo
kin
g u
p
nec
essa
ry
info
rmat
ion
in t
he
Web
Ove
rlook
s cl
ear
oppo
rtun
ities
to
obta
in a
vaila
ble
info
rmat
ion
from
the
W
eb.
Mak
es s
earc
hes
that
ar
e to
o br
oad
or
inco
mpl
ete
(doe
sn’t
us
e go
od c
riter
ia).
Find
s th
e in
form
atio
n th
at h
e/sh
e ne
eds.
Mak
es g
ood,
wel
l-fo
cuse
d se
arch
es.
Not
ewor
thy
for
spee
d an
d ea
se in
for
mul
atin
g se
arch
crit
eria
.
Tunning Competence.indd 171Tunning Competence.indd 171 21/1/09 15:07:3721/1/09 15:07:37
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172
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l o
f m
aste
ry:
Edit
ing
d
ocu
men
ts o
f ce
rtai
n
com
ple
xity
, cr
eati
ng
slid
e p
rese
nta
tio
ns
and
sim
ple
w
eb p
ages
Co
rrec
tly
man
agin
g
sect
ion
s in
tex
t p
roce
sso
r
Igno
res
the
exis
tenc
e of
sec
tions
in t
ext
proc
esso
r an
d ho
w
they
can
impr
ove
docu
men
ts.
Util
ises
sec
tions
but
m
akes
mis
take
s in
the
ir co
nfig
urat
ion.
Util
ises
sec
tion
brea
ks
with
out
mak
ing
obvi
ous
mis
take
s.
Cor
rect
ly c
hang
es
page
for
mat
s in
se
ctio
ns (e
.g.,
port
rait
– la
ndsc
ape,
hea
ders
an
d fo
oter
s, e
tc.).
Cor
rect
ly u
ses
sect
ion
brea
ks e
ven
to c
reat
e di
ffer
ent
num
bers
of
colu
mns
on
the
sam
e pa
ge.
Cre
atin
g t
able
sIn
stea
d of
usi
ng t
able
s,
lines
up
item
s th
at
shou
ld b
e se
para
ted
by
tabs
in t
able
s.
Tabl
es h
ave
defe
cts
of
alig
nmen
t, t
ext
styl
es,
etc.
Tabl
es a
re c
orre
ctly
m
ade
(dim
ensi
ons,
ho
rizon
tal a
lignm
ent,
te
xt s
tyle
s).
Cor
rect
ly u
tilise
s ve
rtic
al
alig
nmen
t and
the
horiz
onta
l loc
atio
n of
th
e ta
ble
itsel
f in
a te
xt.
Com
bine
s ce
lls a
nd
sele
ctiv
ely
uses
bor
ders
to
good
eff
ect.
Inse
rtin
g im
ages
Can
’t in
sert
imag
es
whe
n th
e ta
sk c
alls
for
it.
Inse
rts
imag
es w
ith p
oor
alig
nmen
t or
wro
ng
sizi
ng.
Inse
rts
imag
es t
hat
are
wel
l alig
ned
and
size
d fo
r th
e co
ntex
t.
Inse
rts
imag
es
corr
ectly
and
car
eful
ly
utili
ses
imag
e in
sert
ion
by li
nkin
g th
e fil
e.
Cor
rect
ly in
sert
s lin
ked
imag
es a
nd ti
tles
all o
f the
m
utili
sing
the
title
inse
rtio
n fe
atur
e of
text
pro
cess
or.
Spel
l ch
ecke
r an
d
lan
gu
age
sele
ctio
nFo
rget
s to
use
the
sp
ell c
heck
er.
Use
s th
e sp
ell c
heck
er
inco
rrec
tly (e
.g.,
does
n’t
corr
ectly
def
ine
the
lang
uage
, onl
y us
es it
so
met
imes
).
Use
s th
e sp
ell c
heck
er
wel
l, sp
ecify
ing
the
lang
uage
of
the
docu
men
t.
Use
s th
e sp
ell c
heck
er
wel
l, sp
ecify
ing
vario
us la
ngua
ges
in
diff
eren
t st
retc
hes
of
the
docu
men
t.
Use
s th
e sp
ell c
heck
er w
ell,
spec
ifyin
g va
rious
lang
uage
s in
diff
eren
t str
etch
es o
f the
do
cum
ent a
nd p
erso
nalis
ing
dict
iona
ries.
Prev
enti
ng
sec
uri
ty
pro
ble
ms
Forg
ets
to u
pdat
e th
e an
tiviru
s or
to
look
for
sy
stem
upd
ates
.
Occ
asio
nally
upd
ates
the
an
tiviru
s an
d fin
ds
syst
em u
pdat
es.
Regu
larly
upd
ates
the
an
tiviru
s an
d fin
ds
syst
em u
pdat
es.
Regu
larly
upd
ates
the
an
tiviru
s an
d sy
stem
, an
d us
es a
fire
wal
l.
Has
pro
gram
med
ant
iviru
s an
d sy
stem
upd
ates
, and
us
es a
fire
wal
l.
Cre
atin
g s
lides
Can
’t c
reat
e sl
ides
.C
reat
es s
lides
with
form
at
erro
rs (e
xces
sive
or
illeg
ible
text
, in
appr
opria
te c
olou
rs a
nd
tone
s, p
oor a
lignm
ent o
f ob
ject
s, e
tc.).
Cre
ates
slid
es w
ithou
t ev
iden
t fo
rmat
err
ors.
His
/her
slid
es h
ave
good
for
mat
and
in
clud
e dy
nam
ic
elem
ents
.
His
/her
slid
es n
otew
orth
y fo
r si
mpl
icity
, co
mpl
eten
ess,
for
mat
and
us
e of
dyn
amic
ele
men
ts.
Cre
atin
g w
eb p
ages
, b
log
s o
r w
ikis
Can
’t c
reat
e w
eb
page
s or
par
ticip
ate
corr
ectly
in b
logs
or
wik
is.
Cre
ates
web
pag
es o
r pa
rtic
ipat
e in
blo
gs o
r w
ikis
with
cle
ar e
rror
s (in
appr
opria
te o
r irr
egul
ar
form
at, n
on-f
unct
ioni
ng
hype
rlink
s, e
tc.).
Cor
rect
ly c
reat
es
sim
ple
web
pag
es o
r pa
rtic
ipat
e in
blo
gs o
r w
ikis
.
Cre
ates
web
pag
es o
f ce
rtai
n co
mpl
exity
(r
egar
ding
imag
es,
hype
rlink
s, f
orm
ats,
dy
nam
ic o
bjec
ts, e
tc.)
or m
anag
e si
mpl
e bl
ogs
or w
ikis
.
Cre
ates
com
plex
web
pa
ges
that
incl
ude
acce
ss
to d
atab
ases
or
man
age
com
plex
blo
gs o
r w
ikis
.
Tunning Competence.indd 172Tunning Competence.indd 172 21/1/09 15:07:3721/1/09 15:07:37
© University of Deusto - ISBN 978-84-9830-967-6
173
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Edit
ing
co
mp
lex
text
d
ocu
men
ts,
even
usi
ng
m
acro
s, a
nd
m
anag
ing
sp
read
shee
ts
thro
ug
h
fun
ctio
ns
and
re
fere
nce
s
Usi
ng t
he s
tyle
s fe
atur
e in
tex
t pr
oces
sor
His
/her
doc
umen
ts
are
irreg
ular
in
form
at b
ecau
se
does
n’t
use
styl
es.
Util
ises
tex
t pr
oces
sor
styl
es c
omm
ittin
g so
me
form
at e
rror
s (e
.g.,
acci
dent
ally
mod
ifyin
g pa
ragr
aph
or c
hara
cter
fo
rmat
s).
Util
ises
pre
defin
ed
styl
es in
tex
t pr
oces
sor
but
is
unab
le t
o ad
apt
them
to
ow
n re
quire
men
ts.
Util
ises
and
ada
pts
text
pro
cess
or s
tyle
s ca
refu
lly a
nd
corr
ectly
.
Not
ewor
thy
for
crea
ting
own
styl
es t
hat
enha
nce
the
clar
ity o
f do
cum
ents
.
Gen
erat
ing
tabl
es o
f co
nten
ts
auto
mat
ical
ly
Igno
res
the
poss
ibili
ty
of u
tilis
ing
tabl
es o
f co
nten
ts.
Mak
es m
ista
kes
in t
he
auto
mat
ic c
reat
ion
of
tabl
es o
f co
nten
ts (l
ack
of u
pdat
ing,
alig
nmen
t er
rors
, ref
eren
ce t
o ite
ms
that
no
long
er
exis
t, e
tc.).
Cor
rect
ly g
ener
ates
ta
bles
of
cont
ents
ba
sed
on t
he u
se o
f tit
le s
tyle
s.
Util
ises
tab
les
of
cont
ents
of
sect
ion
title
s an
d of
var
ious
ty
pes
of it
ems
(fig
ures
, tab
les,
etc
.).
Util
ises
tab
les
of c
onte
nts
and
cros
s re
fere
nces
with
ac
cura
cy a
nd e
ase.
Com
bini
ng t
empl
ates
w
ith li
sts
of r
ecor
dsIg
nore
s th
e ex
iste
nce
of c
ombi
ning
co
rres
pond
ence
dat
a w
hen
this
wou
ld
prov
e us
eful
.
Util
ises
the
too
l of
com
bini
ng
corr
espo
nden
ce d
ata
with
obv
ious
lim
itatio
ns
or e
rror
s.
Cor
rect
ly u
tilis
es t
he
tool
of
com
bini
ng
corr
espo
nden
ce d
ata
to d
istr
ibut
e m
essa
ges
or g
ener
ate
docu
men
t lis
ts.
Cor
rect
ly u
tilis
es t
he
tool
of
com
bini
ng
corr
espo
nden
ce d
ata
appr
opria
tely
filt
erin
g re
cord
s.
Util
ises
the
too
l of
com
bini
ng
corr
espo
nden
ce d
ata,
pe
rson
alis
ing
mes
sage
s or
fil
es u
sing
con
ditio
nal
clau
ses.
Usi
ng t
ext
proc
esso
r m
acro
sIg
nore
s th
e ex
iste
nce
of m
acro
s in
tex
t pr
oces
sor
whe
n th
ey
wou
ld p
rove
use
ful.
Mak
es m
ista
kes
in t
he
utili
satio
n of
tex
t pr
oces
sor
mac
ros.
Reco
rds
and
exec
utes
te
xt p
roce
ssor
m
acro
s, w
ithou
t m
odify
ing
them
.
Reco
rds
text
pr
oces
sor
mac
ros,
ed
iting
and
m
odify
ing
them
for
ow
n us
e.
Has
a b
atte
ry o
f pe
rson
alis
ed m
acro
s to
sp
eed
up r
epet
itive
, fr
eque
ntly
-use
d ta
sks.
Pers
onal
isin
g te
xt
proc
esso
r m
enus
and
ic
ons
Igno
res
the
poss
ibili
ty
of p
erso
nalis
ing
men
us a
nd ic
ons.
Pers
onal
ises
men
us a
nd
icon
s bu
t in
di
sorg
anis
ed o
r in
effic
ient
man
ner.
Cor
rect
ly p
erso
nalis
es
text
pro
cess
or m
enus
an
d ic
ons.
Cor
rect
ly
pers
onal
ises
tex
t pr
oces
sor
men
us a
nd
icon
s, a
s w
ell a
s ke
yboa
rd c
omm
ands
fo
r th
e fu
nctio
ns t
hat
he/s
he u
ses
mos
t.
Pers
onal
ises
tex
t pr
oces
sor
men
us, i
cons
, ke
yboa
rd c
omm
ands
and
te
mpl
ates
.
Tunning Competence.indd 173Tunning Competence.indd 173 21/1/09 15:07:3721/1/09 15:07:37
© University of Deusto - ISBN 978-84-9830-967-6
174
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Third
leve
l of
mas
tery
:Ed
iting
com
plex
te
xt d
ocum
ents
, ev
en u
sing
m
acro
s, a
nd
man
agin
g sp
read
shee
ts
thro
ugh
func
tions
and
re
fere
nces
Con
figur
ing
the
form
at o
f sp
read
shee
ts
His
/her
spr
eads
heet
s ha
ve a
n irr
egul
ar o
r in
corr
ect
look
tha
t gr
eatly
hin
ders
re
adin
g.
Mak
es c
erta
in e
rror
s in
fo
rmat
ting
spre
adsh
eets
.
His
/her
spr
eads
heet
s ha
ve c
orre
ct f
orm
at
(util
isat
ion
of s
ever
al
shee
ts, s
ourc
es,
bord
ers,
cel
l wid
ths
and
heig
hts,
etc
.).
His
/her
spr
eads
heet
s ha
ve c
orre
ct f
orm
at
and
incl
ude
imag
es,
butt
ons
or h
yper
links
.
Not
ewor
thy
for
the
func
tiona
lity,
cor
rect
ion
and
clar
ity o
f hi
s/he
r sp
read
shee
ts.
Usi
ng r
efer
ence
s in
sp
read
shee
tsFo
rget
s to
use
re
fere
nces
in
spre
adsh
eets
eve
n w
hen
nece
ssar
y.
Mak
es m
ista
kes
in t
he
utili
satio
n of
ref
eren
ces
in s
prea
dshe
ets.
Util
ises
ref
eren
ces
with
in a
sin
gle
spre
adsh
eet.
Util
ises
ref
eren
ces
betw
een
diff
eren
t sh
eets
of
the
sam
e bo
ok o
r ut
ilise
s na
mes
.
Con
sults
or
exch
ange
s ex
tern
al d
ata
in
spre
adsh
eets
.
Usi
ng f
unct
ions
in
spre
adsh
eets
Cal
cula
tes
man
ually
or
with
a c
alcu
lato
r ra
ther
tha
n us
ing
spre
adsh
eet
calc
ulat
ion
func
tions
.
Doe
s si
mpl
e ca
lcul
atio
n op
erat
ions
us
ing
mat
hem
atic
al
sym
bols
, w
itho
ut
actu
ally
usi
ng
func
tion
s.
Cor
rect
ly u
tilis
es
sim
ple
func
tions
in
spre
adsh
eets
.
Cor
rect
ly u
tilis
es
func
tions
of
cert
ain
com
plex
ity in
sp
read
shee
ts.
Cor
rect
ly u
tilis
es c
ompl
ex
and
cond
ition
al o
r ne
sted
fu
nctio
ns in
sp
read
shee
ts.
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COMPETENCE: DATABASE MANAGEMENT
Description
Competence in database management means taking full advantage of the possibilities offered by computer programs to structure, gather and process information, and obtain results. Three roles are usually dis-tinguished in the database field: end users, database managers, and applications programmers. This competence synthesises and ranks, ap-proximately in the sequence in which the roles were listed, some of the most important aspects for each.
— At a first level of mastery, indicators are provided for profiling an end user, who is able to carry out basic operations such as simple designs, sorting or creating sort orders, searches for records, fil-ters, forms and reports.
— At the second level, students are expected to go beyond the user level and design more complex databases, establishing relations between sets of entities, transforming the conceptual schema into a relational model, and in general quickly understanding the keys to a situation or to the client’s requirements; and making sure that the design answers these needs.
— At the third level, the user works with SQL commands, linking them to other applications and normalising database outlines.
Interaction with other competences, attitudes, interests, values
In the first place, database management is closely related to basic computer skills. One needs a certain level of basic user competence to begin database management. At the same time, database management is one of the basic uses of PCs.
Secondly, database management is particularly related to analytical and systemic thought. Database design requires good analytical think-ing, with a correct understanding of processes, how one works with series of data, identifying main elements and significant relationships, and also identifying information gaps.
Database management also requires a certain competence in sys-temic thought, to understand the complexity of a situation, its levels, and the interdependency relations between elements, so as to design databases that are comprehensive, stable and free of redundancies.
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Importance of this competence for academic and professional life
The daily life of any professional or student is always related to databases. Every time someone uses a credit card or library loan serv-ice, checks stock in a warehouse, looks up academic grades, or man-ages lists, they are accessing one of the millions of databases at work today.
At first, or in the most widely used databases, interaction with them is usually at the user level. Normally it is sufficient if we know how to look up information from the bank or library, without having to under-stand in detail how the database works internally.
However, in professional fields where university graduates work, they frequently have intense contact with certain databases. In some cases they may be involved in designing and developing a database used in their organisation. Also, it is often necessary to create, organise and use small-scale databases to manage smaller amounts of more specific data or information that is limited to a single context.
In any case, a certain level of competence in database management adds to users’ proficiency, making them more effective and efficient in their interaction with databases and able to achieve more with less time and effort.
How to incorporate it into the academic curriculum
Assessing the first level of proficiency in this competence can be done in various contexts and need not be confined to a specific subject. Any task will suffice where students have to design, create, feed and utilise a simple database. The database management level is essentially that of a basic computer user. Therefore, we can check the indicators in situations where students must exercise this basic level of database user know-how, no matter what the subject.
At the second and third levels of mastery, however, students are ex-pected to show deeper knowledge and greater proficiency in the use of databases, which will possibly require a more specific context. The sec-ond level corresponds to a user that is able to design complex databases, and the third to users that perform SQL operations and normalise data-bases. Accordingly, these require more advanced levels of training similar to diplomas or courses in computer science, although this knowledge is used to undertake work or projects in widely different fields.
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COMPETENCE: DATABASE MANAGEMENT
Definition: Effectively organising (structuring, gathering, process-ing and obtaining results from) information in a situation or phe-nomenon, and making best use of the possibilities afforded by computer systems for database management.
Mastery of this competence is closely related to: Computer skills, analytical thinking, systemic thought.
Levels: (basic user – advanced user – administrator)
1. Demonstrating basic understanding of databases and correctly using a computer application to create and edit tables, relations between tables, data searches and simple forms and reports
2. Designing complex databases3. Programming in SQL and normalising database design
Indicators:
1. Database design2. Designing and using search, form and report layouts3. Establishing relations between entities4. Using searches, filters and sort orders5. Performing SQL operations.6. Normalising databases
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Dem
on
stra
tin
g
bas
ic
un
der
stan
din
g o
f d
atab
ases
an
d
corr
ectl
y u
sin
g a
co
mp
ute
r ap
plic
atio
n t
o
crea
te a
nd
ed
it
tab
les,
rel
atio
ns
bet
wee
n t
able
s,
dat
a se
arch
es a
nd
si
mp
le f
orm
s an
d
rep
ort
s
Des
ign
ing
an
d
crea
tin
g s
imp
le
tab
les
Fails
to
use
data
base
s w
here
to
do s
o w
ould
be
clea
rly
adva
ntag
eous
, or
key
field
s m
issi
ng in
a
give
n co
ntex
t.
Mak
es im
port
ant
mis
take
s in
set
ting
up f
ield
s (e
.g.,
omis
sion
s,
reite
ratio
ns, e
tc.)
Sets
up
adeq
uate
an
d ap
prop
riate
fie
lds.
App
ropr
iate
ly
esta
blis
hes
field
s an
d so
me
prop
ertie
s (e
.g.,
pred
eter
min
ed v
alue
, va
lidat
ion
rule
, etc
.)
App
ropr
iate
ly
esta
blis
hes
field
s an
d co
nfig
ures
alm
ost
all
prop
ertie
s.
Esta
blis
hin
g a
p
rim
ary
key
Fails
to
esta
blis
h pr
imar
y ke
ys w
here
ne
cess
ary.
Esta
blis
hes
a pr
imar
y ke
y in
a f
ield
whe
re
repe
ated
val
ues
mus
t la
ter
be u
sed.
Esta
blis
hes
a co
rrec
t pr
imar
y ke
y.Es
tabl
ishe
s a
corr
ect
prim
ary
key
that
is
easy
to
use
and
fairl
y ex
tend
ed.
Esta
blish
es a
sta
ble
and
relia
ble
prim
ary
key
(con
tain
ing
an
auto
mat
ic e
rror
de
tect
ion
mec
hani
sm).
Ord
erin
g, s
earc
hin
g
and
filt
erin
g
reco
rds
Mak
es s
erio
us
mis
take
s or
fai
ls t
o pe
rfor
m b
asic
sor
t,
sear
ch a
nd f
ilter
ing
oper
atio
ns.
Perf
orm
s se
arch
or
filte
ring
oper
atio
ns
with
slig
ht e
rror
s.
Ord
ers,
sea
rche
s an
d fil
ters
cor
rect
ly in
a
tabl
e.
Cor
rect
ly u
tilis
es
sim
ple
sear
ches
to
orde
r, fin
d an
d fil
ter
reco
rds.
Dev
ises
com
plex
se
arch
es to
ord
er, f
ind
and
filte
r rec
ords
(e.g
., in
clud
ing
diff
eren
t ty
pes
of re
latio
ns,
calc
ulat
ed fi
elds
, etc
.)
Des
ign
ing
sim
ple
fo
rms
Des
igns
cle
arly
in
corr
ect
or
inco
mpl
ete
form
s.
Des
igns
for
ms
that
ar
e di
sorg
anis
ed o
r ha
ve s
light
err
ors.
Cre
ates
sim
ple
form
s th
at a
re c
orre
ct a
nd
orde
red
in a
sin
gle
tabl
e.
Cre
ates
form
s th
at a
re
corr
ect a
nd o
rder
ed
and
have
a c
erta
in
degr
ee o
f ela
bora
tion.
Cre
ates
cor
rect
for
ms
inte
grat
ing
info
rmat
ion
from
se
vera
l tab
les.
Des
ign
ing
sim
ple
re
po
rts
Fails
to
desi
gn r
epor
t la
yout
s th
at a
re
nece
ssar
y.
Des
igns
rep
ort
layo
uts
with
err
ors
or
inad
equa
cies
for
the
ta
sk in
han
d.
Cor
rect
ly g
ener
ates
si
mpl
e re
port
sui
ted
to t
he t
ask
in h
and.
Cre
ates
sim
ple,
co
rrec
t re
port
s th
at
mee
t an
d go
bey
ond
requ
irem
ents
, add
ing
sens
ible
info
rmat
ion
not
spec
ifica
lly c
alle
d fo
r in
the
ass
ignm
ent.
Cre
ates
com
plex
, co
rrec
t re
port
s th
at
fully
res
pond
to
spec
ified
and
un
fore
seen
in
form
atio
n re
quire
men
ts.
Esta
blis
hin
g
rela
tio
nsh
ips
bet
wee
n t
able
s
Still
has
sep
arat
e ta
bles
tha
t ne
ed t
o be
link
ed.
Mak
es m
ista
kes
in
esta
blis
hing
rel
atio
ns
betw
een
tabl
es.
Cor
rect
ly e
stab
lishe
s si
mpl
e re
latio
ns
betw
een
two
tabl
es
thro
ugh
prim
ary
keys
.
Cor
rect
ly e
stab
lishe
s re
latio
ns b
etw
een
mor
e th
an t
wo
tabl
es.
Cor
rect
ly e
stab
lishe
s co
mpl
ex r
elat
ions
be
twee
n 5
or m
ore
tabl
es.
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179
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:D
esig
nin
g c
om
ple
x d
atab
ases
Form
ula
tin
g t
he
con
cep
tual
sch
ema
of
a d
atab
ase
des
ign
Con
fuse
s in
tern
al
and
exte
rnal
leve
ls in
de
sign
ing
a da
taba
se.
Mak
es s
ome
mis
take
s in
for
mul
atin
g a
conc
eptu
al s
chem
a.
Cor
rect
ly d
evis
es a
si
mpl
e co
ncep
tual
sc
hem
a.
Cor
rect
ly d
evis
es a
co
ncep
tual
sch
ema
of c
erta
in c
ompl
exity
.
Exte
rnal
leve
l and
co
ncep
tual
sch
ema
elem
ents
est
ablis
hed
corr
ectly
, com
plet
ely
and
in d
etai
l.
Esta
blis
hin
g v
ario
us
typ
es o
f re
lati
on
s b
etw
een
set
s o
f en
titi
es
Mak
es m
ista
kes
in
sele
ctin
g th
e ty
pe o
f re
latio
n or
es
tabl
ishi
ng k
eys.
Onl
y us
es t
he m
ost
sim
ple
type
s of
re
latio
n.
Cor
rect
ly u
tilis
es
vario
us t
ypes
of
rela
tions
bet
wee
n se
ts o
f en
titie
s (e
.g.;
one-
to-o
ne, 1
-N,
degr
ee 1
).
App
ropr
iate
ly u
ses
vario
us t
ypes
of
rela
tions
bet
wee
n se
ts o
f en
titie
s,
incl
udin
g so
me
fairl
y co
mpl
ex t
ypes
.
Mak
es c
orre
ct
alte
rnat
ive
prop
osal
s fo
r m
ore
com
plex
ty
pes
of r
elat
ion
(e.g
., N
-M, t
erna
ry)
Tran
sfo
rmin
g
con
cep
tual
sch
ema
into
a r
elat
ion
al
mo
del
Mak
es m
ista
kes
with
se
rious
con
sequ
ence
s in
tra
nsfo
rmin
g a
conc
eptu
al s
chem
a in
to a
rel
atio
nal
mod
el.
Mak
es m
ista
kes
with
sl
ight
con
sequ
ence
s in
tra
nsfo
rmin
g a
conc
eptu
al s
chem
a in
to a
rel
atio
nal
mod
el.
Cor
rect
ly t
rans
form
s a
sim
ple
conc
eptu
al
sche
ma
into
a
rela
tiona
l mod
el.
Cor
rect
ly t
rans
form
s a
com
plex
con
cept
ual
sche
ma
into
a
rela
tiona
l mod
el.
Cor
rect
ly t
rans
form
s co
mpl
ex c
once
ptua
l sc
hem
a in
to a
re
latio
nal m
odel
; and
co
rrec
tly f
orm
ulat
es
the
stro
ng a
nd w
eak
poin
ts o
f th
e sc
hem
a.
Form
ula
tin
g
iden
tity
ru
les
for
exte
rnal
key
s in
cr
eati
ng
rel
atio
nal
m
od
els
Forg
ets
to f
orm
ulat
e ru
les
of in
tegr
ity f
or
exte
rnal
key
s.
Mak
es s
ome
mis
take
s in
for
mul
atin
g ru
les
of in
tegr
ity f
or
exte
rnal
key
s.
Cor
rect
ly f
orm
ulat
es
rule
s of
inte
grity
for
ex
tern
al k
eys.
Prov
ides
tip
s fo
r us
ers
in c
ase
of c
onfli
ct
with
a g
iven
rul
e of
in
tegr
ity.
Form
ulat
es
proc
edur
es t
o he
lp
user
s to
dea
l co
nstr
uctiv
ely
with
se
vera
l pos
sibl
e in
cide
nts
invo
lvin
g in
tegr
ity.
Qu
ickl
y u
nd
erst
and
ing
th
e ke
ys t
o t
he
situ
atio
n
or
to t
he
clie
nt’
s n
eed
s
Ove
rlook
s ke
y as
pect
s of
the
con
text
or
need
s sp
ecifi
ed b
y th
e cl
ient
whe
n de
sign
ing
conc
eptu
al
sche
ma.
Des
igns
con
cept
ual
sche
mat
a th
at
capt
ure
mos
t of
the
ne
eds
spec
ified
by
the
clie
nt o
r co
ntex
t.
Des
igns
con
cept
ual
sche
mat
a th
at
capt
ure
the
need
s sp
ecifi
ed b
y th
e cl
ient
or
con
text
.
Hel
ps t
he c
lient
or
the
pers
on a
naly
sing
the
si
tuat
ion
to f
orm
ulat
e re
quire
men
ts w
ith
bett
er f
ores
ight
, an
ticip
atin
g un
fore
seen
nee
ds.
Mak
es p
rovi
sion
for
ne
eds
not
fore
seen
by
the
clie
nt o
r in
clud
ed in
the
av
aila
ble
desc
riptio
n of
the
situ
atio
n.
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180
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Pro
gra
mm
ing
in
SQL
and
n
orm
alis
ing
d
atab
ase
des
ign
Perf
orm
ing
u
pd
atin
g a
nd
SQ
L d
ata
sele
ctio
n
op
erat
ion
s
Mak
es m
ista
kes
with
se
rious
con
sequ
ence
s w
hen
perf
orm
ing
upda
ting
and
SQL
data
sel
ectio
n op
erat
ions
.
Mak
es m
ista
kes
with
sl
ight
con
sequ
ence
s w
hen
perf
orm
ing
upda
ting
and
SQL
data
sel
ectio
n op
erat
ions
.
Cor
rect
ly p
erfo
rms
sim
ple
upda
ting
and
SQL
data
sel
ectio
n op
erat
ions
.
Cor
rect
ly p
erfo
rms
fairl
y co
mpl
ex S
QL
oper
atio
ns (e
.g.,
man
y fie
lds,
with
m
ore
than
one
tab
le
invo
lved
).
Cor
rect
ly p
erfo
rms
com
plex
SQ
L op
erat
ions
(e.g
., se
vera
l tab
les
invo
lved
, com
plex
co
nstr
aint
s, lo
ops
of
vario
us le
vels
, etc
.).
Uti
lisin
g s
tan
dar
d
SQL
fun
ctio
ns
(co
lum
n a
nd
sca
le
fun
ctio
ns)
Fails
to
see
clea
r er
rors
in t
he u
se o
f SQ
L co
lum
n an
d sc
ale
func
tions
.
Mak
es o
ne o
r m
ore
mis
take
s in
usi
ng
colu
mn
and
scal
e fu
nctio
ns a
nd
iden
tifie
s th
em.
Cor
rect
ly u
tilis
es
stan
dard
SQ
L fu
nctio
ns f
or s
impl
e da
ta s
elec
tion.
Cor
rect
ly u
tilis
es f
airly
co
mpl
ex s
tand
ard
func
tions
and
es
tabl
ishe
s pr
oced
ures
for
the
sy
stem
atic
val
idat
ion
of t
he f
inal
res
ult.
Mak
es c
ompl
ex d
ata
sele
ctio
ns c
ombi
ning
co
lum
n an
d sc
ale
func
tions
and
es
tabl
ishi
ng
proc
edur
es f
or
syst
emat
ic v
alid
atio
n of
the
fin
al r
esul
t.
Perf
orm
ing
su
bq
uer
ies
on
th
e re
sult
s o
f an
oth
er
sub
qu
ery
Fails
to
perf
orm
su
bque
ries
whe
n th
ey a
re n
eede
d.
Mak
es s
ome
mis
take
s in
per
form
ing
a su
bque
ry.
Cor
rect
ly p
erfo
rms
a si
mpl
e su
bque
ry o
n th
e re
sults
of
anot
her
subq
uery
.
Perf
orm
s va
rious
fa
irly
com
plex
su
bque
ries.
Perf
orm
s va
rious
co
mpl
ex s
ubqu
erie
s.
Esta
blis
hin
g li
nks
b
etw
een
SQ
L an
d
ano
ther
ap
plic
atio
n
(tex
t p
roce
sso
r, sp
read
shee
t,
spec
ific
ap
plic
atio
n,
etc.
)
Reco
nstr
ucts
in
para
llel a
nd
indi
vidu
ally
the
da
taba
ses
in t
wo
unco
nnec
ted
appl
icat
ions
.
Mak
es m
ista
kes
in
esta
blis
hing
link
s be
twee
n SQ
L an
d ot
her
appl
icat
ions
.
Cor
rect
ly e
stab
lishe
s lin
ks b
etw
een
SQL
and
anot
her
appl
icat
ion.
Esta
blis
hes
links
of
cert
ain
com
plex
ity
betw
een
SQL
and
seve
ral a
pplic
atio
ns
(e.g
., te
xt p
roce
ssor
s,
spre
adsh
eets
, spe
cific
ap
plic
atio
ns, e
tc.)
Des
igns
mac
ros
in
othe
r ap
plic
atio
ns t
o m
anag
e lin
ks w
ith
SQL.
No
rmal
isin
g
dat
abas
e sc
hem
aH
is/h
er d
esig
n pr
esen
ts p
robl
ems
(can
’t s
tore
cer
tain
fa
cts,
red
unda
ncie
s,
ambi
guiti
es, e
tc.)
that
cou
ld h
ave
been
av
oide
d th
roug
h no
rmal
isat
ion.
App
lies
norm
alis
atio
n ex
cess
ivel
y,
insu
ffic
ient
ly o
r w
ith
erro
rs.
App
lies
norm
alis
atio
n ap
prop
riate
ly a
nd
corr
ectly
.
App
lies
norm
alis
atio
n ap
prop
riate
ly a
nd
corr
ectly
, exp
lain
ing
the
reas
ons
behi
nd
thes
e de
cisi
ons.
Nor
mal
isat
ion
appl
ied
brill
iant
ly, in
ter
ms
of
qual
ity, c
ompl
exity
, an
d co
nsid
erat
ion
of
the
poin
ts o
f vi
ew o
f th
e pr
ogra
mm
er,
adm
inis
trat
or a
nd
user
of
the
data
base
.
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COMPETENCE: ORAL COMMUNICATION
Description
We all learned to talk as children and tend to think that we do it well, communicating effectively with others. But not much analysis is needed to dispel this common misconception. Breakdowns in communication are continuous. We think that we are saying what we mean to say and that the other person has understood us, but daily experience shows that both at home and at work, there is often a huge gap between what we were trying to convey and what has been understood.
Proficiency in oral communication means being effective in convey-ing ideas, knowledge and feelings through words, both in conversa-tion and in group activities such as talks before audiences of different sizes.
The lower end of the range is occupied by those few people who al-ways remain quiet, even in situations that require their active participation. The causes of such behaviour must be sought in psychological factors, such as extreme shyness or a total lack of self-confidence. Much more frequent are problems associated with rambling, unclear expression that hinders and even impedes comprehension on the part of others. In such speech there may be a lack of logical structure, contradictions between what is expressed in words and conveyed through body language, or the use of poor examples and other means of support that are inappropriate for what one is trying to say or the characteristics of the audience.
At the top end are the people who have mastered this competence, people who speak clearly and effectively, with well-structured discourse suited to the audience, body language that matches and corroborates what is being said, good tone of voice and means of support, and a gen-eral capacity to communicate effectively what one wishes to convey.
When mastery of this competence is combined with good discourse content and personal charisma, the speaker can have a decisive influ-ence on others’ ways of thinking and acting, and therefore the social consequences of good oral communication skills are potentially very im-portant.
Interaction with other competences, attitudes, interests, values
Competence in oral communication is inseparable from the compe-tences of interpersonal communication, because in order to establish
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positive relations with others it is essential to share ideas, information and feelings.
To master this competence, people need to have sufficient degrees of self-confidence and self-esteem, but these two attributes can be en-hanced precisely through practice in oral communication and perceived results.
The effectiveness of communication depends to a large extent on one’s capacity to think reflectively, and it is fundamental for developing team thinking. It is also a requirement for mastery of the competences of negotiation, teamwork, conflict management and leadership.
Because speech is not effective if it is not suited to the audience, oral communication skills are related to adaptability. And because of the in-fluence that oral communication has on the formation of others’ atti-tudes and behaviours, this skill is related to ethical competence.
Importance of this competence for academic and professional life
Students must communicate with their classmates, particularly when they have to undertake group activities or projects, participate in class either asking questions to clarify doubts or during class discussions. Moreover, students are increasingly being required to present talks on outside work before the rest of the class. How do students perform in such situations?
Not all behave in the same way. Some (generally few in our context) participate easily, expressing their doubts and opinions without appar-ent effort. Most, however, find that speaking in public is a challenge still to be mastered. When called on by lecturers, some students even prefer to remain quiet, accepting the possible negative consequences that this will have on their grade, or answer with monosyllables out of embar-rassment at having to speak up so others can hear them. In the case of talks before the class, their nervousness is visible and sometimes leads to mental blocks and forgetting everything they were going to say in public.
The consequences are negative for themselves, in lowering their grade, and for others who miss out on opinions or points of view that could help them in their thinking and learning. When students speak but do so in a confusing, disorderly or unconvincing way, the results are practically the same. A good part of students’ academic work would improve if they could gain proficiency in oral communication.
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In professional life, except in cases where people work alone apart from colleagues and third persons (suppliers, clients, etc.), the conse-quences of lack of good communication are reflected in loss of time, effectiveness and, from the individual point of view, opportunities for promotion.
How to incorporate it into the academic curriculum
Becoming a good speaker is not easy, but with relatively simple in-structions and through practice to overcome shyness and personal limi-tations, it is possible to help most students to improve substantially their ability to express themselves correctly and to speak before an audience.
Practicing debates, direct questioning, incentives in the form of “ad-ditional points” for participation, and the inclusion of student talks may be sufficient to help a majority to achieve an acceptable degree of profi-ciency in this competence over the course of their university studies.
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COMPETENCE: ORAL COMMUNICATION
Definition: Expressing clearly and opportunely one’s ideas, knowl-edge and feelings in speech, adapting to the audience and situa-tion to ensure good comprehension and attention
Mastery of this competence is closely related to: Reflective thinking, deliberative thinking, team thinking, self-motivation, interpersonal communication, foreign language proficiency, teamwork, negotia-tion, leadership, self-esteem, self-image, self-confidence, etc.
Levels of mastery:
1. Expressing own ideas in a structured, intelligible way, participat-ing opportunely and significantly in informal, formal and struc-tured conversations and discussions
2. Taking the floor in groups with ease; conveying conviction and assurance, and adapting discourse to suit formal requirements
3. Easily managing to capture and persuade audiences, adapting the means and the message to the situation and the audience.
Indicators:
1. Initiative, opportunity2. Content 3. Self-control4. Structure5. Visual aids6. Fielding questions
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Exp
ress
ing
ow
n
idea
s in
a
stru
ctu
red
, in
telli
gib
le w
ay,
par
tici
pat
ing
o
pp
ort
un
ely
and
si
gn
ific
antl
y in
in
form
al, f
orm
al
and
str
uct
ure
d
con
vers
atio
ns
and
d
iscu
ssio
ns
Taki
ng
par
t in
sp
eech
sit
uat
ion
s D
oesn
’t s
peak
eve
n w
hen
calle
d on
.Ba
rely
spe
aks
whe
n ca
lled
on.
Spea
ks a
t le
ngth
w
hen
calle
d on
.Sp
eaks
on
own
initi
ativ
e.N
otew
orth
y fo
r ap
prop
riate
co
ntrib
utio
ns m
ade
on o
wn
initi
ativ
e.
Co
nve
yin
g
imp
ort
ant
info
rmat
ion
Expr
esse
s se
lf po
orly
or
con
fuse
dly.
Pres
ents
som
e id
eas.
Expr
esse
s w
ell-
reas
oned
idea
s.C
onve
ys r
easo
ning
an
d/or
val
ues/
attit
udes
.
Not
ewor
thy
for
the
clar
ity in
spe
ech
of
reas
onin
g an
d/or
fe
elin
gs.
Co
ntr
olli
ng
ner
ves
suff
icie
ntl
y to
ex
pre
ss s
elf
in
pu
blic
Can
’t s
peak
due
to
nerv
es; g
ets
bloc
ked.
Spea
ks b
ut is
no
ticea
bly
nerv
ous
and
ill a
t ea
se.
Expr
esse
s se
lf w
ith a
ce
rtai
n tr
anqu
illity
.Ex
pres
ses
self
with
as
sura
nce.
Expr
esse
s se
lf w
ith
ease
and
not
ewor
thy
prof
icie
ncy.
Del
iver
ing
st
ruct
ure
d t
alks
m
eeti
ng
an
y sp
ecif
ied
re
qu
irem
ents
th
at
may
exi
st
His
/her
tal
ks la
ck
inte
lligi
ble
stru
ctur
e.St
ruct
ure
of t
alk
not
effe
ctiv
e or
fai
ls t
o m
eet
stip
ulat
ed
requ
irem
ents
.
Talk
s ar
e st
ruct
ured
, m
eetin
g st
ipul
ated
re
quire
men
ts, i
f an
y.
Link
s id
eas
and
argu
men
ts w
ith e
ase.
Giv
es e
ffec
tive,
w
ell-o
rgan
ised
tal
k.
Usi
ng
vis
ual
aid
s in
g
ivin
g t
alks
Doe
sn’t
use
the
vis
ual
aids
req
uire
d or
re
ason
ably
nec
essa
ry.
The
visu
al a
ids
utili
sed
are
not
appr
opria
te f
or t
he
talk
.
Util
ises
req
uire
d or
re
ason
ably
nec
essa
ry
visu
al a
ids.
Util
isat
ion
of v
isua
l ai
ds h
elps
the
au
dien
ce t
o fo
llow
th
e ta
lk.
Use
s vi
sual
aid
s ef
fect
ivel
y to
em
phas
ise
key
poin
ts
of t
alk.
Fiel
din
g q
ues
tio
ns
Doe
sn’t
kno
w h
ow t
o re
spon
d to
the
qu
estio
ns t
hat
he/s
he
is a
sked
.
Resp
onds
to
the
ques
tions
tha
t he
/she
is
ask
ed w
ithou
t ac
tual
ly a
nsw
erin
g th
em.
Kno
ws
how
to
resp
ond
to t
he
ques
tions
tha
t he
/she
is
ask
ed.
Resp
onds
wel
l to
the
ques
tions
tha
t he
/she
is
ask
ed.
Resp
onds
wel
l and
ea
sily
to
the
ques
tions
tha
t he
/she
is
ask
ed.
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186
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Sp
eaki
ng
bef
ore
g
rou
ps
wit
h e
ase;
co
nve
yin
g
con
vict
iao
n a
nd
as
sura
nce
, an
d
adap
tin
g d
isco
urs
e to
su
it f
orm
al
req
uir
emen
ts
Del
iver
ing
in
tere
stin
g,
con
vin
cin
g t
alks
Doe
sn’t
man
age
to
capt
ure
atte
ntio
n.In
term
itten
tly
man
ages
to
capt
ure
atte
ntio
n.
Man
ages
to
capt
ure
and
mai
ntai
n at
tent
ion.
Is c
onvi
ncin
g.N
otew
orth
y fo
r po
wer
of
conv
ictio
n.
Vo
lun
tari
ly g
ivin
g
op
po
rtu
ne
talk
s in
p
ub
lic
Nev
er v
olun
teer
s to
de
liver
tal
k.Vo
lunt
eers
, but
doe
s so
inop
port
unel
y.M
akes
vol
unta
ry
oppo
rtun
e ta
lks
in
publ
ic.
His
/her
vol
unta
ry
talk
s fo
ster
the
pa
rtic
ipat
ion
of
othe
rs.
His
/her
vol
unta
ry
cont
ribut
ions
inje
ct
adde
d va
lue
at k
ey
mom
ents
in t
he
proc
ess.
Mat
chin
g s
pee
ch
and
bo
dy
lan
gu
age
Body
lang
uage
co
ntra
dict
s an
d di
stra
cts
from
ora
l di
scou
rse.
Spee
ch a
nd b
ody
lang
uage
som
etim
es
cont
radi
ct e
ach
othe
r.
Body
lang
uage
is
appr
opria
te t
o or
al
disc
ours
e.
Mod
ulat
es b
ody
lang
uage
to
emph
asis
e th
e ke
ys t
o hi
s/he
r di
scou
rse.
Body
lang
uage
is
natu
ral a
nd
appr
opria
te f
or t
he
audi
ence
.
His
/her
tal
ks a
re
du
ly p
rep
ared
Talk
not
str
uctu
red.
Talk
not
flu
id.
The
talk
sho
ws
stru
ctur
e an
d rig
our.
The
audi
ence
cle
arly
gr
asps
con
tent
st
ruct
ure.
The
stru
ctur
e an
d ta
lk a
re a
ppro
pria
te
for
the
type
of
audi
ence
.
Hel
pin
g a
ud
ien
ce t
o
follo
w id
eas
thro
ug
h v
isu
al a
ids
Use
s re
quire
d or
re
ason
ably
nec
essa
ry
visu
al a
ids.
Vis
ual a
ids
help
the
au
dien
ce t
o fo
llow
th
e ta
lk.
Key
s to
the
tal
k em
phas
ised
thr
ough
vi
sual
aid
s.
Aud
ienc
e gr
asps
key
s m
ore
easi
ly t
hank
s to
vi
sual
aid
s.
The
visu
al a
ids
used
hel
p th
e au
dien
ce t
o as
sim
ilate
con
tent
.
Res
po
nd
ing
to
q
ues
tio
ns
easi
ly a
nd
w
ell
Onl
y re
spon
ds.
His
/her
ans
wer
s su
ppor
t ta
lk.
Util
ises
que
stio
ns t
o re
spon
d an
d to
de
velo
p th
e ta
lk.
Util
ises
que
stio
ns t
o st
imul
ate
audi
ence
in
tere
st.
His
/her
res
pons
es
gene
rate
new
ob
serv
atio
ns a
nd
ques
tions
.
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187
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
as-
tery
:Ea
sily
man
agin
g t
o
cap
ture
an
d
per
suad
e au
die
nce
s,
adap
tin
g t
he
mes
sag
e an
d t
he
mea
ns
emp
loye
d t
o
the
char
acte
rist
ics
of
the
situ
atio
n a
nd
au
die
nce
Infl
uen
cin
g t
he
aud
ien
ce in
an
et
hic
al m
ann
er
Doe
sn’t
influ
ence
the
au
dien
ce. S
how
s du
biou
s et
hics
.
Mak
es im
pact
on
the
audi
ence
at
som
e po
ints
of
his/
her
talk
, w
ithou
t m
anip
ulat
ion.
Get
s th
e au
dien
ce t
o se
e th
ings
in a
noth
er
way
, with
out
man
ipul
atio
n.
Get
s th
e au
dien
ce t
o qu
estio
n th
eir
own
poin
ts o
f vi
ew.
Not
ewor
thy
for
influ
ence
on
othe
rs
actin
g in
an
ethi
cal
man
ner.
Ap
pro
pri
atel
y ill
ust
rati
ng
idea
s w
ith
exa
mp
les,
an
alo
gie
s,
met
aph
ors
an
d
oth
er r
eso
urc
es
Onl
y pr
esen
ts
info
rmat
ion.
Illus
trat
ive
devi
ces
help
to
high
light
ke
ys.
The
audi
ence
un
ders
tand
s co
nten
t th
anks
to
the
inte
grat
ion
of
illus
trat
ive
devi
ces
in
the
talk
.
Inte
grat
ion
of
illus
trat
ive
devi
ces
is
appr
opria
te f
or t
he
cont
ext.
Illus
trat
ive
devi
ces
help
the
aud
ienc
e to
qu
estio
n ow
n id
eas.
Suit
ing
ar
gu
men
tati
on
to
d
iffe
ren
t g
rou
ps
and
/or
pre
-es
tab
lish
ed
situ
atio
ns
Arg
umen
tatio
n is
st
ruct
ured
and
rig
orou
s.
The
audi
ence
cle
arly
gr
asps
the
arg
umen
t.Th
e ar
gum
ent
and
pres
enta
tion
are
cons
iste
nt w
ith t
he
type
of
audi
ence
and
si
tuat
ion
fore
seen
.
Kno
ws
how
to
mod
ify a
rgum
ent
depe
ndin
g on
the
au
dien
ce a
nd t
he r
eal
situ
atio
n.
Ada
pts
argu
men
tatio
n w
ith
crea
tivity
to
real
si
tuat
ions
and
au
dien
ces.
Enco
ura
gin
g
aud
ien
ce
par
tici
pat
ion
an
d
aski
ng
of
con
stru
ctiv
e q
ues
tio
ns
to
pro
mo
te d
ialo
gu
e
Util
ises
que
stio
ns t
o re
spon
d an
d to
de
velo
p th
e pr
esen
tatio
n.
Util
ises
que
stio
ns t
o sp
ark
audi
ence
in
tere
st.
His
/her
res
pons
es
gene
rate
new
ob
serv
atio
ns a
nd
ques
tions
.
Enco
urag
es q
uest
ions
to
elic
it pa
rtic
ipat
ion.
Gen
erat
es d
ialo
gue
with
the
aud
ienc
e.
Ad
apti
ng
th
e fo
rm
of
a m
essa
ge
to
div
erse
sit
uat
ion
s
Form
of
expr
essi
on
does
n’t
take
into
ac
coun
t th
e si
tuat
ion
and
the
audi
ence
.
Form
of
expr
essi
on
part
ially
sui
ted
to t
he
situ
atio
n an
d th
e au
dien
ce.
Suits
way
of
spea
king
to
the
situ
atio
n an
d th
e au
dien
ce.
Not
ewor
thy
for
spon
tane
ity a
nd
adap
tatio
n of
way
of
spea
king
.
Mod
ifies
way
of
spea
king
sp
onta
neou
sly
depe
ndin
g on
au
dien
ce r
espo
nse.
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COMPETENCE: WRITING SKILLS
Description
“Spoken words are borne away on the wind, written words re-main.”
A piece of writing, whether a simple letter or formal document, con-veys not only its content but also an image of the author. If the text is well organised, clear, grammatically correct and contains examples or graphics, it produces an agreeable impression on the reader. It is read with pleasure and meets the objective of establishing an effective rela-tion between the author and the reader. If it lacks these characteristics, it will be unenjoyable, incite boredom and fail to fulfil its communicative function.
The capacity to convey ideas, information and feelings through writing and graphic support is not innate. It is developed through practice, following instructions or imitating models to which we have access through reading. It requires orderly exposition and clarity in vocabulary, sentence construction and the use of punctuation. Ta-bles, figures or images will complement a text and summarise things that might be too complex or difficult to convey simply through words.
Although the correctness of certain formal aspects of a piece of writ-ing (styles, fonts, margins, etc.) can be achieved with relative ease thanks to everyday text processing programs, good written communication re-quires something more.
The structure of the text, for example, is fundamental for facilitat-ing legibility and comprehension. In long works, clear headings that inform the reader of subsequent content, do not confuse, and appear in an ordered sequence are an essential requirement. The inclusion of clear introductions at the beginning of complex works or sections, as well as conclusions or final summaries that appropriately synthesise the main text enhance comprehension and subsequent recall of the docu-ment.
The right choice of words, avoiding imprecision and ambiguities; conciseness, avoiding useless repetitions and wordy phrasing; and the use of examples or illustrations that clarify the most complicated aspects of the work will improve communication and make reading it more en-joyable. In addition, as noted above, such devices convey a better image of the author to whom we mentally attribute the qualities that we ob-serve in the text.
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Interaction with other competences, attitudes, interests, values
Writing skill is closely related to the competence of interpersonal communication, which is achieved only partially through oral communi-cation skills.
Skill in writing helps to order ideas, and therefore is related to differ-ent ways of thinking. Indeed, some people use writing to organise their ideas, not only to convey them.
Proficiency in this competence facilitates teamwork, conflict man-agement (the writing of agreements in precise terms not subject to inter-pretations can be a useful tool for overcoming conflictive situations) and negotiation.
Competence in writing is related to the systemic competences of organisation, facilitating objectives-based management (where objec-tives must be defined with precision and mean the same to all actors involved), project management and quality orientation.
Moreover, the positive results obtained thanks to proficiency in writ-ing skills reinforces self-esteem.
Importance of this competence for academic and professional life
Writing up summaries and original papers forms part of the method-ology in a high percentage of university subjects. Almost all work done for assessment involves written answers to open questions, which ena-ble students to write their answers in their own style. This means that at least part of the total assessment that professors make is based on writ-ten work done or handed in by students. In many cases, this is the only item assessed.
Students who express themselves unclearly and hand in a wordy, rambling exam paper will give the lecturer the impression that they have not understood the subject sufficiently and will therefore earn a low grade. Their error may lie in their incapacity to convey their knowledge adequately in writing, but the consequence will appear on their aca-demic transcript.
For professional effectiveness, mastery of this competence can be-come even more important than proficiency in oral communication. In the latter, people tend to tolerate with relative ease redundancy and backtracking to fill in gaps, but in written communication such defects prove distracting, require additional effort on the part of the reader and
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lead to failure to communicate. When a paper or document is aimed at many people, the effect on the author’s or company’s image can have serious consequences.
How to incorporate it into the academic curriculum
While it is supposed that students arrive at the university with suffi-cient mastery of spelling and syntax, the truth is that in many cases this assumption is false. Even if it were true, it is not sufficient to ensure good written communication. Students need clear instructions on how to write, including how to organise and present documents. Such basic information must be provided regardless of the type of studies they are enrolled in.
Lecturers should also evaluate written work not only for its content with regard to the subject in hand, but also for the way in which it is presented, giving points for good organisation and presentation, and pointing out errors of whatever type that students make.
Naturally, in order to ensure that students write well, it is very impor-tant that their recommended and assigned reading will serve as a model of good rhetorical strategies and devices.
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COMPETENCE: WRITING SKILLS
Definition: Relating effectively to other persons through clear written expression of what one thinks and/or feels, using graphic support as necessary
Mastery of this competence is closely related to: Self-esteem, inter-personal communication, quality orientation, etc.
Levels of mastery:
1. Correctly and clearly communicating in short essays what one thinks or feels using appropriate devices
2. Communicating with ease in medium-length essays, structuring the contents of the text and support graphics to facilitate the reader’s understanding and interest
3. Writing long, complex essays convincingly, demonstrating own style in organisation and expression
Indicators:
1. Contents2. Clarity3. Proficiency 4. Suiting style to reader5. Using effective devices
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Co
rrec
tly
and
cle
arly
co
mm
un
icat
ing
in
sho
rt e
ssay
s w
hat
o
ne
thin
ks o
r fe
els
usi
ng
eff
ecti
ve
dev
ices
Dea
ling
wit
h o
ne
spec
ific
to
pic
, w
ith
ou
t st
rayi
ng
in
to a
no
ther
Mix
es v
ario
us t
opic
s w
ithou
t cl
arify
ing
whi
ch is
the
mai
n on
e.
Leng
then
s es
say
with
un
nece
ssar
y re
petit
ions
or
ram
blin
g.
Focu
ses
on t
opic
w
ithou
t di
gres
sion
s.C
over
s al
l asp
ects
of
the
topi
c ac
cord
ing
to in
stru
ctio
ns.
Dea
ls w
ith t
he t
opic
in
dep
th, b
eyon
d w
hat
was
req
uire
d.
Cle
arly
exp
ress
ing
id
eas,
kn
ow
led
ge
or
feel
ing
s
Use
s co
nfus
ed, h
azy
expr
essi
ons.
Ver
y di
ffic
ult
to f
ollo
w.
Expr
essi
on c
an b
e un
ders
tood
but
the
es
say
is d
isor
gani
sed.
Pres
ents
the
diff
eren
t as
pect
s of
the
top
ic
in lo
gica
l ord
er.
Incl
udes
an
intr
oduc
tion,
de
velo
pmen
t an
d a
conc
lusi
on.
Org
anis
es t
he e
ssay
se
ctio
ns a
nd
para
grap
hs.
Wri
tin
g w
ell
gra
mm
atic
ally
Om
its s
ubje
cts
or
verb
s. U
ses
wro
ng
moo
d, t
ense
or
pers
ons
in v
erbs
.
Mak
es s
pelli
ng
mis
take
s.Th
e es
say
is c
orre
ct a
s fa
r as
spe
lling
and
sy
ntax
are
con
cern
ed.
The
essa
y is
cor
rect
as
far
as s
pelli
ng a
nd
synt
ax a
re c
once
rned
, an
d is
pun
ctua
ted
prop
erly.
Util
ises
pre
posi
tions
an
d co
njun
ctio
ns
wel
l.
Usi
ng
ap
pro
pri
ate
lan
gu
age
for
the
typ
e o
f d
ocu
men
t an
d r
ead
er
Use
s ow
n ab
brev
iatio
ns o
r ja
rgon
.
Use
s th
e te
rmin
olog
y of
the
sub
ject
in
corr
ectly
.
Suits
lang
uage
to
the
type
of
docu
men
t an
d re
ader
.
Cor
rect
ly u
ses
the
prop
er t
echn
ical
te
rmin
olog
y fo
r th
e su
bjec
t.
Use
s sy
nony
ms
to
clar
ify a
mbi
guou
s or
eq
uivo
cal t
erm
s.
Usi
ng
ap
pro
pri
ate
dev
ices
to
fac
ilita
te
read
ing
an
d
com
pre
hen
sio
n o
f th
e es
say
Doe
sn’t
use
ty
pogr
aphi
c de
vice
s (f
ont,
par
agra
ph,
styl
e fo
rmat
s, e
tc.).
Doe
sn’t
num
ber
page
s.
Ove
ruse
s fo
rmat
ting
devi
ces,
hin
derin
g co
mpr
ehen
sion
.
App
ropr
iate
ly u
ses
typo
grap
hic
devi
ces
(fon
t, p
arag
raph
, st
yle
form
ats,
etc
.).
Use
s fo
otno
tes
or
endn
otes
for
re
fere
nces
, co
mm
ents
, etc
.
Cle
arly
iden
tifie
s th
e es
say
and
its k
ey
elem
ents
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:C
om
mu
nic
atin
g
wit
h e
ase
in
med
ium
-len
gth
es
says
, str
uct
uri
ng
co
nte
nts
an
d
gra
ph
ic m
ater
ial
to f
acili
tate
th
e re
ader
’s
un
der
stan
din
g a
nd
in
tere
st
Rel
atin
g v
ario
us
elem
ents
(fa
cts,
o
pin
ion
s, e
tc.)
to
ar
rive
at
con
clu
sio
ns
Mix
es f
acts
, opi
nion
s,
argu
men
ts a
nd
conc
lusi
ons
with
out
appa
rent
ord
er.
Dra
ws
conc
lusi
ons
not
base
d on
the
po
ints
mad
e in
the
es
say.
Dra
ws
conc
lusi
ons
base
d on
the
poi
nts
mad
e in
the
ess
ay.
Iden
tifie
s po
ssib
le
rese
rvat
ions
co
ncer
ning
co
nclu
sion
s or
gap
s in
info
rmat
ion.
Base
d on
co
nclu
sion
s, s
ees
or
prop
oses
pos
sibl
e re
latio
ns w
ith o
ther
to
pics
or
disc
iplin
es.
Stru
ctu
rin
g e
ssay
to
ai
d c
om
pre
hen
sio
n
Goe
s fr
om o
ne t
opic
to
ano
ther
with
out
usin
g he
adin
gs.
Use
s co
nfus
ing,
am
bigu
ous
or o
verly
lo
ng h
eadi
ngs.
Hea
ding
s ar
e br
ief
and
expl
icit
(iden
tifyi
ng w
ell t
he
follo
win
g co
nten
t).
Take
n to
geth
er, t
he
head
ings
cov
er t
he
full
cont
ent
and
are
mut
ually
exc
lusi
ve.
The
sequ
ence
of
head
ings
fol
low
s an
or
der
that
aid
s co
mpr
ehen
sion
.
Usi
ng
ap
pro
pri
ate
lan
gu
age
to c
on
vey
con
ten
ts
Use
s w
ords
or
expr
essi
ons
with
w
rong
mea
ning
.
Use
s ra
mbl
ing
expr
essi
ons.
Util
ises
wor
ds a
nd
expr
essi
ons
accu
rate
ly w
ith
prec
ise
mea
ning
.
Is c
onci
se. U
ses
clea
r, co
mpr
ehen
sibl
e se
nten
ces
(doe
sn’t
ra
mbl
e).
Is c
onci
se a
nd
illus
trat
es w
ith
exam
ples
poi
nts
that
co
uld
prov
e m
isle
adin
g.
Cap
turi
ng
rea
der
’s
inte
rest
Use
s in
appr
opria
te
styl
e th
at c
ause
s re
ject
ion.
The
essa
y is
bor
ing.
Use
s in
trod
uctio
n or
ot
her
devi
ces
to s
park
in
tere
st.
Way
of
appr
oach
ing
subj
ect
capt
ures
re
ader
’s in
tere
st.
Mai
ntai
ns in
tere
st t
ill
end,
man
agin
g to
su
rpris
e th
e re
ader
.
Incl
ud
ing
tab
les
and
g
rap
hs
suit
ed t
o t
he
con
ten
ts a
nd
rea
der
Doe
sn’t
use
tab
les
or
grap
hics
, onl
y te
xt.
Use
s po
orly
labe
lled,
in
appr
opria
te o
r po
orly
loca
ted
tabl
es
and
grap
hs.
Tabl
es a
nd g
raph
s ar
e ad
equa
te a
nd a
re
corr
ectly
loca
ted.
Tabl
es a
nd g
raph
s ar
e se
lf-ex
plan
ator
y w
ithou
t ne
ed o
f re
adin
g th
e te
xt.
Util
ises
tab
les
and
grap
hs w
ith
adde
d va
lue
that
are
wel
l in
tegr
ated
into
the
te
xt.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Wri
tin
g lo
ng
, co
mp
lex
essa
ys
con
vin
cin
gly
, d
emo
nst
rati
ng
o
wn
sty
le in
o
rgan
isat
ion
an
d
exp
ress
ion
Dev
elo
pin
g s
ub
ject
o
rig
inal
ly a
nd
co
mp
lete
ly
Use
s ot
hers
’ pa
ragr
aphs
with
out
citin
g th
e so
urce
(p
lagi
aris
m, «
copy
an
d pa
ste»
) or
is n
ot
com
plet
e.
Is c
ompl
ete,
but
w
ithou
t pe
rson
al
deve
lopm
ent.
Dev
elop
s to
pic
in
own
wor
ds a
nd w
ay:
orig
inal
and
co
mpl
ete.
Dev
elop
men
t of
the
to
pic
inco
rpor
ates
qu
otes
fro
m o
ther
au
thor
s th
at
stre
ngth
en a
rgum
ent.
Dev
elop
men
t of
the
to
pic
inco
rpor
ates
qu
otes
fro
m o
ther
au
thor
s th
at p
ut o
wn
argu
men
t to
the
tes
t.
Uti
lisin
g
nu
mer
atio
ns
that
h
elp
to
rel
ate
dif
fere
nt
par
ts
Fails
to
iden
tify
with
cl
arity
sub
divi
sion
s,
lists
, ann
exes
, etc
.
Use
s di
ffer
ent
type
s of
num
erat
ion
inap
prop
riate
ly.
Inte
rnal
ref
eren
ces
are
clea
r th
anks
to
prop
er u
se o
f nu
mer
atio
ns
(hea
ding
s, li
sts,
an
nexe
s, e
tc.).
Faci
litat
es
com
preh
ensi
on
com
bini
ng
num
erat
ion
and
subh
eadi
ngs.
Indi
cate
s hi
erar
chy
of
para
grap
hs a
lso
usin
g in
dent
ing.
Dem
on
stra
tin
g
ori
gin
alit
y an
d
pro
fici
ency
in u
se o
f la
ng
uag
e
Ove
ruse
s pa
ssiv
e vo
ice
and
impe
rson
al
phra
ses.
Use
s tr
ite e
xpre
ssio
ns
or is
red
unda
nt.
Expr
esse
s se
lf in
ac
tive
voic
e an
d w
ith
own
cons
truc
tions
.
Use
s sy
nony
ms
to
avoi
d re
petit
ion.
Li
vens
the
ess
ay w
ith
good
use
of
vario
us
devi
ces
(que
stio
ns,
excl
amat
ions
, etc
.).
Wri
tin
g e
ssay
s th
at
are
per
tin
ent
for
the
read
er a
nd
o
bje
ctiv
es
Incl
udes
info
rmat
ion,
ex
ampl
es,
digr
essi
ons,
etc
. tha
t ar
e no
t pe
rtin
ent.
The
cont
ents
sui
t to
pic
but
not
the
obje
ctiv
es.
The
cont
ents
are
pe
rtin
ent.
(Doe
sn’t
us
e «p
addi
ng»,
fo
cuse
s on
obj
ectiv
es).
In t
he in
trod
uctio
n,
spec
ifies
the
sco
pe
and
limits
of
the
essa
y.
Each
sec
tion
incl
udes
a
brie
f in
trod
uctio
n an
d a
final
sum
mar
y.
Enh
anci
ng
co
mp
reh
ensi
on
an
d
enjo
ymen
t o
f re
adin
g t
hro
ug
h
use
of
exam
ple
s,
met
aph
ors
, etc
.
Doe
sn’t
use
ex
ampl
es, m
etap
hors
, co
mpa
rison
s, e
tc.
Onl
y de
scrib
es a
nd
argu
es.
Use
s ex
ampl
es o
r m
etap
hors
tha
t ar
e in
appr
opria
te o
r ha
rd
to u
nder
stan
d.
Use
s ex
ampl
es,
met
apho
rs,
com
paris
ons,
etc
. th
at f
acili
tate
co
mpr
ehen
sion
.
Use
s a
styl
istic
dev
ice
that
enh
ance
s po
ints
th
roug
hout
the
ess
ay.
Exam
ple
and
met
apho
rs
inte
rwov
en in
the
st
ruct
ure
of t
he e
ssay
(t
itles
, hea
ding
s, e
tc.).
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COMPETENCE: FOREIGN LANGUAGE PROFICIENCY
Description
Today it is hardly necessary to emphasise the importance of being able to speak a foreign language. Modern life makes it increasingly obvi-ous that people need to be proficient in several languages to get along in society.
Because of the proliferation of information sources and spread of knowledge, the capacity to communicate in one or more foreign lan-guages is a very important skill. This is all the more so in the case of students pursuing university degrees in Europe.
For university students, foreign language proficiency means the ca-pacity to communicate orally and in writing using one or more non-na-tive languages.
It is true that the students arriving at universities today already have some training in these capacities, but once enrolled, university students must consider the possibility of developing this competence to increase their training in their chosen field of study, thereby furthering their lan-guage skills.
The first level of mastery of this competence consists in the ability to use the foreign language with ease. That is, students must be able to exchange information reliably, read and write without difficulty, includ-ing university texts.
Improving written and oral communication skills in the foreign lan-guage constitutes the second level of mastery. At this level, assessment verifies the level of skill and ease with which students handle daily and academic conversations and texts.
The third level of mastery measures fluency in the use of the foreign language both in social and academic contexts.
The indicators that make it possible to evaluate proficiency in a foreign language assess how well students can exchange informa-tion, understand written and spoken discourse and conversations, produce oral and written discourse, and their proficiency in each situ-ation.
Interaction with other competences, attitudes, interests, values
This competence is closely related to oral and written communica-tion skills. It also plays a crucial role in interpersonal communication in
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international contexts. Moreover, it is the ideal vehicle for developing the competence of diversity and interculturality, in social situations where people from different cultures and language communities live or work together.
Foreign language communication favours the development of soli-darity and interaction with persons from other cultures. It also contrib-utes to self-esteem, self-confidence and the self-fulfilment of people enjoying the capacity to relate to others in a language or languages dif-ferent from their own.
Importance of this competence for academic and professional life
Mastery of one or more foreign languages enables students to broaden their possibilities of learning and social relations. It also provides them with the capacity to undertake a wider range of professional projects.
How to incorporate it into the academic curriculum
Students studying foreign languages at the university should utilise these languages not only to perfect them, but also to learn different subjects in a course. By doing so, students will broaden their possibilities for learning and education.
In the first case (i.e., when working on perfecting the language it-self), work should focus on conversation, essay writing and audiovisual aids that will strengthen use of the foreign language according to rele-vant European standards. Another possibility would be to foster group work and interaction in the foreign language in question.
In the second case (i.e. when using the foreign language as a vehicle of communication within a subject in the syllabus), it is important to consider the level of proficiency to be used and how learning of the subject is to be completed – for example, access to information sources and writing of reports or essays.
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COMPETENCE: FOREIGN LANGUAGE PROFICIENCY
Definition: Understanding and making oneself understood orally and in writing using a language different from one’s own (espe-cially important in the process of European Convergence due to the expansion of international degrees)
Mastery of this competence is closely related to: Oral and written communication, diversity and interculturality, interpersonal com-munication, orientation toward others, solidarity, etc.
Levels of mastery:
1. Communicating correctly orally and in writing in a second lan-guage in daily exchanges and simple texts
2. Fluently writing reasoned essays in another language in texts of certain complexity
3. Maintaining relations of exchange and collaboration in a foreign language in various situations, contexts and fields
Indicators:
1. Exchanging information2. Written comprehension3. Listening.4. Writing5. Mastery of rhetorical devices
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Co
mm
un
icat
ing
co
rrec
tly
ora
lly
and
in w
riti
ng
in a
se
con
d la
ng
uag
e in
dai
ly e
xch
ang
es
and
sim
ple
tex
ts
Exch
ang
ing
in
form
atio
n a
bo
ut
self
an
d o
ther
s
Is u
nabl
e to
ask
for
an
d gi
ve in
form
atio
n ab
out
self
and
othe
rs.
Has
diff
icul
ty in
as
king
for
and
giv
ing
info
rmat
ion
abou
t se
lf an
d ot
hers
.
Exch
ange
s si
mpl
e in
form
atio
n ab
out
self
and
othe
rs.
Des
crib
es a
spec
ts o
f ow
n pa
st a
nd o
f m
ost
imm
edia
te
requ
irem
ents
.
Expl
ains
with
flu
ency
as
pect
s of
ow
n pa
st
and
mos
t im
med
iate
re
quire
men
ts.
Cle
arly
u
nd
erst
and
ing
tex
tsD
oesn
’t u
nder
stan
d br
ief
and
sim
ple
text
s cl
osel
y re
late
d to
co
ntex
t.
Has
diff
icul
ty in
cl
early
und
erst
andi
ng
brie
f an
d si
mpl
e te
xts
clos
ely
rela
ted
to
cont
ext.
Und
erst
ands
brie
f an
d si
mpl
e te
xts
clos
ely
rela
ted
to
cont
ext.
Easi
ly u
nder
stan
ds
mai
n in
form
atio
n in
sp
eech
and
writ
ing
in
sim
ple
cont
exts
.
Cle
arly
und
erst
ands
m
ain
info
rmat
ion
in b
asic
spe
ech
and
writ
ing
abou
t ac
adem
ic
and
prof
essi
onal
fie
ld.
Un
der
stan
din
g a
nd
u
tilis
ing
co
mm
on
d
aily
exp
ress
ion
s
Doe
sn’t
und
erst
and
com
mon
dai
ly
expr
essi
ons.
Has
diff
icul
ty in
un
ders
tand
ing
com
mon
dai
ly
expr
essi
ons.
Und
erst
ands
co
mm
on d
aily
ex
pres
sion
s.
Und
erst
ands
and
us
es e
very
day
lang
uage
in
conv
ersa
tiona
l co
ntex
ts.
Is a
ble
to u
nder
stan
d an
d m
ake
self
unde
rsto
od in
di
ffer
ent
acad
emic
an
d/or
pro
fess
iona
l co
ntex
ts.
Wri
tin
g s
imp
le t
exts
Is u
nabl
e to
pro
duce
w
ith c
orre
ctio
n si
mpl
e pi
eces
of
writ
ing.
Has
diff
icul
ty in
pr
oduc
ing
with
co
rrec
tion
sim
ple
piec
es o
f w
ritin
g.
Prod
uces
sim
ple
piec
es o
f w
ritin
g.Pr
oduc
es w
ith
corr
ectio
n pi
eces
of
writ
ing
(not
ices
, in
form
al o
r fo
rmal
le
tter
s, e
tc.).
Prod
uce
with
eas
e pi
eces
of
writ
ing
(not
ices
, inf
orm
al o
r fo
rmal
lett
ers,
etc
.).
Uti
lisin
g b
asic
la
ng
uag
e st
ruct
ure
s (p
ho
nic
, g
ram
mat
ical
, lex
ical
an
d w
ritt
en)
Use
s ba
sic
lang
uage
st
ruct
ures
with
se
rious
mis
take
s (p
honi
c, g
ram
mat
ical
, le
xica
l and
writ
ten)
.
Use
s ba
sic
lang
uage
st
ruct
ures
(pho
nic,
gr
amm
atic
al, l
exic
al
and
writ
ten)
in
appr
opria
tely.
Use
s ba
sic
lang
uage
st
ruct
ures
(pho
nic,
gr
amm
atic
al, l
exic
al
and
writ
ten)
ac
cept
ably.
Cor
rect
ly u
ses
lang
uage
str
uctu
res
(pho
nic,
gra
mm
atic
al,
lexi
cal a
nd w
ritte
n)
calle
d fo
r at
thi
s fir
st
leve
l of
mas
tery
.
Out
stan
ding
in
utili
satio
n of
the
la
ngua
ge s
truc
ture
s (p
honi
c,
gram
mat
ical
, lex
ical
an
d w
ritte
n) c
alle
d fo
r at
thi
s fir
st le
vel
of m
aste
ry.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Fl
uen
tly
wri
tin
g
reas
on
ably
co
mp
lex
essa
ys in
an
oth
er
lan
gu
age
Des
crib
ing
eve
nts
an
d d
esir
es,
just
ifyi
ng
op
inio
ns
or
exp
lain
ing
pla
ns
Is u
nabl
e to
des
crib
e ex
perie
nces
, eve
nts,
de
sire
s, o
r to
just
ify
opin
ions
and
exp
lain
pl
ans.
Has
diff
icul
ty in
de
scrib
ing
expe
rienc
es, e
vent
s,
desi
res
and
in
just
ifyin
g op
inio
ns
and
expl
aini
ng p
lans
.
Des
crib
es
expe
rienc
es, e
vent
s,
desi
res
and
just
ifies
op
inio
ns o
r ex
plai
ns
plan
s.
Has
fac
ility
for
de
scrib
ing
and
reas
onin
g in
eve
ryda
y co
ntex
ts.
Is a
ble
to d
escr
ibe
and
reas
on in
any
co
ntex
t (p
erso
nal,
acad
emic
and
/or
prof
essi
onal
life
).
Un
der
stan
din
g
com
ple
x p
iece
s o
f w
riti
ng
Can
’t u
nder
stan
d w
ritte
n w
orks
of
cert
ain
com
plex
ity.
Und
erst
ands
with
di
ffic
ulty
writ
ten
wor
ks o
f ce
rtai
n co
mpl
exity
.
Und
erst
ands
writ
ten
wor
ks o
f ce
rtai
n co
mpl
exity
.
Has
fac
ility
for
un
ders
tand
ing
com
plex
writ
ten
wor
ks o
n pe
rson
al,
acad
emic
or
prof
essi
onal
top
ics.
Not
ewor
thy
for
com
preh
ensi
on o
f co
mpl
ex w
ritte
n w
orks
on
diff
eren
t to
pics
(per
sona
l, ac
adem
ic a
nd
prof
essi
onal
).
Un
der
stan
din
g
com
ple
x sp
eech
Is u
nabl
e to
un
ders
tand
fai
rly
com
plex
spe
ech.
Und
erst
ands
with
di
ffic
ulty
fai
rly
com
plex
spe
ech.
Und
erst
ands
fai
rly
com
plex
spe
ech.
Has
fac
ility
for
un
ders
tand
ing
com
plex
ora
l di
scou
rse
on
pers
onal
, aca
dem
ic
or p
rofe
ssio
nal t
opic
s.
Not
ewor
thy
for
com
preh
ensi
on o
f co
mpl
ex o
ral
disc
ours
e on
diff
eren
t to
pics
(per
sona
l, ac
adem
ic a
nd
prof
essi
onal
).
Co
mm
un
icat
ing
fl
uen
tly
Can
not
get
by in
no
rmal
situ
atio
ns
(per
sona
l, ac
adem
ic,
prof
essi
onal
).
Has
diff
icul
ty in
co
mm
unic
atin
g w
ith
ease
.
Com
mun
icat
es w
ith
cert
ain
ease
.G
ets
alon
g ea
sily
in
the
inte
ract
ions
of
ordi
nary
life
.
Get
s al
ong
effe
ctiv
ely
(pur
pose
/dis
cour
se/
time)
in a
ll ty
pes
of
inte
ract
ions
.
Co
rrec
tly
wri
tin
g
pie
ces
of
cert
ain
co
mp
lexi
ty
Is u
nabl
e to
pro
duce
co
rrec
tly w
ritte
n w
ork
of c
erta
in
com
plex
ity.
Has
diff
icul
ty in
pr
oduc
ing
corr
ectly
w
ritte
n w
ork
of
cert
ain
com
plex
ity.
Prod
uces
cor
rect
ly
writ
ten
wor
k of
ce
rtai
n co
mpl
exity
.
Has
fac
ility
for
co
rrec
tly p
rodu
cing
co
mpl
ex w
ritte
n w
ork
on p
erso
nal,
acad
emic
and
/or
prof
essi
onal
top
ics.
Out
stan
ding
in t
he
prod
uctio
n of
writ
ten
wor
k of
cer
tain
co
mpl
exity
on
pers
onal
, aca
dem
ic
and/
or p
rofe
ssio
nal
topi
cs.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Mai
nta
inin
g
rela
tio
ns
of
exch
ang
e an
d
colla
bo
rati
on
in a
fo
reig
n la
ng
uag
e in
va
rio
us
situ
atio
ns,
co
nte
xts
and
fie
lds
Exch
ang
ing
in
form
atio
n,
reas
on
ing
po
ints
of
view
Use
s la
ngua
ge
inef
fect
ivel
y fo
r so
cial
, aca
dem
ic a
nd
prof
essi
onal
pu
rpos
es.
Has
diff
icul
ty in
usi
ng
the
fore
ign
lang
uage
ef
fect
ivel
y fo
r so
cial
, ac
adem
ic a
nd
prof
essi
onal
pu
rpos
es.
Use
s la
ngua
ge
effe
ctiv
ely
for
soci
al,
acad
emic
and
pr
ofes
sion
al
purp
oses
.
Use
s fo
reig
n la
ngua
ge w
ith e
ase
in a
lmos
t al
l si
tuat
ions
.
Is a
ble
to u
se f
orei
gn
lang
uage
with
eas
e in
all
situ
atio
ns.
Un
der
stan
din
g a
nd
p
rod
uci
ng
co
mp
lex
pie
ces
of
wri
tin
g o
n
ran
ge
of
top
ics
Is u
nabl
e to
pro
duce
an
d cl
early
un
ders
tand
long
, co
mpl
ex t
exts
.
Has
diff
icul
ty c
lear
lyun
ders
tand
ing
and
prod
ucin
g lo
ng,
com
plex
wor
ks.
Fairl
y cl
early
un
ders
tand
s an
d pr
oduc
es lo
ng,
com
plex
pie
ces
of
writ
ing.
Cle
arly
und
erst
ands
an
d pr
oduc
es a
lmos
t al
l typ
es o
f w
ritin
g.
Und
erst
ands
and
pr
oduc
es w
ith t
otal
cl
arity
all
type
s of
w
ritin
g.
Co
mm
un
icat
ing
in
any
circ
um
stan
ces,
su
itin
g la
ng
uag
e re
gis
ter
to c
on
text
Can
’t p
rodu
ce v
arie
d ty
pes
of m
essa
ges
in
diff
eren
t co
mm
unic
ativ
e co
ntex
ts.
Has
diff
icul
ty in
un
ders
tand
ing
and
prod
ucin
g va
ried
type
s of
mes
sage
in
diff
eren
t co
mm
unic
ativ
e co
ntex
ts.
Und
erst
ands
var
ied
type
s of
mes
sage
in
diff
eren
t co
mm
unic
ativ
e co
ntex
ts.
Und
erst
ands
and
pr
oduc
es a
ny t
ype
of
mes
sage
in a
ny
com
mun
icat
ive
cont
ext.
Und
erst
ands
and
pr
oduc
es a
ny t
ype
of
mes
sage
in a
ny
com
mun
icat
ive
cont
ext
Co
mm
un
icat
ing
in a
fo
reig
n la
ng
uag
e,
usi
ng
dif
fere
nt
aid
s an
d s
up
po
rts
Onl
y us
es o
ne t
ype
of
com
mun
icat
ive
aid.
Has
lim
itatio
ns in
us
ing
varie
d su
ppor
ts.
Trie
s to
ada
pt
mes
sage
to
appr
opria
te s
uppo
rt.
Kno
ws
how
to
use
the
best
sup
port
for
th
e m
essa
ge.
Use
s th
e be
st s
uppo
rt
for
the
mes
sage
and
fo
r th
e co
mm
unic
ativ
e co
ntex
t.
Bec
om
ing
su
ffic
ien
tly
pro
fici
ent
to r
elat
e an
d c
olla
bo
rate
fu
lly w
ith
oth
ers
in
the
fore
ign
la
ng
uag
e.
Prod
uces
m
isun
ders
tand
ings
th
at h
inde
r co
mm
unic
atio
n.
Has
lim
ited
abili
ty t
o ex
pres
s se
lf fu
lly.
Kno
ws
how
to
plac
e se
lf in
the
lang
uage
co
ntex
t in
que
stio
n.
Get
s al
ong
wel
l in
the
lang
uage
in a
ny
cont
ext.
Fits
in a
nd
colla
bora
tes
with
out
lang
uage
diff
icul
ties.
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Chapter 3
Interpersonal Generic Competences
Interpersonal generic competences are different capacities that ena-ble people to interact well with others. They are highly valued by compa-nies and university graduates, who usually rank them among the five most important competences. University professors and lecturers cling to more traditional criteria and still rank other competences ahead of inter-personal skills, perhaps because until now the latter were not worked on at universities. Now, however, these competences are being increasingly introduced and form an important part of the new academic curriculum in the world’s universities.
In our model, they are subdivided into two types: individual and social interpersonal competences. Individual interpersonal competences are self-motivation, a very necessary competence for students in a teaching-learn-ing model based on independent work and autonomy; perseverance and adaptability, which involve positive strategies for overcoming resistance and obstacles, and for dealing with the stress that almost everyone encounters in today’s increasingly fast, competitive, high-pressured environment.
One of the two competences completing this section is diversity and interculturality, which seeks to develop a positive view of the diversity and heterogeneity of cultures, languages, races – in short, of different ways of seeing, feeling and being. Such a view enriches, rather than detracting from our lives, but it is difficult to attain. The other remaining competence is the ethical sense that should underlie students’ personalities and im-pregnate all the actions that they undertake, guiding their personal, social and professional conduct.
Social interpersonal skills comprise four competences. The first two, which are at the heart of human relationships, are interpersonal com-
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202
munication and teamwork. Interpersonal communication is an absolute-ly crucial competence for all persons and is a two-way process. Training in this competence seeks to develop in students the capacity to listen (reception) and to know how to communicate (communicative open-ness), skills that are part of the same process. Teamwork is a competence that has been incorporated by all universities as a fundamental strategy for fitting in with any human group, particularly in the workplace. Pro-fessional work increasingly requires the contributions of different spe-cialists who complement each other and work together on the same projects. Being able to fit in and make partial contributions to the group is essential in today’s world.
The other two competences completing this section are conflict management and negotiation. These two interpersonal competences are also very important in any organisation. Conflicts can and do arise in any human group over legitimate interests that individuals or groups may have. Such conflicts should be treated as such and not as personal confrontations, which do not lead anywhere. Acquiring and developing competence for dealing with conflicts is a highly valued skill in today’s world. The final competence in this section is negotiation. In a demo-cratic world, where organisations are more and more participative, peo-ple and organisations must be proficient negotiators. This competence is required in all human fields, from the closest (family life) to social and institutional spheres. Parents must learn to negotiate with their children; workers and management must both learn to negotiate with each other; and, as noted before, the same thing can be said of many fields and spheres of human life.
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COMPETENCE: SELF-MOTIVATION
Description
Motivation is the mental effort prior to an action to encourage some-one (motivation) or oneself (in this case, self-motivation) to perform it with interest and diligence. To motivate is to dispose someone toward doing something in a certain way.
Therefore, if we have an action to undertake or a job to perform, there is one way to do it – with interest, care, speed and promptness.
Self-motivated people who are aware of their own capacities and limitations have the willingness of spirit to undertake the tasks entrusted to them, endeavouring to develop their capacities and overcome their limitations.
Self-motivated people, in addition to analysing themselves correctly, objectively and realistically, also see their surrounding situations with the same characteristics of objectivity and realism. This enables them to know exactly where they stand. Aware of their resources and difficulties, they address tasks by setting reasonable objectives, suited to their pos-sibilities. Their self-motivation makes them persevere and be constant, even when nobody else encourages them to do so, and they recognise their own successes and failures.
Thanks to this awareness of their own personal traits and self-moti-vation, they are able to devise improvement plans for overcoming their own limitations and developing their personal and professional capaci-ties. They are not discouraged by difficulties. Achievement of these ob-jectives produces feelings of satisfaction because of growth, which they know how to celebrate and share with others.
The competence of self-motivation enables people to go beyond their own limits and consider the team in the first person. So they are able to make a self-analysis of the group, convey their own motivation and enthusiasm and motivate the team with their vision of the future, sharing the achievements and successes of the team, involving others in celebrating them.
Interaction with other competences, interests, attitudes, values
To be a self-motivated person, it is necessary to know oneself well and to have developed self-esteem. Knowing oneself and having self-esteem also involve recognition of others. This awareness of one’s own
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and others’ true nature, together with a self-motivating spirit, are essen-tial for being able to adapt to surroundings and successfully overcome difficulties, contingencies and frustrations.
Decision-making is important for devising and undertaking plans of personal and professional development, considering both capacities and limitations.
Only with proper perception of one’s own nature and circumstances is it possible to interact maturely with others, and therefore develop so-cial interpersonal competences such as interpersonal communication, teamwork, conflict management and negotiating ability.
Importance of this competence for academic and professional life
During the course of their studies, students encounter difficult learn-ing situations and experiences where they see themselves as different from others due to their different capacities, learning styles and results. To undertake the task of their own learning realistically and efficiently, they need to have the skills that will enable them to realise how things stand and what their personal situation is. They need to be able to set attainable goals and devise realistic plans of action leading to the ac-complishment of these objectives, where they are the ones who decide and encourage themselves to do so, without waiting for or expecting a boost from someone else.
In professional life as well, it is necessary to be realistic about recog-nising the strengths and weaknesses of oneself and the team, and to be able to lay out plans of work and development that are achievable with-in the time available. Achievements attained should be celebrated and shared maturely and serenely. At moments of discouragement and dif-ficulty, or of failure and limitations, we must be able to look ahead and confront such experiences with a positive outlook.
In the specific case of teamwork, recognition of one’s own capacities and limitations, and the capacity to dispose oneself toward achieving agreed objectives is of particular importance, since fewer and fewer tasks are undertaken entirely individually.
How to incorporate it into the academic curriculum
The competence of self-motivation can be developed through strate-gies of formative assessment and self-assessment, including the design and monitoring of personal improvement plans.
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Teaching strategies can also be used that enable students to select the goals they wish to achieve (including assigned contents or activities and outside work – even various levels of extra work). It is then a ques-tion of checking with them the objectives they have set as well as the degree to which they have achieved them, and their attitudes during the process and in view of actual outcomes.
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COMPETENCE: SELF-MOTIVATION
Definition: Recognising one’s own capacities and limitations, striving to develop and overcome them to concentrate with inter-est and care on the tasks to be performed
Mastery of this competence is closely related to: Adaptability, self-esteem, self-fulfilment, interpersonal communication, collabora-tion, solidarity, etc.
Levels of mastery:
1. Being aware of one’s resources and limitations (personal, situa-tion, etc.), using them to advantage in successfully completing assigned work
2. Developing personal resources to improve one’s performance in action
3. Transmitting own motivation to working team by contaging en-thusiasm and constancy
Indicators:
1. Self-analysis. 2. Objectivity. Realism. 3. Constancy. Perseverance. 4. Forward-looking.5. Celebration of achievements.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Bei
ng
aw
are
of
on
es r
eso
urc
es
and
lim
itat
ion
s (p
erso
nal
, sit
uat
ion
, et
c.),
usi
ng
th
em
to a
dva
nta
ge
in s
ucc
essf
ully
co
mp
leti
ng
as
sig
ned
wo
rk
Rec
og
nis
ing
ac
hie
vem
ents
an
d
mis
take
s in
on
e’s
ow
n p
erfo
rman
ce
Fails
to
reco
gnis
e ow
n m
ista
kes.
Has
diff
icul
ty in
re
cogn
isin
g ow
n m
ista
kes.
Nee
ds
som
eone
to
poin
t th
em o
ut.
Reco
gnis
es o
wn
flaw
s an
d ac
hiev
emen
ts.
Reco
gnis
es p
oten
tial
flaw
s an
d tr
ies
to
avoi
d th
em t
hrou
gh
alte
rnat
ive
actio
n.
Not
ewor
thy
for
anal
ysis
of
own
achi
evem
ents
and
m
ista
kes,
dra
win
g co
nclu
sion
s fo
r im
prov
emen
t.
Mak
ing
eva
luat
ion
s co
nsi
sten
t w
ith
av
aila
ble
evi
den
ce
Ow
n ob
serv
atio
ns
abou
t se
lf fa
r re
mov
ed f
rom
ev
iden
ce (o
wn
outp
ut, o
ther
s’
eval
uatio
ns, e
tc.).
Falls
into
ge
nera
lisat
ions
(c
liché
s, s
tere
otyp
es,
etc.
) whe
n ta
lkin
g ab
out
self.
Ow
n ob
serv
atio
ns
abou
t se
lf m
atch
ev
iden
ce.
Reas
ons
and
just
ifies
ob
serv
atio
ns a
bout
se
lf.
Ana
lyse
s se
lf in
de
pth,
dra
win
g co
nclu
sion
s to
de
velo
p ow
n po
tent
ial.
Bei
ng
co
nst
ant
and
p
erse
vera
nt
in w
ork
u
nd
erta
ken
Is n
ot c
onst
ant
and
gets
dis
cour
aged
ea
sily.
Nee
ds s
omeo
ne t
o en
cour
age
him
/her
to
com
plet
e ta
sks.
Pers
ever
es in
w
hate
ver
he/s
he
prop
oses
.
Not
ewor
thy
for
tena
city
and
co
nsta
ncy
in w
ork.
Add
ress
es a
ll ta
sks
with
ent
husi
asm
fro
m
begi
nnin
g to
end
.
Hav
ing
a f
orw
ard
o
utl
oo
k th
at
mo
tiva
tes
acti
on
Doe
sn’t
thi
nk a
bout
ow
n fu
ture
. H
as d
iffic
ulty
in
rela
ting
pres
ent
actio
ns t
o th
e fu
ture
.
Has
a f
orw
ard
outlo
ok t
hat
prov
ides
m
otiv
atio
n.
Vis
ualis
es t
he f
utur
e an
d pl
ans
ahea
d ac
cord
ing
to o
wn
poss
ibili
ties.
Show
s co
nfid
ence
in
the
cons
eque
nces
of
own
actio
ns.
Iden
tify
ing
th
e ri
gh
t ti
me
to c
eleb
rate
ac
hie
vem
ents
Doe
sn’t
con
tem
plat
e th
e po
ssib
ility
of
cele
brat
ing
own
achi
evem
ents
.
Onl
y ce
lebr
ates
ow
n ac
hiev
emen
ts w
hen
prod
ded
by o
ther
s.
Iden
tifie
s po
ssib
le
mom
ents
for
ce
lebr
atin
g ac
hiev
emen
ts.
Thin
ks a
bout
how
to
get
othe
rs t
o ce
lebr
ate
achi
evem
ents
.
Cel
ebra
tes
and
shar
es
own
achi
evem
ents
w
ith o
ther
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:D
evel
op
ing
p
erso
nal
res
ou
rces
to
imp
rove
on
e’s
per
form
ance
in
acti
on
An
alys
ing
ow
n
limit
atio
ns
and
p
oss
ibili
ties
fo
r p
erso
nal
an
d
pro
fess
ion
al
dev
elo
pm
ent
Doe
sn’t
sho
w in
tere
st
in a
naly
sing
ow
n lim
itatio
ns a
nd
poss
ibili
ties.
Show
s po
or c
apac
ity
for
self-
criti
cism
.Sh
ows
inte
rest
in
anal
ysin
g ow
n lim
itatio
ns a
nd
poss
ibili
ties
for
pers
onal
and
pr
ofes
sion
al
deve
lopm
ent.
Mak
es g
ood
pers
onal
an
alys
es le
adin
g to
pe
rson
al o
r pr
ofes
sion
al
impr
ovem
ent.
Mak
es v
ery
good
pe
rson
al a
naly
ses
to
impr
ove
pers
onal
ly
and
prof
essi
onal
ly.
Sett
ing
go
als
suit
ed
to o
wn
po
ssib
iliti
es
Show
s lit
tle r
ealis
m
abou
t se
ttin
g go
als
for
self.
Is ir
regu
lar
abou
t re
alis
tical
ly g
augi
ng
own
stre
ngth
s.
Sets
goa
ls m
atch
ing
own
poss
ibili
ties.
Whe
n se
ttin
g go
als
for
impr
ovem
ent,
ta
kes
own
past
ex
perie
nce
spec
ially
in
to a
ccou
nt.
Not
ewor
thy
for
real
ism
and
dar
ing
in
sett
ing
goal
s fo
r pe
rson
al
impr
ovem
ent.
Sho
win
g c
on
stan
cy
in t
he
dev
elo
pm
ent
of
ow
n p
erso
nal
re
sou
rces
to
im
pro
ve
Doe
sn’t
mak
e pl
ans
to d
evel
op s
elf
pers
onal
ly.
Lack
s pe
rsev
eran
ce in
ca
rryi
ng o
ut p
erso
nal
impr
ovem
ent
plan
s.
Show
s co
nsta
ncy
in
appl
ying
pla
ns t
o de
velo
p pe
rson
al
reso
urce
s.
Ove
rcom
es d
iffic
ultie
s en
coun
tere
d w
ithou
t lo
sing
sig
ht o
f pl
ans.
Very
ten
acio
us in
pu
ttin
g in
to p
ract
ice
plan
s of
per
sona
l de
velo
pmen
t.
Dev
elo
pin
g o
wn
p
ote
nti
al w
ith
fo
rwar
d o
utl
oo
k
Lack
s ex
pect
atio
ns
rega
rdin
g ow
n im
prov
emen
t.
Occ
asio
nally
fai
ls t
o se
e w
hat
need
s to
be
done
to
deve
lop
self.
Trus
ts o
wn
pote
ntia
l fo
r de
alin
g w
ith t
he
futu
re.
Mak
es s
elf-
impr
ovem
ent
plan
s fo
r th
e m
ediu
m t
erm
re
gard
ing
pers
onal
an
d pr
ofes
sion
al
deve
lopm
ent.
Has
cle
ar g
oals
and
iti
nera
ry t
o fo
llow
to
beco
me
mor
e ef
fect
ive
and
stay
th
at w
ay.
Rec
og
nis
ing
ow
n
ach
ieve
men
ts a
nd
ce
leb
rati
ng
th
em
spec
ially
Doe
sn’t
exp
ress
sa
tisfa
ctio
n at
ow
n ac
hiev
emen
ts.
Reco
gnis
es a
nd
cele
brat
es o
wn
succ
esse
s on
ly a
t th
e bi
ddin
g of
oth
ers.
Show
s sa
tisfa
ctio
n ov
er o
wn
achi
evem
ents
.
Take
s th
e in
itiat
ive
in
cele
brat
ing
the
achi
evem
ents
at
tain
ed.
Seiz
es t
he o
ccas
ion
to m
otiv
ate
self
and
get
othe
rs
to p
artic
ipat
e in
the
the
suc
cess
of
his/
her
achi
evem
ents
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Tran
smit
tin
g o
wn
m
oti
vati
on
to
w
ork
ing
tea
m b
y co
nta
gin
g
enth
usi
asm
an
d
con
stan
cy
Mak
ing
imp
ort
ant
con
trib
uti
on
s to
te
am’s
sel
f-an
alys
is
Hin
ders
or
avoi
ds
team
sel
f-an
alys
is o
r se
lf-cr
itici
sm.
Doe
sn’t
mak
e re
leva
nt c
ontr
ibut
ions
to
the
sel
f-an
alys
is o
f th
e te
am.
Part
icip
ates
with
re
leva
nt c
ontr
ibut
ions
to
the
sel
f-an
alys
is o
f th
e te
am.
Prom
otes
sel
f-an
alys
is
of t
he t
eam
to
mot
ivat
e gr
oup
wor
k.
Inte
grat
es a
nd
syst
emat
ises
di
ffer
ent
cont
ribu
tion
s to
the
an
alys
is o
f th
e te
am.
Co
mb
inin
g
enth
usi
asm
an
d
real
ism
wh
en
con
veyi
ng
ow
n
mo
tiva
tio
n
Doe
sn’t
sho
w
conf
iden
ce in
the
po
ssib
ilitie
s of
the
te
am.
Is u
nabl
e to
ef
fect
ivel
y co
nvey
ow
n m
otiv
atio
n to
co
nvin
ce o
ther
s.
Com
bine
s en
thus
iasm
and
re
alis
m w
hen
conv
eyin
g ow
n m
otiv
atio
n.
Con
tage
s ow
n m
otiv
atio
n th
anks
to
ener
gy a
nd d
rive.
Inst
ils s
elf-
mot
ivat
ion
in t
he g
roup
.
Bei
ng
co
nst
ant
and
en
thu
sias
tic
wh
en
con
veyi
ng
ow
n
mo
tiva
tio
n a
bo
ut
a su
bje
ct
Und
erm
ines
the
gr
oup’
s m
oral
e an
d m
otiv
atio
n.
Is ir
regu
lar
in
cont
ribut
ions
and
so
met
imes
see
ms
unm
otiv
ated
.
Is c
onst
ant
whe
n co
nvey
ing
own
mot
ivat
ion.
His
/her
exe
mpl
ary
cons
tanc
y he
lps
othe
rs t
o st
ay
mot
ivat
ed.
Prep
ares
tea
m t
o st
ay
mot
ivat
ed o
ver
the
med
ium
ter
m.
Usi
ng
fo
rwar
d
ou
tlo
ok
in
con
veyi
ng
en
thu
sias
m f
or
a su
bje
ct
Doe
sn’t
sho
w
mot
ivat
ion
abou
t th
e te
am’s
forw
ard-
look
ing
proj
ect.
Easi
ly g
ets
disc
oura
ged
over
di
ffic
ultie
s hi
nder
ing
plan
s fo
r th
e fu
ture
.
Enth
usia
stic
ally
co
nvey
s fo
rwar
d ou
tlook
to
the
team
.
His
/her
for
war
d ou
tlook
mot
ivat
es
the
team
to
actio
n.
Hel
ps o
wn
team
to
be t
he o
ne t
o bu
ild
its p
roje
ct o
f fu
ture
.
Tran
smit
tin
g o
wn
en
thu
sias
m w
hen
ce
leb
rati
ng
ac
hie
vem
ents
Is c
old
or in
diff
eren
t to
the
ach
ieve
men
ts
of t
he t
eam
.
Som
etim
es
shar
es t
he
achi
evem
ents
ac
com
plis
hed
by t
he
team
.
Show
s sa
tisfa
ctio
n at
th
e ac
hiev
emen
ts o
f th
e te
am.
Shar
es w
ith t
he t
eam
th
e ac
hiev
emen
ts
acco
mpl
ishe
d.
Invo
lves
eve
ryon
e in
th
e ac
hiev
emen
t of
th
e te
am a
nd in
ow
n ce
lebr
atio
n.
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COMPETENCE: DIVERSITY AND INTERCULTURALITY
Description
Diversity identifies the cultural differences and inequalities at work in today’s societies the world over. Interculturality refers to communication and interaction between different social groups and cultures.
We live in complex, dynamic, contradictory societies that are inter-related internally and externally. They are made up of different human groups comprising a world built on diverse, dissimilar cultures whose connections with each other are increasingly fluid.
The effects of such connections, in their different manifestations, should enable us to comprehend trans-cultural relations and recognise the importance of each culture. Today it is not sufficient to acknowledge “di-versity”; we need to think about how we can “coexist in diversity”. To do so, we must accept that cultural differences are complementary, and dis-cover, without losing our differences, what we have in common with oth-er cultures. By seeking what is common to all, we will gain in communica-tion and interrelations between persons of different cultures.
The competence of diversity and interculturality must be addressed and developed in terms of the capacity to comprehend and accept cul-tural diversity as something that enriches us personally and collectively. This will enable us to coexist without incurring in distinctions of sex, age, religion, social, political or ethnic condition. But this must be done in a temperate way, without being overly relativistic or taking a Eurocentric view of diversity.
This competence is developed at three levels of proficiency aimed at making students consciously aware of contemporary intercultural reali-ties so that they will act in consequence. To this end, the first level of mastery outlines how we should accept diversity as an exclusively social phenomenon. The idea is to enable students to see cultural differences and inequalities as a product of social behaviour.
The second level traces the process whereby one can reason the causes of cultural and/or social differences and inequalities among hu-man beings. Finally, the third level focuses on how to practice intercul-tural coexistence.
The development of this competence in students is measured by how well they recognise and explain diversity and interculturality, how they internalise their capacity for interrelationships, how well they cease to discriminate persons on the basis of sex, age, religion or origin, and to what extent they try to learn about cultural differences and similarities.
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In addition to learning the meaning of cultural ethnocentricity, they must also distinguish excesses of cultural relativism.
Interaction with other competences, attitudes, interests, values
This competence is closely linked to interpersonal communication, analogical thinking and systemic thought. It is also linked to the compe-tence of communication in a foreign language.
It helps to develop a critical sense of the evolution of social behav-iour and an interest in knowing and understanding the social and cul-tural differences of humanity.
As for attitudes and values, this competence contributes to the de-velopment of social justice, shared values, respect for human dignity and a better comprehension of the social significance of human relations.
Importance of this competence for academic and professional life
Today we can see, through the news media and daily life, the mani-fest effects of transcultural relations. To deal with this phenomenon, we as citizens must develop solid, rigorous criteria to discern the social na-ture of human situations and interactions.
In the workplace as well, there is more and more mingling of people from different cultures, social conditions and ways of life. The situations that generate this coexistence require sound capacitation in order for people to get along.
How to incorporate it into the academic curriculum
This competence can be developed through learning strategies that confront students with real or simulated cases of intercultural behaviour. It is important to pay attention to the students’ own background, since today, in everyday situations, we are seeing more and more problems and conflicts arising over transcultural relations.
The most appropriate learning strategies for this competence are: problem-based learning, case studies and the project method. Moreover, it furthers students’ ability to handle sources of information and differ-ent techniques for data processing and interpretation. It is also useful for dealing with simulations or field work.
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COMPETENCE: DIVERSITY AND INTERCULTURALITY
Definition: Understanding and accepting social and cultural di-versity as something that is personally and collectively enriching, furthering coexistence between people without incurring in dis-crimination of sex (gender), age, religion, social, political, and/or ethnic background.
Mastery of this competence is closely related to: Communication and information. shared values, search for meaning, social justice, responsibility, human dignity, global justice
Levels of mastery:
1. Understanding cultural and social diversity as a human phenom-enon and interacting respectfully with different persons
2. Accepting and understanding cultural and/or social traits as structural, voluntary and reasonable aspects of humanity
3. Showing conviction that awareness of cultural diversity, an es-sential ingredient of human coexistence, generates social cohe-sion and inclusion
Indicators:
1. Accepting diversity2. Interacting3. Personal enrichment4. Non-discrimination5. Cultural enrichment
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Un
der
stan
din
g
cult
ura
l an
d s
oci
al
div
ersi
ty a
s a
hu
man
p
hen
om
eno
n a
nd
in
tera
ctin
g
resp
ectf
ully
wit
h
dif
fere
nt
per
son
s
Acc
epti
ng
div
ersi
ty
as p
art
of
the
hu
man
co
nd
itio
n
Con
side
rs d
iver
sity
as
a na
tura
l fro
ntie
r.Tr
eats
peo
ple
acco
rdin
g to
the
ir so
cial
or
cultu
ral
back
grou
nd.
Rela
tions
not
lim
ited
by s
ocia
l and
cul
tura
l di
ffer
ence
s.
Esta
blis
hes
rela
tions
w
ithou
t so
cial
or
cultu
ral d
istin
ctio
ns.
Def
ends
inte
ract
ion
betw
een
pers
ons
who
are
diff
eren
t.
Rel
atin
g t
o p
eop
le
wit
ho
ut
dis
tin
ctio
n
of
soci
al a
nd
cu
ltu
ral b
ackg
rou
nd
Man
ifest
s av
ersi
on t
o pe
rson
s of
div
erse
so
cial
or
cultu
ral
back
grou
nd.
Is d
istr
ustf
ul o
f pe
rson
s of
diff
eren
t so
cial
or
cultu
ral
orig
in.
Tend
s to
inte
ract
with
pe
rson
s w
ho a
re
diff
eren
t.
In h
is/h
er r
elat
ions
di
sreg
ards
di
ffer
ence
s.
Like
s pe
ople
for
the
ir pe
rson
al q
ualit
ies.
Uti
lisin
g r
elat
ion
s w
ith
dif
fere
nt
per
son
s fo
r o
wn
d
evel
op
men
t
Doe
sn’t
rel
ate
to
peop
le w
ho a
re
diff
eren
t du
e to
pr
ejud
ice.
Ass
umes
tha
t di
ffer
ence
s de
term
ine
the
scop
e of
hum
an
rela
tions
.
Is in
tere
sted
in
rela
ting
to p
eopl
e w
ho a
re d
iffer
ent.
Prom
otes
inte
ract
ion
betw
een
dive
rse
pers
ons.
Trie
s to
enr
ich
expe
rienc
e th
roug
h re
latio
nshi
ps w
ith
pers
ons
who
are
di
ffer
ent.
No
t d
iscr
imin
atin
g
peo
ple
fo
r re
aso
ns
of
soci
al o
r cu
ltu
ral
dif
fere
nce
Look
s do
wn
on
pers
ons
that
he/
she
cons
ider
s di
ffer
ent.
Dis
coun
ts o
ther
s’
soci
al p
ract
ices
as
asoc
ial.
Resp
ects
the
cul
tura
l or
igin
and
pra
ctic
es
of o
ther
per
sons
.
Reco
gnis
es d
iffer
ent
soci
al q
ualit
ies
in
othe
rs’ s
ocia
l pr
actic
es.
Trie
s to
lear
n th
e re
ason
s be
hind
the
so
cial
cus
tom
s an
d be
havi
ours
of
diff
eren
t pe
rson
s.
Seei
ng
co
exis
ten
ce
as t
he
pro
du
ct o
f in
tera
ctio
ns
bet
wee
n p
eop
le
wh
o a
re d
iffe
ren
t
Und
erst
ands
cul
tura
l di
vers
ity a
s a
just
ifica
tion
for
soci
al
diff
eren
ces.
Con
side
rs o
wn
soci
al
and
cultu
ral v
alue
s as
th
e on
ly v
alid
one
s on
whi
ch t
o ba
se
rela
tions
.
Resp
ectf
ully
in
terp
rets
oth
er s
ocia
l an
d cu
ltura
l val
ues.
Seek
s ba
lanc
e be
twee
n ow
n so
cial
pr
actic
es a
nd t
hose
th
at h
e/sh
e kn
ows
of
othe
r cu
lture
s.
Trie
s to
ass
imila
te a
nd
inte
grat
e in
to o
wn
deve
lopm
ent
expe
rienc
e ga
ined
fr
om r
elat
ions
with
pe
rson
s of
oth
er
cultu
res
and
soci
al
back
grou
nd.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:A
ccep
tin
g a
nd
u
nd
erst
and
ing
cu
ltu
ral a
nd
/or
soci
al t
rait
s as
st
ruct
ura
l, vo
lun
tary
an
d
reas
on
able
asp
ects
o
f h
um
anit
y
An
alys
ing
cu
ltu
ral
and
so
cial
div
ersi
ty
as a
res
ult
of
hu
man
in
tera
ctio
n
Dis
rega
rds
othe
r cu
lture
s as
infe
rior.
Con
side
rs it
use
less
to
est
ablis
h re
latio
ns
with
oth
er c
ultu
res
or
pers
ons
of d
iffer
ent
soci
al o
rigin
.
Thin
ks it
pos
sibl
e to
un
ders
tand
oth
er
cultu
res
and
soci
al
situ
atio
ns.
Kno
ws
how
to
disc
ern
the
cond
ition
s of
life
tha
t ge
nera
te
diff
eren
t pa
tter
ns o
f re
latio
nshi
p.
Is in
tere
sted
in h
ow
to r
econ
cile
diff
eren
t so
cial
cus
tom
s an
d pr
actic
es.
Tryi
ng
to
lear
n t
he
reas
on
s fo
r th
e so
cial
cu
sto
ms
and
b
ehav
iou
rs o
f d
iffe
ren
t p
erso
ns
Belie
ves
that
oth
er
cultu
res
or s
ocia
l si
tuat
ions
are
in
sign
ifica
nt.
Giv
es o
pini
on o
n cu
ltura
l and
soc
ial
dive
rsity
with
out
rigou
r.
Is in
tere
sted
in
lear
ning
and
re
ason
ing
abou
t di
ffer
ent
cultu
res
and
soci
etie
s.
Und
erst
ands
the
fo
rmat
ion
and
deve
lopm
ent
of
diff
eren
t cu
lture
s an
d so
ciet
ies.
Trie
s to
giv
e m
eani
ng
and
hum
an
sign
ifica
nce
to
cultu
ral a
nd s
ocia
l di
vers
ity.
Un
der
stan
din
g
rela
tio
ns
wit
h
per
son
s o
f o
ther
cu
ltu
res
and
so
cial
o
rig
ins
as p
erso
nal
ly
enri
chin
g
Belie
ves
that
cul
tura
l an
d so
cial
div
ersi
ty is
a
thre
at t
o ow
n w
ay
of li
fe.
Perc
eive
s cu
ltura
l and
so
cial
div
ersi
ty a
s an
in
evita
ble
dist
inct
ion.
Ass
ocia
tes
dive
rsity
w
ith t
he id
iosy
ncra
cy
of t
he h
uman
co
nditi
on.
Sees
cul
tura
l and
so
cial
div
ersi
ty a
s a
com
plem
enta
ry
hum
an r
ealit
y.
Sees
inte
rcul
tura
l re
latio
ns a
s an
ope
n pr
oces
s.
Rea
son
ing
th
at
soci
al a
nd
cu
ltu
ral
real
itie
s ar
e cr
eate
d
by
peo
ple
Con
side
rs t
hat
ther
e sh
ould
be
only
one
m
odel
of
cultu
re a
nd
soci
al p
ract
ices
.
Con
side
rs d
iver
sity
as
a m
ere
cata
logu
e of
lif
e st
yles
with
out
valu
e.
Perc
eive
s cu
ltura
l di
vers
ity a
s th
e re
sult
of h
uman
co
exis
tenc
e.
Und
erst
ands
tha
t so
ciet
ies
and
hum
an
rela
tions
are
tr
ansf
orm
able
set
s.
Und
erst
ands
tha
t di
vers
ity is
the
res
ult
of t
he in
tera
ctio
n an
d tr
ansf
orm
atio
n of
hu
man
gro
ups.
Un
der
stan
din
g t
hat
d
iver
sity
is a
n
esse
nti
al t
rait
of
the
hu
man
sp
ecie
s
Belie
ves
that
div
ersi
ty
is t
he r
esul
t of
a
proc
ess
of s
ocia
l “s
elec
tion”
.
Con
side
rs
inte
rcul
tura
l or
inte
rsoc
ial
rela
tions
hips
de
grad
ing.
Sees
div
ersi
ty a
s an
en
richi
ng a
spec
t of
th
e hu
man
con
ditio
n.
Und
erst
ands
tha
t it
is
poss
ible
to
reco
ncile
di
ffer
ent
way
s of
life
.
Con
side
rs t
hat
the
soci
al f
utur
e en
tails
tr
ansc
ultu
ral
rela
tions
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Sho
win
g c
on
vict
ion
th
at a
war
enes
s o
f cu
ltu
ral d
iver
sity
, an
ess
enti
al
ing
red
ien
t o
f h
um
an c
oex
iste
nce
, g
ener
ates
so
cial
co
hes
ion
an
d
incl
usi
on
Un
der
stan
din
g t
hat
h
um
an c
oex
iste
nce
su
pp
ort
s so
cial
an
d/
or
cult
ura
l in
teg
rati
on
Sees
div
ersi
ty a
s a
resu
lt of
sel
ectiv
e so
cial
evo
lutio
n.
Reje
cts
inte
grat
ion
as
a fo
rmul
a fo
r so
cial
in
tera
ctio
n.
Sees
div
ersi
ty a
s a
resu
lt of
hum
an
hist
ory.
Und
erst
ands
tha
t in
tera
ctio
n be
twee
n pe
rson
s ca
n di
min
ish
diff
eren
ces.
Sees
inte
grat
ion
as a
m
eans
of
impr
ovem
ent
soci
al.
Un
der
stan
din
g t
hat
o
wn
so
cial
an
d
cult
ura
l co
nte
xt is
p
art
of
tran
scu
ltu
ral
rela
tio
ns
Den
ies
the
hum
an
valu
e of
oth
er
cultu
res
and
soci
etie
s.
Dis
card
s in
tegr
atio
n an
d cu
ltura
l plu
ralit
y.Se
es o
wn
soci
al a
nd
cultu
ral c
ircum
stan
ces
in c
onso
nanc
e w
ith
the
inte
rcul
tura
l co
ntex
t.
Con
side
rs t
hat
own
cultu
re a
nd s
ocia
l co
ntex
t en
rich
and
are
enric
hed
by
inte
rcul
tura
l rel
atio
ns.
Stan
ds f
or s
ocia
l in
tegr
atio
n an
d in
clus
ion
polic
ies.
Seek
ing
way
s o
f g
ener
atin
g
tran
scu
ltu
ral
rela
tio
ns.
Giv
es p
riorit
y to
ow
n so
cial
pre
cept
s an
d va
lues
as
the
only
fo
rm o
f re
latin
g to
ot
her
cultu
res
or
soci
etie
s.
Rank
s an
d ac
cept
s/re
ject
s ot
her
cultu
res
and
soci
etie
s ac
cord
ing
to a
hi
erar
chy.
Dev
elop
s an
ope
n,
plur
al v
iew
of
inte
rcul
tura
lity.
Sees
hum
an r
elat
ions
in
ter
ms
of e
qual
ity.
Prom
otes
inte
grat
ion
and
tran
scul
tura
lity
as a
way
of
copi
ng
with
div
ersi
ty.
Uti
lisin
g r
elat
ivis
m
in a
tem
per
ed w
ayJu
dges
oth
er c
ultu
res
ethn
ocen
tric
ally
and
ac
ritic
ally.
Onl
y co
nsid
ers
own
soci
al o
r cu
ltura
l or
igin
val
id.
Trie
s to
fin
d po
ints
of
enco
unte
r in
soc
ial
and
cultu
ral
diff
eren
ces.
Trie
s to
res
pect
and
an
d de
man
d re
spec
t fo
r ot
hers
’ cul
ture
s as
w
ell a
s ow
n.
Und
erst
ands
ow
n so
ciet
y an
d cu
lture
in
the
hum
an s
ocia
l co
ntex
t.
Faci
litat
ing
re
lati
on
al c
on
text
s th
at w
ill in
clu
de
per
son
s w
ho
are
d
iffe
ren
t
Ope
nly
man
ifest
s se
greg
atio
nist
and
xe
noph
obic
att
itude
s.
Mar
gina
lises
per
sons
th
at h
e/sh
e co
nsid
ers
diff
eren
t.
Trie
s to
fos
ter
unde
rsta
ndin
g be
twee
n di
ffer
ent
pers
ons.
Use
s di
alog
ue t
o fo
men
t in
tegr
atio
n.A
cts
as a
n in
terc
ultu
ral a
gent
.
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COMPETENCE: ADAPTABILITY
Description
This competence combines the ability to retain (hang on to) a suffi-cient state of well-being to continue to perform effectively, with the skill of adapting to new circumstances and maintaining a state of equilibrium in the new context when surrounding conditions become adverse.
People develop this competence through a continuous process in which three levels of mastery are distinguished. At the first level, indi-viduals are able to keep up their energy when pressured by time, disa-greements, opposition and other adverse conditions. Moderate frustra-tions are a challenge to be addressed and improve. People at this level are able to keep constant the time and effort they devote to a task, and in addition they know how to set priorities and not get blocked when they have several jobs to do at the same time. People at the next level of competency are able to set themselves higher objectives and stricter deadlines than those demanded from outside. They receive criticism well and analyse it to learn from their own mistakes. They do not give up in the face of frustration, but are motivated to find alternative routes to achieve the same objectives. They not only set themselves deadlines and priorities for completing their work, but also are concerned for its qual-ity. People at the third level take the initiative in requesting criticism in order to improve. They are stimulated by the challenge of difficult or novel situations. They plan and distribute their time well and aim their efforts at what is most important. When they are confronted with vari-ous complex tasks, they design mechanisms that enable them to moni-tor their progress.
Interaction with other competences, interests, attitudes, values
Proficiency in endurance and adaptability requires the development of other competences such as self-motivation, which gives people the drive they need to undertake necessary actions, together with a good level of self-awareness. It is also necessary to know how to handle inter-nal states, and to know and control one’s own resources. Moreover, in order to persevere in contexts where there are adverse conditions, peo-ple must be able to express their own emotions properly and understand the emotions of others. This competence is related to other generic skills, particularly the interpersonal ones of interpersonal communication,
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teamwork and conflict management and negotiation. It is related as well to attitudes and values of self-esteem, self-assurance and self-control, and to respect for others.
Importance of this competence for academic and professional life
In any moment and field of life, there are events that alter our cir-cumstances and place us in contexts where we experience difficulty, ad-versity and time pressures. This generates anxiety, which we will handle well or not depending on the level to which we have developed this competence and our level of maturity.
Student life is full of situations where work and deadlines come to-gether, such as at the ends of semesters or during exam time, when students must be able to set priorities and devise plans to accomplish their objectives despite adversity, without letting other people or tasks distract them. There are also times when unsuccessful (and perhaps un-expected) final assessment results place students under a great deal of pressure and anguish, where they need to overcome frustration and make improvement plans featuring alternative routes to accomplish their objectives.
In professional life, and in any aspect of personal life, there are also moments such as project deadlines and year-ends when various jobs have to be done effectively under time pressure. Moreover, one’s work is occasionally criticised and new versions or re-workings are required by the client or superiors, for which there is little time. In such situations, one’s personal maturity and professionalism make it possible to over-come the difficulty with success, without allowing emotions to hinder self-control.
We all experience difficulty and frustration at some point in our lives. The difference is in how we cope with it and the attitudes that it gener-ates in us – all of which will depend on how well we have developed personal competences.
How to incorporate it into the academic curriculum
In exceptional personal situations, keeping a good balance between demands, reliability and flexibility generates an atmosphere that favours personal development and maturity, as well as enhanced adaptability. If
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students are set clear deadlines, rules, requirements about quality of work and assessment criteria, it will help them to see exactly how they stand. Making them assume commitments (with strategies like keeping a journal for noting down specific analyses and thoughts) is a path to-ward personal development that favours mastery of this competence. The role of the tutor in interpersonal relations can also be an especially important tool in this process.
Development of this competence will be stimulated by proposing tasks for which students have to devise a work plan, and record whether or not they complete their work within the stipulated deadlines. Fulfil-ment of the plan is discussed with the lecturer and presented together with the essay or project.
Various assessment strategies, including formative assessment, peer assessment and auto-assessment, mean that students must face criti-cism, analyse it and identify mistakes and places for improvement. As-sessment should be both quantitative and qualitative and involve reflec-tion on what has been learned. This fosters self-awareness, knowledge of surrounding circumstances and sufficient self-motivation to develop strategies for change and success, including adapting to adversity and difficulties beyond one’s control.
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COMPETENCE: ADAPTABILITY
Definition: Handling critical psychosocial situations smoothly and effectively, preserving physical and mental equilibrium
Mastery of this competence is closely related to: Self-awareness, capacity for keeping emotions, impulses and unproductive reac-tions under control, comprehension of others’ emotions, self-mo-tivation, appropriate expression of own emotions; including val-ues of self-control, assurance, self-esteem and personal balance, beliefs, etc.
Levels of mastery:
1. Maintaining drive and energy to perform well under pressures of time, disagreement and hardship
2. Effectively meeting objectives under pressures of time, disagree-ment, opposition and adversity
3. Meeting difficult challenges in new and changing situations without drop in high level of effectiveness
Indicators:
1. Adaptation 2. Critical sense.3. Overcoming frustration 4. Controlling time5. Self-management
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Mai
nta
inin
g d
rive
an
d e
ner
gy
to
per
form
wel
l un
der
p
ress
ure
s o
f ti
me,
d
isag
reem
ent
and
h
ard
ship
Han
din
g in
wo
rk t
o
lect
ure
r w
ith
in
dea
dlin
e d
esp
ite
exte
rnal
dif
ficu
ltie
s
Doe
sn’t
han
d in
as
sign
ed w
ork
on
time.
Som
etim
es d
oesn
’t
hand
in w
ork
on t
ime
or d
oes
so w
ithou
t ha
ving
fin
ishe
d.
Han
ds in
wor
k on
tim
e.Fi
nish
es w
ork
in t
ime
to r
evis
e an
d de
al
with
con
tinge
ncie
s.
Alw
ays
finis
hes
wor
k ah
ead
of t
ime,
and
so
can
resp
ond
appr
opria
tely,
eve
n in
ex
trem
e si
tuat
ions
.
Rea
ctin
g p
osi
tive
ly
to d
iffe
ren
ces
of
op
inio
n a
nd
cri
tici
sm
by
lect
ure
r o
r o
ther
cl
assm
ates
Can
’t h
andl
e su
gges
tions
fro
m t
he
lect
urer
or
clas
smat
es.
Reac
ts n
egat
ivel
y.
The
opin
ion
of t
he
lect
urer
or
of
clas
smat
es d
ispl
ease
s an
d di
scou
rage
s hi
m/
her.
Acc
epts
crit
icis
ms
from
the
lect
urer
or
clas
smat
es.
Inco
rpor
ates
su
gges
tions
and
cr
itici
sms
from
the
lect
urer
or c
lass
mat
es
into
way
of
proc
eedi
ng, e
valu
atin
g th
em v
ery
posit
ivel
y.
Ask
s fo
r co
mm
ents
an
d cr
itica
l opi
nion
s fr
om t
he le
ctur
er o
r cl
assm
ates
.
Bein
g st
imul
ated
by
mod
erat
e fr
ustr
atio
ns (b
ad
grad
es, r
epet
itio
n of
w
ork,
sea
rch
for
new
m
ater
ial a
nd o
ther
di
ffic
ulti
es),
conf
ront
ing
them
an
d do
ing
bett
er a
s a
resu
lt
Can
’t h
andl
e fr
ustr
atio
n ov
er
mod
erat
e di
ffic
ultie
s.
Som
etim
es g
ets
disc
oura
ged
and
has
diff
icul
ty in
cop
ing
with
mod
erat
e fa
ilure
s.
Reac
ts p
ositi
vely
to
mod
erat
e fr
ustr
atio
ns,
lear
ning
fro
m
mis
take
s.
In c
ases
of
poor
gr
ades
, rep
etiti
on o
f w
ork,
etc
., ta
kes
a pr
oact
ive
attit
ude
and
trie
s to
impr
ove.
Refle
cts
and
grow
s w
ith a
dver
sity
and
le
arns
fro
m m
ista
kes.
Bei
ng
ab
le t
o d
evo
te
con
tin
uo
us
tim
e an
d
effo
rt t
o a
sin
gle
ta
sk
Is v
ery
inco
nsta
nt.
Dev
otes
tim
e an
d ef
fort
to
own
activ
ities
, but
so
met
imes
run
s ou
t of
ste
am.
Is c
onst
ant
and
stea
dy
in o
wn
activ
ity.
Pers
ever
es u
ntil
a po
sitiv
e re
sult
is
reac
hed.
Fini
shes
act
iviti
es w
ith
the
sam
e sp
irit
in
whi
ch h
e/sh
e st
arte
d,
even
aft
er lo
ng t
ime
and
effo
rt.
Han
dlin
g m
any
task
s at
th
e sa
me
tim
e,
sett
ing
pri
ori
ties
, as
sig
nin
g t
ime
to
each
on
e an
d n
ot
get
tin
g b
lock
ed
Nev
er h
as t
ime
for
anyt
hing
. Alw
ays
feel
s un
der
pres
sure
.
Som
etim
es d
oesn
’t
calc
ulat
e w
ell t
he
time
need
ed f
or
cert
ain
wor
k, o
r do
esn’
t ta
ke in
to
acco
unt
its s
ize.
Org
anis
es t
ime
acco
rdin
g to
prio
ritie
s an
d to
ow
n re
al
poss
ibili
ties.
Fore
sees
wha
t can
be
done
with
in ti
me
avai
labl
e, p
rogr
amm
ing
own
activ
ities
acc
ordi
ng
to im
port
ance
and
ur
genc
y.
Org
anis
es t
ime
and
activ
ities
, and
fol
low
s pl
an r
igor
ousl
y an
d fle
xibl
y, u
sing
a
syst
emat
ic m
etho
d.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
: Ef
fect
ivel
y m
eeti
ng
o
bje
ctiv
es u
nd
er
pre
ssu
res
of
tim
e,
dis
agre
emen
t,
op
po
siti
on
an
d
adve
rsit
y
Wo
rkin
g a
t a
hig
her
st
and
ard
an
d w
ith
in
a sh
ort
er t
ime
than
d
eman
ded
by
lect
ure
r o
r te
am
Doe
sn’t
usu
ally
fo
llow
gui
delin
es f
or
com
plet
ing
and
hand
ing
in w
ork.
Som
etim
es f
ails
to
mee
t de
adlin
es o
r gu
idel
ines
for
as
sign
ed w
ork.
Doe
s w
hat
need
s to
be
don
e to
com
plet
e w
ork
on t
ime
and
acco
rdin
g to
gu
idel
ines
.
Part
ially
impr
oves
on
the
stan
dard
s pr
opos
ed f
or w
ork
and
task
s.
Mak
es o
vera
ll pr
opos
als
that
impr
ove
the
guid
elin
es a
nd
dead
lines
for
com
plet
ing
wor
k or
ta
sks.
Lear
nin
g f
rom
ow
n
mis
take
s, a
nal
ysin
g
crit
icis
ms
to im
pro
ve
in f
utu
re
Doe
sn’t
acc
ept
own
mis
take
s.Sh
ows
a pa
ssiv
e at
titud
e to
ow
n m
ista
kes,
and
doe
sn’t
le
arn
from
the
m.
Acc
epts
crit
ical
ob
serv
atio
ns m
ade,
le
arni
ng f
rom
ow
n m
ista
kes.
Hab
itual
ly a
sks
for
criti
cal o
pini
ons
on
own
wor
k as
way
of
impr
ovin
g pe
rfor
man
ce.
Crit
ical
ly a
naly
ses
self
and
finds
alte
rnat
ives
to
ove
rcom
e th
e m
ista
kes
dete
cted
by
self
or b
y ot
hers
No
t g
ivin
g in
to
fr
ust
rati
on
, id
enti
fyin
g a
nd
cr
eati
ng
alt
ern
ativ
e w
ays
to a
chie
ve
ob
ject
ives
Get
s ea
sily
di
scou
rage
d,
rem
aini
ng p
assi
ve
and
with
no
actio
n re
spon
se.
Tend
s to
get
di
scou
rage
d by
hea
vy
frus
trat
ions
.
Doe
sn’t
giv
e in
to
frus
trat
ion,
but
see
ks
alte
rnat
ive
way
s to
ac
com
plis
h ob
ject
ives
.
Is s
timul
ated
by
frus
trat
ions
to
impr
ove
usua
l res
ults
.
Gro
ws
whe
n fa
ced
with
diff
icul
ties
and
sees
fru
stra
tions
as
new
cha
lleng
es.
Dis
trib
uti
ng
tim
e w
ell a
nd
org
anis
ing
o
wn
ag
end
a,
wit
ho
ut
lett
ing
p
erso
ns
or
situ
atio
ns
dis
trac
t fr
om
pri
ori
ties
Doe
sn’t
app
ear
to
have
org
anis
ed o
wn
time
and
activ
ities
in
the
leas
t.
Plan
s sp
endi
ng o
f tim
e, b
ut e
asily
alte
rs
plan
if in
terr
upte
d.
Plan
s tim
e ac
cord
ing
to t
he im
port
ance
of
activ
ities
.
Plan
s tim
e ac
cord
ing
to t
he im
port
ance
of
activ
ities
and
m
anag
es
inte
rrup
tions
wel
l.
Prop
oses
mea
sure
s to
av
oid
inte
rrup
tions
. Fo
rese
es h
ow t
o ha
ndle
con
tinge
ncie
s,
whi
le c
onve
ying
a
sens
e of
cal
m a
nd
conf
iden
ce.
Sett
ing
ob
ject
ives
an
d t
imet
able
s fo
r co
mp
leti
ng
wo
rk,
def
inin
g p
rio
riti
es,
con
tro
llin
g w
ork
q
ual
ity
and
p
erfo
rmin
g p
lan
ned
ac
tio
ns
effe
ctiv
ely.
Doe
sn’t
def
ine
way
of
org
anis
ing
wor
k.Fa
ils t
o se
t ob
ject
ives
or
dea
dlin
es, t
o co
mpl
ete
plan
ned
actio
ns, o
r to
mon
itor
and
eval
uate
qua
lity
of o
wn
wor
k.
Sets
obj
ectiv
es a
nd
dead
lines
. Prio
ritis
es
activ
ities
and
m
onito
rs q
ualit
y of
ow
n w
ork.
Mon
itors
ac
com
plis
hmen
t of
ow
n ob
ject
ives
.
Spon
tane
ousl
y su
bjec
ts a
ll w
ork
and
proj
ects
to
proc
ess
of
plan
ning
, exe
cutin
g,
mon
itorin
g an
d im
prov
ing.
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222
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Mee
tin
g d
iffi
cult
ch
alle
ng
es in
new
an
d c
han
gin
g
situ
atio
ns
wit
ho
ut
a d
rop
in h
igh
leve
l o
f ef
fect
iven
ess
Act
ing
wit
h
dili
gen
ce, q
uic
kly
con
fro
nti
ng
o
bst
acle
s st
and
ing
in
th
e w
ay o
f o
bje
ctiv
es
Is s
low
in r
eact
ing
to
unfo
rese
en o
bsta
cles
an
d th
eref
ore
in
acco
mpl
ishi
ng
obje
ctiv
es (d
eadl
ines
, st
anda
rds,
etc
.).
Has
diff
icul
ty in
re
spon
ding
to
and
over
com
ing
obst
acle
s st
andi
ng in
way
of
obje
ctiv
es.
Is q
uick
in r
espo
ndin
g to
and
ove
rcom
ing
obst
acle
s pe
rcei
ved
to b
e st
andi
ng in
way
of
obj
ectiv
es.
Ana
lyse
s ob
stac
les
and
plan
s ho
w t
o ov
erco
me
them
to
acco
mpl
ish
obje
ctiv
es.
Fore
sees
and
avo
ids
obst
acle
s st
andi
ng in
w
ay o
f qu
ality
and
tim
e ob
ject
ives
pr
opos
ed.
Bei
ng
str
on
g in
th
e fa
ce o
f cr
itic
ism
, an
d s
earc
hin
g f
or
way
s to
use
it t
o
imp
rove
Has
diff
icul
ty in
ha
ndlin
g cr
itici
sm.
Usu
ally
look
s fo
r an
d m
akes
exc
uses
.
Get
s ea
sily
di
scou
rage
d by
cr
itici
sm a
nd is
in
capa
ble
of r
eact
ing.
Resp
onds
cal
mly
to
criti
cism
and
use
s it
to im
prov
e.
Valu
es t
he c
ritic
al
obse
rvat
ions
of
othe
rs a
s an
op
port
unity
for
im
prov
emen
t.
Requ
ests
crit
icis
ms
of
own
perf
orm
ance
fr
om p
eopl
e w
ho c
an
prov
ide
idea
s. F
inds
ne
w w
ays
to
impr
ove.
Bei
ng
sti
mu
late
d b
y d
iffi
cult
or
no
vel
situ
atio
ns,
sta
yin
g
stro
ng
an
d c
on
stan
t an
d d
ealin
g w
ith
th
em a
s a
chal
len
ge
Get
s bl
ocke
d in
di
ffic
ult
or n
ovel
si
tuat
ions
.
Cop
es w
ith d
iffic
ult
or n
ovel
situ
atio
ns,
but
lack
s pe
rsev
eran
ce if
the
y pe
rsis
t.
Is s
timul
ated
by
com
plic
ated
or
nove
l si
tuat
ions
.
Doe
s ve
ry w
ell i
n di
ffic
ult
or c
hang
ing
situ
atio
ns a
nd
does
n’t
get
disc
oura
ged.
Look
s fo
r di
ffic
ult
or
nove
l cha
lleng
es,
conf
ront
ing
them
w
ithou
t bu
ildin
g up
te
nsio
n.
Plan
nin
g a
nd
m
anag
ing
tim
e u
nd
er p
ress
ure
, fo
cusi
ng
on
wh
at is
m
ost
imp
ort
ant
Doe
sn’t
kno
w h
ow t
o ad
min
iste
r tim
e w
ell,
gets
flu
ster
ed a
nd
deal
s w
ith m
atte
rs a
s th
ey c
ome
up.
Som
etim
es s
uccu
mbs
to
pre
ssur
e, s
ettin
g as
ide
som
ethi
ng
impo
rtan
t to
res
olve
w
hat
seem
s ur
gent
.
Man
ages
tim
e ef
fect
ivel
y w
hen
unde
r pr
essu
re.
Stic
ks t
o es
sent
ials
w
hen
unde
r pr
essu
re,
usin
g tim
e ef
ficie
ntly.
K
now
s ho
w t
o sa
y no
w
hen
nece
ssar
y.
Not
ewor
thy
for
effe
ctiv
enes
s un
der
pres
sure
, and
for
ca
lmly
tak
ing
best
ad
vant
age
of t
ime.
Bei
ng
ab
le t
o
han
dle
var
iou
s co
mp
lex
task
s si
mu
ltan
eou
sly,
es
tab
lish
ing
m
ech
anis
ms
for
con
tro
llin
g t
hei
r p
rog
ress
Can
’t h
andl
e an
d re
solv
e m
ore
than
on
e th
ing
at a
tim
e.
Has
diff
icul
ty in
ha
ndlin
g se
vera
l co
mpl
ex t
hing
s at
a
time,
get
s flu
ster
ed
or f
ails
to
mon
itor
prog
ress
.
Han
dles
and
res
olve
s m
ore
than
one
co
mpl
ex t
ask
at a
tim
e, m
onito
ring
thei
r pr
ogre
ss.
Show
s ea
se in
m
anag
ing
vario
us
proj
ects
at
a tim
e,
follo
win
g pr
oced
ures
le
arne
d.
Man
ages
diff
eren
t co
mpl
ex p
roje
cts,
es
tabl
ishi
ng o
wn
mec
hani
sms
to
mon
itor
thei
r pr
ogre
ss.
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COMPETENCE: ETHICAL SENSE
Description
When people must take action or decisions with ethical implications, their capacity to adapt, to get involved and let themselves be guided by their moral existence is what we call their ethical sense (Cobo, 1993). This ethical sense takes shape in people’s lives through processes of building moral character, and concerns their positive inclination toward the moral good of oneself or of others – that is, toward everything that is good or tends toward the wholesomeness or realisation of the indi-vidual – and perseverance in pursuing that moral goodness (Cobo, 1993). Therefore, we can say that the ethical sense is the ability to think and act according to universal principles based on the value of human beings and oriented toward their full development.
Learning to build an ethical sense takes place primarily within the sphere of people’s daily lives, where they must find reasons for their moral convictions. Education of this sphere of daily living should be geared toward offering students essential frameworks of reference both for building their own personal lives and for their lives as citizens who must get along with others. The ethical sense competence is designed to fulfil certain functions, including: 1) promoting a reflective, critical atti-tude, getting students used to not accepting any ideas, acts or values that have not been carefully analysed and thought about; 2) strengthen-ing their capacity to think logically, using reason as an instrument of dia-logue; 3) learning to think independently, adopting their own stand on issues; 4) integrating into their vision of the whole a diversity of knowl-edge, beliefs and values; and 5) evaluating the normative capacity of ethics as an instrument for transformation and change.
To fulfil these functions, the competence has been organised into three levels: the first is the moral personality and ethical principles. Its objective is to provide foundational ethical knowledge that will enable students to know and assimilate its most basic categories and acquire the main tools for beginning moral reasoning. At this first level, there-fore, students are expected to be able to reflect, reason and make judge-ments about whether or not certain moral behaviours are correct. The second level, ethical values and moral sensibility, focuses primarily on the key factor in the moral life of people: ethical values, attitudes and habits. Students at the third level, the meaning of life and the principles of jus-tice, are aware of the need to let their own lives be guided by ethical principles. Fundamental objectives of this level are the acceptance of
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commitment and responsibility, enhancement of personal autonomy and freedom of conscience, and the development of sensibility and com-mitment to the underprivileged.
The indicators proposed for assessing students’ level of progress at each of the three levels reflect a training process divided into five stations:
1. Moral adequacy2. Reflectiveness (aimed at values such as authenticity, self-fulfil-
ment, logic, striving for excellence in the development of the most highly valued virtues, etc.)
3. Deliberation (aimed at values such as renouncing one’s own in-terests and convictions, especially if these are erroneous or exag-gerated; the recognition of others’ points of view different from one’s own; willingness to search for truth and agreement, mu-tual comprehension).
4. Virtuous behaviour (aimed at development of co-operative work that fills some need related to getting along, academic work, group life within a university context).
5. Acceptance of rules. Through the use (observance) of rules, rec-ognition of rights and obligations, and through reflective and deliberative thinking on these types of rules. This refers to rules concerned with the organisation and course of university life in all its aspects (academic, living and working together, citizen-ship, etc.) and to rules related to other important practices: re-flective and deliberative thinking, virtuous behaviour, etc.
Interaction with other competences, attitudes, interests, values
The ethical sense is or should be present in each and every one of the other competences. It is unquestionably transversal in nature, cutting across all competences. With regard to the ones explained here however, mastery of this competence is most closely related to: analytical thinking, systemic thinking, critical thinking, problem-solving, decision-making, oral and written communication skills, interpersonal communication, di-versity and interculturality, adaptability, and the attitudes of responsibil-ity, autonomy, justice, co-operation, etc.
Importance of this competence for academic and professional life
Having a highly developed sense of ethics is a practical competence willingly nourished in the moral life of individuals as persons, citizens and
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professionals. It is therefore found in the personal, social and profes-sional spheres of students. Consequently, the competence has been or-ganised to focus not so much on specific knowledge as on enhancing the attitudes, values and competences related to the ethical sense and having the greatest effect on the personal, social and professional di-mensions. Without distinguishing between them for the moment, we would stress as most fundamental those that strengthen values and at-titudes such as autonomy, responsibility, co-operation, mutual respect, integrity, social awareness, etc.
In developing this competence, the student’s future professional ca-reer must be seen as another prime element in his/her life project. The idea is for students to be able to integrate their chosen career into their life project and evaluate the ethical aspects that are helping to shape their own professional identity. However, this normative dimension should be seen within the broader framework of social justice. In any case, it must be recognised that generally speaking, university students already have, thanks to their age and the complex socialisation already received, a basic, stable system of moral options. Nevertheless, much work can be done through this competence to enhance 1) their critical discernment and the hierarchy, systematisation, foundations and scope of their moral schema; and (less often or easily), 2) a change in one of their basic convictions.
How to incorporate it into the academic curriculum
Teaching an “ethical sense” is not an easy task. It requires certain general, comprehensive conditions in all the subjects making up a de-gree course, and a classroom atmosphere that are hard to achieve. Therefore, if we want students to adopt a critical, reflective attitude, they must be equipped with criteria and the habit of requiring that theo-ries and facts be based on adequate evidence or need. If students are to learn how to reason, they must have at least a practical knowledge of the main rules of rational argumentation. If they are to learn how to think independently, they must be taught to base what they say or write on evidence and facts. Finally, if ethical training is to help them to achieve an integrated view of reality, they must have a comprehensive vision of the role of different domains of knowledge and beliefs, as well as the systematic organisation of ethics.
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COMPETENCE: ETHICAL SENSE
Definition: Being positively inclined toward the moral good of oneself or of others (that is, toward everything that is good or tends toward the wholesomeness or realisation of the individual) and perseverance in that moral goodness.
Mastery of this competence is closely related to: analytical thinking, systemic thinking, critical thinking, problem-solving, decision-mak-ing, oral and written communication skills, interpersonal commu-nication, diversity and interculturality, adaptability, responsibility, autonomy, justice, co-operation, etc.
Levels of mastery:
1. Identifying, recognising and applying the moral personality and ethical principles
2. Identifying, recognising and applying ethical values and moral sensibility
3. Identifying, recognising and applying the meaning of the moral life and the principle of justice
Indicators:
1. Moral adequacy2. Reflectiveness (enhancing values such as authenticity, self-fulfil-
ment, logic, striving for excellence in the development of the most highly valued virtues, etc.)
3. Deliberation (enhancing values such as the renunciation of one’s own interests and convictions, especially if these are erroneous or exaggerated; the recognition of others’ points of view differ-ent from one’s own; willingness to search for truth and agree-ment, mutual comprehension)
4. Virtuous behaviour (enhancing development of co-operative work, that fills some need related to getting along, academic work, group life within a university context)
5. Acceptance of rules. Through of the use (observance) of rules, recognition of rights and obligations, and through reflective and deliberative thinking on these types of rules. This refers to rules concerned with the organisation and course of university life in all its details (academic, living and working together, citizenship, etc.) and to rules related to other important practices: reflective and deliberative thinking, virtuous behaviour, etc.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Iden
tify
ing
, re
cog
nis
ing
an
d
app
lyin
g t
he
mo
ral
per
son
alit
y an
d
eth
ical
pri
nci
ple
s
Co
nd
uct
go
vern
ed
by
bas
ic k
no
wle
dg
e o
f et
hic
s
Avo
ids
deci
ding
w
heth
er a
n ac
tion/
activ
ity is
mor
ally
rig
ht o
r w
rong
.
Doe
sn’t
que
stio
n th
e re
ason
s fo
r th
e et
hics
be
hind
som
e ba
sic
prin
cipl
es.
Expr
esse
s ve
ry b
asic
m
oral
opi
nion
s w
hen
a pr
inci
ple
is a
pplie
d to
a s
peci
fic s
ituat
ion.
Mak
es e
thic
al
judg
emen
ts –
i.e.
ex
pres
ses
reas
oned
id
eas
base
d on
a s
peci
fic
mor
al g
uide
line
conc
erni
ng w
heth
er
an a
ctio
n/ac
tivity
is
mor
ally
rig
ht o
r w
rong
.
Arg
ues
with
wel
l-re
ason
ed id
eas
invo
lvin
g m
oral
pr
inci
ples
, opi
nion
s or
judg
emen
ts,
lead
ing
to a
mor
al
conc
lusi
on.
Seek
ing
to
aff
irm
o
nes
elf
thro
ug
h
kno
wle
dg
e o
f th
e et
hic
al w
orl
d
Doe
sn’t
app
ear
inte
rest
ed in
the
or
igin
, int
erna
l st
ruct
ure
or
impl
icat
ions
of
basi
c et
hica
l prin
cipl
es.
Has
diff
icul
ty in
st
eerin
g an
d m
otiv
atin
g ow
n be
havi
our
acco
rdin
g to
eth
ical
prin
cipl
es.
Has
vis
ion
of t
he
ethi
cal d
imen
sion
of
hum
an b
eing
s.
Build
s lo
gica
l eth
ical
ar
gum
ents
.Ex
pres
ses
own
idea
of
just
ice
(in
acco
rdan
ce
with
per
cept
ion
and
deve
lopm
ent
of m
oral
aw
aren
ess)
.
Cri
tica
lly a
ccep
tin
g
new
per
spec
tive
s,
even
th
ou
gh
th
ey
cast
do
ub
t o
n o
ne’
s o
wn
Doe
sn’t
add
ress
et
hica
l iss
ues
in a
ll th
eir
com
plex
ity (i
.e.,
does
n’t
take
into
ac
coun
t th
e di
vers
e im
plic
atio
ns,
circ
umst
ance
s an
d co
nseq
uenc
es
invo
lved
).
Onl
y ta
kes
into
co
nsid
erat
ion
own
pers
pect
ive
or t
hat
of t
he p
erso
ns m
ost
dire
ctly
invo
lved
in
the
cou
rse
ofan
act
ion,
ov
erlo
okin
g th
e po
int
of v
iew
of
othe
rs, e
spec
ially
of
thos
e al
so a
ffec
ted
by
the
actio
n (t
hird
pa
rtie
s).
Crit
ical
ly m
aint
ains
st
and
on w
hat
is r
ight
in
a d
iscu
ssio
n, u
sing
re
ason
ed c
riter
ia.
In c
onve
rsat
ions
and
di
scus
sion
s,
unde
rsta
nds
and
is
sens
itive
to
the
requ
irem
ents
and
in
tere
sts
of o
ther
s,
thei
r fe
elin
gs, v
alue
s,
opin
ions
and
rea
sons
.
Dis
cuss
es t
hing
s co
nstr
uctiv
ely:
w
ith t
he s
ince
re
desi
re t
o co
ntrib
ute
to
unde
rsta
ndin
g an
d th
e re
solu
tion
of
prob
lem
s ad
dres
sed,
w
hile
res
pect
ing
and
reco
gnis
ing
the
clai
ms
to v
alid
ity o
f ot
hers
’ opi
nion
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Iden
tifyi
ng,
reco
gnis
ing
and
appl
ying
the
mor
al
pers
onal
ity a
nd
ethi
cal p
rinci
ples
Usi
ng
ow
n
axio
log
ical
rea
lity
as
sig
n o
f p
erso
nal
ity
and
iden
tity
bef
ore
o
ther
s
Doe
sn’t
per
sona
lly
spec
ify a
ny v
alue
s in
ow
n ha
bitu
al w
ay o
f th
inki
ng, r
eact
ing
or
actin
g.
Men
tions
val
ues
but
with
out
cons
ciou
sly
and
delib
erat
ely
assu
min
g th
em a
s ow
n.
Man
ifest
s ow
n pe
rson
al v
alue
s to
ot
hers
as
part
of
own
pers
onal
iden
tity.
Rank
s in
impo
rtan
ce
or v
ital p
riorit
y re
cogn
ised
per
sona
l va
lues
.
Reco
gnis
es t
he r
ole
of e
thic
al s
ense
in t
he
leve
l of
estim
atio
n of
ow
n pe
rson
al v
alue
s.
Ob
serv
ing
an
d
pu
ttin
g in
to
pra
ctic
e ru
les
esta
blis
hed
by
the
gro
up
to
wh
ich
on
e b
elo
ng
s
Has
diff
icul
ty in
re
spec
ting
all t
he
rule
s se
t in
the
gro
up
of w
hich
he/
she
form
s pa
rt.
Has
diff
icul
ty in
as
sim
ilatin
g th
e ru
les
set
in t
he e
duca
tiona
l co
ntex
t of
whi
ch h
e/sh
e fo
rms
part
.
Part
icip
ates
in t
he
prac
tices
and
ac
tiviti
es o
f th
e gr
oup
or c
onte
xt, a
bidi
ng
by t
heir
rule
s.
Striv
es t
o in
terp
ret
and
mak
e se
nse
of
each
of
the
norm
ativ
e el
emen
ts
in s
peci
fic s
ituat
ions
in
the
edu
catio
nal
cont
ext.
Take
s to
con
scie
nce,
th
roug
h a
proc
ess
of
refle
ctio
n an
d de
liber
atio
n, t
he
norm
ativ
e as
pect
s ac
com
pany
ing
som
e si
tuat
ions
and
the
ir ro
le in
pro
vidi
ng a
m
oral
hor
izon
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Id
enti
fyin
g,
reco
gn
isin
g a
nd
ap
ply
ing
eth
ical
va
lues
an
d m
ora
l se
nsi
bili
ty
Kn
ow
ing
ho
w t
o
get
alo
ng
in a
p
lura
l, h
eter
og
eneo
us
gro
up
Und
erva
lues
the
co
ntrib
utio
ns o
f ot
hers
.
Has
diff
icul
ty in
re
cogn
isin
g ot
hers
’ co
ntrib
utio
ns t
o gr
oup.
Crit
ical
ly e
xam
ines
ow
n kn
owle
dge
and
stan
ds, a
nd t
hose
of
othe
rs.
Expl
icitl
y re
cogn
ises
th
e rig
hts
of o
ther
s to
thi
nk a
nd e
valu
ate
inde
pend
ently
and
in
divi
dual
ly, t
o ex
pres
s w
hat
they
th
ink
and
to f
reel
y ac
t in
con
sequ
ence
.
Show
s in
depe
nden
ce
in m
oral
con
vict
ions
, se
lf-co
ntro
l and
cr
itica
l cap
acity
, and
so
is a
ble
to r
espe
ct
and
valu
e ot
hers
w
ithou
t be
ing
dom
inat
ed b
y th
em.
Inco
rpo
rati
ng
th
e et
hic
al s
ense
into
o
ther
are
as a
nd
b
ein
g g
uid
ed b
y it
Lack
s se
lf m
aste
ry
and
cont
rol.
Nee
ds g
reat
er
mod
erat
ion
and/
or
sere
nity
in s
ituat
ions
of
pre
ssur
e, t
ensi
on
or c
onfli
ct.
Reac
ts w
ith p
rude
nce
and/
or m
atur
ity in
di
ffic
ult,
nov
el
situ
atio
ns.
App
lies
and
soun
dly
just
ifies
mor
al
prin
cipl
es t
o sp
ecifi
c si
tuat
ions
.
Add
ress
es p
robl
ems
and
actio
ns w
ith g
ood
sens
e, ta
king
into
ac
coun
t the
ir co
mpl
exity
, int
egra
ting
a cr
itica
l per
spec
tive.
Sho
win
g s
kill
in
dia
log
ue
Doe
sn’t
list
en
atte
ntiv
ely
to w
hat
othe
rs s
ay.
Has
diff
icul
ty in
mak
ing
self
unde
rsto
od w
hen
ther
e ar
e m
any
idea
s an
d pe
ople
who
see
an
d va
lue
real
ity
diff
eren
tly.
Dra
ws
from
ow
n an
d ot
hers
’ opi
nion
s w
hat
unifi
es, w
hat
adds
, w
hat
dist
ingu
ishe
s.
Acc
epts
diff
eren
ces
expl
icitl
y an
d w
ith
good
rea
soni
ng.
Dist
ingu
ishes
bet
wee
n th
e pr
ivat
e (o
bjec
t of
resp
ect a
nd to
lera
nce)
an
d pu
blic
(obj
ect o
f re
spon
sibili
ty a
nd
fairn
ess)
.
Mai
nta
inin
g
con
sist
ency
b
etw
een
wh
at o
ne
thin
ks a
nd
do
es
Lack
s ba
sic
skill
s fo
r de
alin
g w
ell w
ith
prob
lem
s of
mor
al
cons
cien
ce t
hat
coul
d ar
ise.
Doe
sn’t
que
stio
n ow
n ac
tions
crit
ical
ly
(lack
s m
otiv
atio
n, h
as
diff
icul
ty in
acc
eptin
g re
spon
sibi
litie
s).
Reco
gnis
es c
onfli
cts
of c
onsc
ienc
e an
d ha
s ba
sic
skill
s fo
r fin
ding
way
out
.
Reso
lves
con
flict
s pe
rson
ally
tak
ing
resp
onsi
bilit
y fo
r ow
n de
cisi
ons.
Dec
ides
in
depe
nden
tly
betw
een
actio
ns
perc
eive
d as
fea
sibl
e,
taki
ng in
to a
ccou
nt
all t
heir
impl
icat
ions
.
Rec
og
nis
ing
just
ice
as a
mai
n, b
asic
et
hic
al p
rin
cip
le
Rem
ains
obl
ivio
us t
o th
e m
ost
basi
c,
prop
er s
ense
of
the
wor
d ju
stic
e.
Iden
tifie
s w
ith
diff
icul
ty t
he m
ost
basi
c, p
rope
r m
odal
ities
of
just
ice.
Rela
tes
just
ice
to
hum
an r
ight
s,
unde
rsto
od a
s co
ncre
te e
thic
al
oblig
atio
ns a
nd
right
s.
Reco
gnis
es a
nd
attr
ibut
es w
hat
corr
espo
nds
to s
elf
and
othe
rs (w
hen
exer
cisi
ng ju
stic
e in
ci
rcum
stan
ces
whe
re
requ
ired
to d
o so
).
Hab
itual
ly a
cts
with
re
spon
sibi
lity
and
resp
ect,
and
is f
air
in
actio
ns w
ith s
elf
and
othe
rs, a
ssum
ing
resp
onsi
bilit
y fo
r ow
n ac
ts.
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230
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Iden
tify
ing
, re
cog
nis
ing
an
d
app
lyin
g t
he
mea
nin
g o
f th
e m
ora
l lif
e an
d t
he
pri
nci
ple
of
just
ice
Ap
pro
pri
atel
y h
and
ling
sit
uat
ion
s th
at a
re m
ora
lly
sig
nif
ican
t, c
om
ple
x o
r co
nfl
icti
ve
Avo
ids
addr
essi
ng
mor
al r
equi
rem
ents
of
spe
cific
pra
ctic
e w
ithin
gro
up. (
Har
dly
part
icip
ates
in
agre
ed e
vent
s, h
as
diff
icul
ty in
re
spec
ting
rule
s an
d ag
reem
ents
, and
in
shou
lder
ing
som
e ar
ea o
f re
spon
sibi
lity)
.
Doe
sn’t
get
su
ffic
ient
ly in
volv
ed
in t
he g
roup
or
acce
pt a
spe
cific
rol
e in
und
erta
king
pr
actic
es t
hat
sim
ulat
e re
al o
r hy
poth
etic
al
situ
atio
ns.
Con
trib
utes
and
co
-ope
rate
s at
gro
up
leve
l in
the
reso
lutio
n of
mor
ally
sig
nific
ant,
co
mpl
ex a
nd/o
r co
nflic
tive
situ
atio
ns.
Con
trib
utes
way
s of
re
solv
ing
mor
ally
di
ffic
ult
soci
al o
r pe
rson
al s
ituat
ions
.
Show
s vi
rtuo
us
beha
viou
r (e
xem
plar
y,
exce
llent
) in
unde
rtak
ing
a pr
actic
e th
at is
m
oral
ly s
igni
fican
t,
com
plex
and
/or
conf
lictiv
e.
Kn
ow
ing
an
d
taki
ng
car
e o
f o
nes
elf
(fee
ling
s,
op
inio
ns,
bel
iefs
)
Doe
sn’t
que
stio
n se
lf on
impo
rtan
t m
oral
is
sues
.
Mak
es li
ttle
eff
ort
to
disc
over
ow
n op
inio
n, f
eelin
gs o
r po
sitio
n on
issu
es
unde
r di
scus
sion
.
Ack
now
ledg
es a
nd
expr
esse
s w
hat
he/
she
has
dete
cted
in
self
(op
inio
n,
feel
ings
or
posi
tion
on
issu
es u
nder
di
scus
sion
).
Con
tras
ts a
nd
reaf
firm
s or
qua
lifie
s po
sitio
ns, a
rgum
ents
, re
ason
s or
opi
nion
s w
ith o
ther
s.
Act
s tr
uly
and
cons
iste
ntly
with
the
va
lues
or
virt
ues
that
he
/she
hol
ds m
ost
high
ly.
Usi
ng
dia
log
ue
to
furt
her
fai
rnes
s an
d
com
pre
hen
sio
n
Doe
sn’t
con
trib
ute
argu
men
ts a
nd
reas
ons
to s
uppo
rt
own
view
s on
wha
t is
rig
ht.
Has
diff
icul
ty in
lin
king
ow
n op
inio
ns
with
tho
se o
f ot
hers
w
hen
seek
ing
to
bett
er u
nder
stan
d th
e si
tuat
ion
in h
and.
Reco
gnis
es a
nd
unde
rsta
nds
diff
eren
t op
inio
ns
and
poin
ts o
f vi
ews
on is
sue
in h
and
(cap
acit
y of
list
enin
g to
and
rec
ogni
sing
ot
hers
’ ar
gum
ents
, of
com
pari
ng t
hem
w
ith
own,
of
send
ing
clea
r, co
nstr
ucti
ve
mes
sage
s).
Show
s a
posi
tive
attit
ude
tow
ard
and
eval
uatio
n of
di
alog
ue. M
aint
ains
bo
nds
of a
ffec
tion
and
resp
ect
cond
uciv
e to
pos
itive
at
titud
es t
owar
d co
llabo
ratio
n an
d di
alog
ue.
Reno
unce
s ow
n in
tere
sts
and
conv
ictio
ns, e
spec
ially
if
exag
gera
ted
or
erro
neou
s (r
ecog
nise
s va
lid p
oint
s of
vie
w
of o
ther
s; c
omm
itted
to
the
sea
rch
for
trut
h, f
air
agre
emen
ts
and
bett
er m
utua
l co
mpr
ehen
sion
).
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Third
leve
l of
mas
tery
:Id
entif
ying
, re
cogn
isin
g an
d ap
plyi
ng t
he m
eani
ng
of t
he m
oral
life
and
th
e pr
inci
ple
of ju
stic
e
Sati
sfyi
ng
, th
rou
gh
co
-op
erat
ive
wo
rk,
nee
ds
linke
d t
o
coex
iste
nce
(in
cl
assr
oo
m,
team
wo
rk, g
rou
p
life)
Show
s lit
tle in
tere
st
in g
ettin
g ot
her
grou
p m
embe
rs t
o pa
rtic
ipat
e in
co
mm
on a
ctiv
ities
.
Inte
rest
ed in
get
ting
othe
r gr
oup
mem
bers
to
par
ticip
ate
in
com
mon
act
iviti
es.
Supp
orts
and
de
fend
s th
e us
eful
ness
and
im
port
ance
of
co-
oper
ativ
e w
ork
as a
po
sitiv
e m
eans
of
furt
herin
g gr
oup
life
in t
he c
lass
room
.
Insi
sts
on t
he
impo
rtan
ce o
f co
-op
erat
ive
wor
k as
a
mea
ns o
f fu
rthe
ring
grou
p re
latio
ns.
Con
vinc
es o
ther
s th
at
wha
t th
ey a
re d
oing
w
ill h
ave
effe
cts
on
clas
sroo
m r
elat
ions
, as
wel
l as
on o
ther
gr
oups
.
Bei
ng
incl
ined
to
war
d g
oo
d, a
se
nse
of
just
ice
and
th
e fe
elin
g o
f d
uty
Show
s in
cons
iste
ncie
s in
way
of
actin
g an
d ex
pres
sing
ow
n et
hica
l val
ues
and
sens
e of
just
ice.
Has
diff
icul
ties
in
mee
ting
oblig
atio
ns
apar
t fr
om p
erso
nal
inte
rest
s.
Act
s fa
irly
rega
rdle
ss
of p
erso
nal i
nter
ests
an
d pr
efer
ence
s:
givi
ng, a
ttrib
utin
g,
reco
gnis
ing
wha
t co
rres
pond
s to
eac
h.
Act
ivel
y st
ands
by
othe
rs, s
harin
g th
eir
need
s, in
itiat
ives
, co
ncer
ns, p
robl
ems.
Acc
epts
gro
up r
ules
an
d ho
w t
hey
are
dist
ribut
ed, a
s a
guar
ante
e of
the
rig
hts
and
oblig
atio
ns
of a
ll its
com
pone
nts.
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232
COMPETENCE: INTERPERSONAL COMMUNICATION
Description
Dialogue is the word we use for conversations between one or two people who alternatively express their ideas, thoughts and values. In the course of a conversation, differences of opinion and discussions may arise, but always in the spirit of seeking agreement between the parties. That, at least, is how it should be.
Interpersonal communication means positively interacting with other people through dialogue. That is, they each are empathetic when listen-ing, and express themselves clearly and assertively, without hiding what they really think and feel.
Words are the important part of this communicative act, although how things are said and how they are heard is also essential. Therefore, both the verbal and non-verbal aspects of such interaction must be very much taken into account.
Development of this competence is linked to relationships between people in any context, and, of course, the capacity to interact well be-gins with a good predisposition toward dialogue. For this reason, the first level of proficiency concerns people’s capacity to establish good dia-logue relations with others.
The second level of mastery focuses on what students are able to do with dialogue and understanding – whether they are able to utilise them to generate closer, more fruitful and respectful relations between those involved; and whether they are able to produce collaboration as a prod-uct of interactions between people.
Fostering a constructive communicative context for interaction con-stitutes the third level of mastery, because it seeks to measure how stu-dents pay attention to others, how they incorporate their own ideas into discussion, how they stimulate honesty and sincerity in human interac-tions and how they help to build integrative consensus.
The indicators of this capacity measure knowing how to listen, sin-cerity and honesty, the capacity to encourage constructive dialogue and respectful interaction between people.
Interaction with other competences, attitudes, interests, values
This competence is directly involved with oral communication and with communication in a foreign language when people of international
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origins interact. It also comes into play in teamwork, in conflict manage-ment and negotiation, and leadership.
Moreover, it is a competence that plays an important role in the val-ues involved in personal and social development – that is, self-esteem, motivation and self-confidence are qualities that good intercommunica-tion helps to develop. Furthermore, it develops orientation toward oth-ers and enhances one’s capacity to consider and respect others’ opin-ions.
Importance of this competence for academic and professional life
Universities are ideal settings for interpersonal communication. During their years at university, students can be prepared to develop their capacity to interact with others in different registers. First, in their relations with classmates in daily studies and learning. Second, in their relations with lecturers. Third, in the relationships they form with other university students, some of which may be long-lasting and very influ-ential.
Universities are also of course the settings that prepare students for a career in the professional world. A world where interaction is essential to generate communication between people. Knowledge transfer, rela-tions at work, job motivation and participation are just a few of the situ-ations where interaction with others plays an important role.
How to incorporate it into the academic curriculum
This competence can be taught through case studies and problem-solving.
The idea is to generate situations between students that require in-teraction and co-operation between them, either through joint prepara-tion of cases, or through activities that call for interaction between peo-ple and groups.
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COMPETENCE: INTERPERSONAL COMMUNICATION
Definition: Interacting positively with other persons through empathetic listening and through clear, assertive expression of what one thinks and/or feels, by verbal and non-verbal means
Mastery of this competence is closely related to: orientation to-ward others, support for others, self-esteem, respect, communica-tion/information, competence/confidence, empathy, personal de-velopment, support, etc.
Levels of mastery:
1. Establishing good dialogue with classmates and lecturers, listen-ing and speaking clearly and assertively
2. Using dialogue and understanding to collaborate and generate relations
3. Fostering sincere empathetic communication aimed at construc-tive dialogue
Indicators:
1. Listening2. Assertiveness3. Feed-back4. Atmosphere5. Suitability
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235
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Esta
blis
hin
g g
oo
d
dia
log
ue
wit
h
clas
smat
es a
nd
le
ctu
rers
, lis
ten
ing
an
d s
pea
kin
g
clea
rly
and
as
sert
ivel
y
List
enin
g a
tten
tive
lyD
oesn
’t li
sten
. Wan
ts
to im
pose
ow
n id
eas
at a
ll co
sts.
Get
s di
stra
cted
and
do
esn’
t ca
ptur
e en
tire
mes
sage
.
List
ens
atte
ntiv
ely
to
othe
rs.
List
ens
clos
ely
to
ensu
re f
ull
com
preh
ensi
on o
f ot
hers
’ ide
as.
Pays
suf
ficie
nt t
ime
and
atte
ntio
n to
ot
hers
to
show
the
y ar
e be
ing
liste
ned
to.
Sayi
ng
wh
at o
ne
thin
ks a
nd
fee
ls o
n
a su
bje
ct
Is e
xtre
mel
y qu
iet,
so
it’s
hard
to
know
w
hat
he/s
he is
th
inki
ng.
Doe
sn’t
tak
e a
stan
d an
d m
essa
ges
are
ambi
guou
s.
Expr
esse
s w
hat
he/
she
thin
ks a
nd f
eels
ab
out
the
subj
ect
in
hand
.
Stat
es w
ith c
larit
y an
d as
sura
nce
wha
t he
/she
thi
nks
and
feel
s.
Is a
sser
tive.
The
oth
er
pers
on a
lway
s kn
ows
wha
t hi
s/he
r po
sitio
n an
d re
actio
ns a
re o
n th
e su
bjec
t in
han
d.
Talk
ing
ab
ou
t th
ing
s in
a w
ay t
hat
d
oes
n’t
pu
t o
ther
s o
n t
he
def
ensi
ve
Is c
onst
antly
ev
alua
ting
and
judg
ing
wha
t ot
hers
sa
y; is
alw
ays
on t
he
defe
nsiv
e.
Spea
ks w
ith e
xces
sive
se
nse
of a
ssur
ance
an
d su
perio
rity.
Avo
ids
mak
ing
valu
e ju
dgem
ents
or
conv
eyin
g se
nse
of
supe
riorit
y w
hen
spea
king
. Doe
s no
t pu
t ot
hers
on
the
defe
nsiv
e.
Whe
n co
mm
unic
atin
g ta
kes
othe
rs in
to a
ccou
nt
and
supp
orts
the
m.
His
/her
co
mm
unic
atio
n ge
nera
tes
an
atm
osph
ere
of
unde
rsta
ndin
g an
d di
alog
ue.
Ask
ing
qu
esti
on
s to
g
ain
a b
ette
r u
nd
erst
and
ing
Doe
sn’t
ask
que
stio
ns
and
sim
ply
assu
mes
th
at h
e/sh
e ha
s un
ders
tood
whe
n ot
hers
spe
ak.
His
/her
que
stio
ns a
re
few
, ino
ppor
tune
or
poor
ly s
truc
ture
d.
Ask
s op
en q
uest
ions
to
und
erst
and
othe
rs’
idea
s an
d po
sitio
ns
bett
er.
His
/her
que
stio
ns a
re
pert
inen
t an
d en
able
th
e sp
eake
r to
en
larg
e on
wha
t he
/sh
e is
try
ing
to
conv
ey.
His
/her
que
stio
ns a
re
inte
llige
nt a
nd
impr
ove
the
atm
osph
ere
or h
elp
the
dial
ogue
to
go
forw
ard.
Exp
ress
ing
sel
f cl
earl
y an
d
accu
rate
ly
His
/her
exp
ress
ion
is
poor
and
unc
lear
.Ex
pres
ses
self
hesi
tant
ly a
nd
with
out
man
agin
g to
co
nvey
idea
s w
ell.
Con
veys
idea
s co
ncis
ely
in f
amili
ar
cont
exts
.
Expr
esse
s id
eas
with
ea
se a
nd f
luen
cy.
Out
stan
ding
for
fa
cilit
y of
exp
ress
ion
and
com
mun
icat
ive
clar
ity.
Dev
elo
pin
g g
oo
d,
con
sist
ent
bo
dy
lan
gu
age
His
/her
bod
y la
ngua
ge is
in
cons
iste
nt w
ith
verb
al m
essa
ge a
nd
not
appr
opria
te f
or
the
com
mun
icat
ive
situ
atio
n.
His
/her
bod
y la
ngua
ge d
oesn
’t
rein
forc
e ve
rbal
m
essa
ge.
With
bod
y an
d ge
stur
es c
onve
ys
info
rmat
ion
that
is
cons
iste
nt w
ith v
erba
l m
essa
ge a
nd w
ith
the
com
mun
icat
ive
situ
atio
n.
His
/her
bod
y la
ngua
ge c
ontr
ibut
es
valu
able
info
rmat
ion
and
enric
hes
verb
al
expr
essi
vene
ss.
His
/her
bod
y la
ngua
ge is
hig
hly
expr
essi
ve, c
onsi
sten
t an
d su
itabl
e,
enha
ncin
g co
mm
unic
ativ
e flo
w.
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236
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:U
sin
g d
ialo
gu
e an
d
un
der
stan
din
g t
o
gen
erat
e re
lati
on
s o
f co
llab
ora
tio
n
List
enin
g t
o a
nd
u
nd
erst
and
ing
o
ther
s’ id
eas
even
w
hen
op
po
site
to
o
wn
Doe
sn’t
list
en t
o ot
hers
and
onl
y pa
ys
atte
ntio
n to
wha
t he
/sh
e is
inte
rest
ed in
.
Hin
ders
flo
w o
f co
mm
unic
atio
n to
st
ress
ow
n id
eas.
List
ens
to e
very
one
with
out
criti
cisi
ng o
r ju
dgin
g th
eir
opin
ions
.
Show
s in
tere
st in
ot
hers
’ ide
as a
nd
disc
ours
e.
Show
s co
mpr
ehen
sion
to
war
d al
l opi
nion
s.
Cri
tici
sin
g
con
stru
ctiv
ely;
sa
yin
g c
lear
ly w
hat
o
ne
thin
ks a
nd
fee
ls
wit
ho
ut
trea
din
g o
n
feel
ing
s o
f o
ther
s
Crit
icis
es
dest
ruct
ivel
y.A
lway
s ar
gues
ag
ains
t.Ex
pres
ses
self
with
out
disd
ain
for
othe
rs.
Arg
ues
poin
t of
vie
w
with
out
mak
ing
pers
onal
allu
sion
s.
Stre
sses
the
pos
itive
in
oth
ers
and
reas
ons
abou
t th
e di
ffer
ence
s.
Co
mm
un
icat
ing
sp
on
tan
eou
sly,
cr
eati
ng
an
at
mo
sph
ere
of
equ
alit
y an
d
colla
bo
rati
on
Spea
ks w
ith
supe
riorit
y an
d di
stan
ce. F
ails
to
enga
ge a
udie
nce.
Util
ises
spe
ech
to
dist
ance
sel
f.In
ow
n co
mm
unic
atio
n is
re
laxe
d an
d op
en.
Col
labo
rate
s in
bu
ildin
g a
rela
xed,
co
nstr
uctiv
e at
mos
pher
e.
Gen
erat
es c
onfid
ence
an
d op
enne
ss in
ot
hers
.
Res
pec
tin
g o
ther
s in
co
nte
nt
(wh
at is
sa
id)
and
in f
orm
(h
ow
it is
sai
d)
Inte
ntio
nally
ge
nera
tes
tens
ion
for
own
bene
fit.
Impo
ses
own
idea
s w
ithou
t re
spec
ting
othe
rs.
Use
s re
spec
t as
a
crite
rion
for
unde
rsta
ndin
g an
d di
alog
ue.
Use
s un
ders
tand
ing
and
dial
ogue
to
fom
ent
cons
truc
tive
attit
udes
.
Mak
es p
ositi
ve
eval
uatio
ns a
nd
resp
ects
oth
ers’
op
inio
ns.
Suit
ing
sp
eech
an
d
bo
dy
lan
gu
age
to
the
situ
atio
n a
nd
to
th
e n
eed
s o
f o
ther
s
Reso
rts
to n
on-v
erba
l m
eans
to
inte
rfer
e an
d in
terr
upt.
Doe
sn’t
tak
e in
to
acco
unt
the
cont
ribut
ions
of
othe
rs.
Suits
spe
ech
and
body
lang
uage
to
each
con
vers
atio
n an
d si
tuat
ion.
Pays
att
entio
n an
d tr
ies
to in
tegr
ate
the
cont
ribut
ions
of
othe
rs.
Is v
ery
flexi
ble
in o
wn
com
mun
icat
ion.
A
dapt
s to
all
type
s of
pe
ople
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Fost
erin
g s
ince
re
emp
ath
etic
co
mm
un
icat
ion
ai
med
at
con
stru
ctiv
e d
ialo
gu
e
Bei
ng
rec
epti
ve t
o
oth
ers’
co
mm
un
icat
ive
pro
po
sals
eve
n if
cr
itic
ism
s; L
iste
nin
g
to e
nri
ch d
ialo
gu
e.
Doe
sn’t
tol
erat
e qu
estio
ning
of
his/
her
belie
fs. D
efen
ds t
hem
ve
ry e
mot
iona
lly.
Expr
essl
y m
anife
sts
disi
nter
est
for
diff
erin
g op
inio
ns.
Pays
att
entio
n to
ev
eryo
ne’s
opin
ions
.M
anife
sts
inte
rest
for
di
ffer
ing
opin
ions
.A
ctiv
ely
elic
its c
ritic
al
opin
ions
.
Pro
po
sin
g
sug
ges
tio
ns
for
qu
alit
y co
mm
un
icat
ion
ai
med
at
con
stru
ctiv
e d
ialo
gu
e
Ram
bles
on
with
out
clar
ity o
f id
eas.
Doe
sn’t
inco
rpor
ate
othe
rs’ i
deas
.M
akes
sug
gest
ions
on
how
to
impr
ove
dial
ogue
and
man
age
com
mun
icat
ion
bett
er.
Furt
hers
dia
logu
e by
ob
ject
ivel
y in
corp
orat
ing
othe
rs’
sugg
estio
ns.
Out
stan
ding
for
ab
ility
to
inte
grat
e ow
n an
d ot
hers
’ id
eas.
Cre
atin
g
com
mu
nic
ativ
e co
nte
xts
bas
ed o
n
ho
nes
ty a
nd
si
nce
rity
of
par
tici
pan
ts
Dis
dain
s fr
om t
he
outs
et a
ny w
ho
disa
gree
.
Syst
emat
ical
ly
ques
tions
and
op
pose
s th
e op
inio
ns
of o
ther
s.
Expr
esse
s se
lf w
ith
sinc
erity
and
res
pect
.O
penl
y re
cogn
ises
ow
n do
ubts
and
m
ista
kes.
Stim
ulat
es h
ones
t,
sinc
ere
and
open
co
mm
unic
atio
n on
th
e pa
rt o
f ot
hers
.
Seek
ing
sh
ared
m
ean
ing
an
d
neg
oti
atio
n o
f d
iffe
ren
ces
aris
ing
in
co
mm
un
icat
ion
Focu
ses
espe
cial
ly o
n di
ffer
ence
s.Ju
dges
glo
bally
w
ithou
t de
tect
ing
poin
ts o
f ag
reem
ent.
Firs
t se
eks
poin
ts o
f ag
reem
ent.
Stre
sses
sha
red
poin
ts
and
is w
illin
g to
ced
e to
oth
ers.
Take
s th
e in
itiat
ive
in
gene
ratin
g co
nsen
sus.
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COMPETENCE: TEAMWORK
Description
People are sociable by nature. The tendency to associate with others to obtain something, or to help to achieve goals that could not other-wise be attained individually is a trait that appears in childhood. It can be said to be genetic, as it is in certain animals that organise their habits and ways of life in groups: bees, ants, prairie dogs, etc.
However, the organisation of regulated activity such as work, stud-ies, healthcare requires that we use this human trait following norms and rules that build on the importance of this natural phenomenon. People come together to play sports, organise parties and events, en-gage in research and discover new aspects of nature, of history, of art; to produce specialised goods and services, to defend themselves, etc.
There are aspects of group structure that determine their effective-ness and so should be taken into account. These include the number of members, proposed objectives, roles and assigned tasks of each member in working toward the common goal, rules to follow, etc. There are also specific group efforts on which will depend the group’s progress (or de-cline) over time, such as decision-making, communication processes, conflict resolution, etc.
Both aspects of group functioning have an effect on the results achieved through group work. Teamwork cannot be improvised, but re-quires prior preparation and care in the details of its processes and struc-ture.
Due to its complexity and importance, this competence has been divided into three levels of mastery. The first corresponds to members’ responsibility to carry out tasks, meet deadlines, and give priority to com-mon objectives over their own individual ones.
At a second level of proficiency, people participate and identify more with the effectiveness of the group. They not only participate formally by meeting minimum requirements, but work for harmony and understand-ing among group members, doing everything they can to see that peo-ple learn from and value each other.
Leadership of the group means organising, taking the initiative to motivate others, and having a positive influence on them. These are the features of the third level of proficiency in this competence.
To recognise and evaluate learning and progress at these three lev-els, the following indicators are used: tasks completed, participation, organisation and social value attached to work undertaken with others.
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Interaction with other competences, attitudes, interests, values
Considered by many specialists as a core competence, teamwork involves thinking analytically and systemically, reflectively and critically, administering time and meetings, participating in decision-making and in management of objectives and projects.
It helps to improve interpersonal communication, conflict manage-ment and the exercise of leadership in small groups, but can be extended to more complex situations.
Teamwork is basic for developing values such as respect for human dignity, solidarity, global justice, etc.
Importance of this competence for academic and professional life
Students come to university to pursue a degree course. The degree accrediting these studies is obtained individually, but contrary to what some might think, the social aspect of students’ academic and profes-sional training has a great deal of weight in their overall education.
Students need to relate to lecturers and classmates in order to un-dertake work of various kinds, including study projects and research. Cultural and sports activities form part of their student life and partici-pating in them provides perfect opportunities for exercising the compe-tence of teamwork.
In professional life, competence in teamwork is required in two-thirds of employment offerings for positions of some responsibility. Employers seek people with good capacity for working in teams, for creating and directing teams, etc. In fact, selection processes devote part of their inter-view time to questioning candidates about this subject, or even include group interviews or group dynamics exercises in the selection process in order to observe how candidates perform in a group context.
Tasks that involve working with others, in teams, occur not only within departments (e.g. sales teams, accounting or production teams), but also between departments in multidisciplinary teams created spe-cifically to undertake projects, resolve problems, draw up innovation or improvement proposals, etc.
How to incorporate it into the academic curriculum
One of the most popular recent methodologies is one known as “co-operative learning”, where learning objectives are achieved by interac-
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tion through teamwork activities. Clearly, the different techniques and activities incorporated in this methodology help to develop the compe-tence of teamwork.
However, one should bear in mind that this competence is an at-tribute of each individual, along with his/her professional training and personal maturity. It must therefore be incorporated into the syllabus or course curriculum. It is a competence that must be assessed on the basis of behaviour showing progress in the specified indicators or criteria, in-cluding the techniques decided on for the assessment.
This is a competence where lecturers can use techniques of self- and peer-evaluation to supplement their own assessments. Lecturers can ob-serve certain behaviours within the student group, but during part of the group activity time, it is the students themselves who best know how they and their classmates function as a team.
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COMPETENCE: TEAMWORK
Definition: Actively joining and participating in the attainment of shared objectives with other persons, departments and organi-sations
Mastery of this competence is closely related to: Good socialisation and interest in interaction. Strong social values conducive to a be-lief in integrity, honesty and competence of others. Capacity for interpersonal communication. Maturity to deal with differences of criteria. Conviction concerning the effectiveness of shared work. Desire and interest to freely share ideas and information. Values of collaboration, solidarity.
Levels of mastery:
1. Actively participating and collaborating in team tasks and pro-moting confidence, cordiality and focus on shared work
2. Contributing to the consolidation and development of the team, fostering communication, balanced distribution of work, good team atmosphere and cohesion
3. Directing groups, ensuring member integration and high-per-formance orientation
Indicators:
1. Work2. Participation3. Organisation4. Cohesion5. Social value of activity
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242
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Act
ivel
y p
arti
cip
atin
g a
nd
co
llab
ora
tin
g in
te
am t
asks
an
d
pro
mo
tin
g
con
fid
ence
, co
rdia
lity
and
fo
cus
on
sh
ared
wo
rk
Co
mp
leti
ng
as
sig
ned
tas
ks
wit
hin
dea
dlin
e as
g
rou
p m
emb
er
Doe
sn’t
com
plet
e as
sign
ed t
asks
.Pa
rtia
lly c
ompl
etes
as
sign
ed t
asks
or
does
so
with
del
ays.
Repo
rts
befo
re t
he
dead
line
on t
he
outc
ome
of t
he
assi
gned
tas
k.
Qua
lity
of w
ork
on
the
assi
gned
tas
k is
a
note
wor
thy
cont
ribut
ion
to t
he
team
.
In a
dditi
on t
o co
mpl
etin
g as
sign
ed
task
wel
l, hi
s/he
r w
ork
orie
nts
and
faci
litat
es t
hat
of r
est
of t
eam
mem
bers
.
Part
icip
atin
g a
ctiv
ely
in t
eam
mee
tin
gs,
sh
arin
g in
form
atio
n,
kno
wle
dg
e an
d
exp
erie
nce
s
Oft
en a
bsen
t fr
om
grou
p w
ork
and
his/
her
pres
ence
is
irrel
evan
t.
Take
s lit
tle p
art,
m
ostly
at
the
requ
est
of o
ther
s.
In g
ener
al is
act
ive
and
part
icip
ativ
e in
gr
oup
enco
unte
rs.
His
/her
wor
k fo
ster
s pa
rtic
ipat
ion
and
impr
oved
qua
lity
of
team
res
ults
.
His
/her
con
trib
utio
ns
are
fund
amen
tal f
or
the
grou
p pr
oces
s an
d fo
r th
e qu
ality
of
resu
lts.
Co
llab
ora
tin
g in
d
efin
ing
, org
anis
ing
an
d d
istr
ibu
tin
g
gro
up
tas
ks
Man
ifest
s re
sist
ance
to
the
org
anis
atio
n of
w
ork
with
in t
he
team
.
Sim
ply
acce
pts
the
orga
nisa
tion
of w
ork
prop
osed
by
othe
r m
embe
rs o
f th
e te
am.
Part
icip
ates
in t
he
plan
ning
, or
gani
satio
n an
d di
strib
utio
n of
te
amw
ork.
Is o
rgan
ised
and
di
strib
utes
wor
k w
ith
effe
ctiv
enes
s.
Fost
ers
orga
nisa
tion
of w
ork
by t
akin
g be
st a
dvan
tage
of
team
mem
ber
tale
nts
and
know
-how
.
Focu
sin
g o
n a
nd
b
ein
g c
om
mit
ted
to
ag
reem
ent
and
sh
ared
ob
ject
ives
Purs
ues
own
obje
ctiv
es.
Has
diff
icul
ty in
in
tegr
atin
g pe
rson
al
and
team
obj
ectiv
es.
Acc
epts
as
own
the
obje
ctiv
es o
f th
e gr
oup.
Prom
otes
a c
lear
de
finiti
on o
f ob
ject
ives
and
the
gr
oup’
s in
tegr
atio
n ro
und
them
.
Mot
ivat
es a
nd
mar
shal
s gr
oup
roun
d m
ore
dem
andi
ng
obje
ctiv
es. G
roup
s w
here
he/
she
part
icip
ates
no
tew
orth
y fo
r pe
rfor
man
ce a
nd
qual
ity.
Taki
ng
into
acc
ou
nt
the
po
ints
of
view
o
f o
ther
s an
d g
ivin
g
con
stru
ctiv
e fe
edb
ack
Doe
sn’t
list
en t
o cl
assm
ates
and
sy
stem
atic
ally
di
spar
ages
the
m,
wan
ting
to im
pose
ow
n op
inio
ns.
List
ens
little
, ask
s no
qu
estio
ns, d
oes
not
wan
t to
kno
w o
ther
s’
opin
ions
. His
/her
co
ntrib
utio
ns a
re
redu
ndan
t an
d no
t ve
ry s
ugge
stiv
e.
Acc
epts
the
opi
nion
s of
oth
ers
and
know
s ho
w t
o gi
ve o
wn
poin
t of
vie
w
cons
truc
tivel
y.
Prom
otes
co
nstr
uctiv
e di
alog
ue
and
insp
ires
qual
ity
part
icip
atio
n fr
om
othe
r gr
oup
mem
bers
.
Inte
grat
es o
ther
s’
opin
ions
into
a h
ighe
r pe
rspe
ctiv
e,
mai
ntai
ning
at
mos
pher
e of
co
llabo
ratio
n an
d su
ppor
t.
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243
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:C
on
trib
uti
ng
to
th
e co
nso
lidat
ion
an
d
dev
elo
pm
ent
of
the
team
, fo
ster
ing
co
mm
un
icat
ion
, b
alan
ced
d
istr
ibu
tio
n o
f w
ork
, go
od
tea
m
atm
osp
her
e an
d
coh
esio
n
Acc
epti
ng
an
d
resp
ecti
ng
gro
up
n
orm
s
Doe
sn’t
acc
ept
or
resp
ect
grou
p no
rms.
Que
stio
ns g
roup
no
rms
to s
uit
them
to
own
inte
rest
s.
Acc
epts
and
res
pect
s gr
oup
norm
s.Pa
rtic
ipat
es in
de
cidi
ng g
roup
no
rms.
Prop
oses
nor
ms
to
impr
ove
the
grou
p’s
func
tioni
ng a
nd
atm
osph
ere.
Hel
ps t
o en
forc
e no
rms
and
rule
s.
Hel
pin
g t
o d
ecid
e an
d a
pp
ly t
he
team
’s w
ork
p
roce
sses
Doe
sn’t
kno
w o
r ap
ply
the
met
hods
an
d pr
oced
ures
ag
reed
by
the
team
.
Has
diff
icul
ty in
un
ders
tand
ing
and
appl
ying
est
ablis
hed
wor
k pr
oces
ses.
App
lies
good
m
etho
ds a
nd
proc
edur
es f
or
effe
ctiv
e un
dert
akin
g of
the
tea
m’s
wor
k.
Part
icip
ates
act
ivel
y in
de
sign
ing
team
’s w
ork
proc
esse
s.
Intr
oduc
es c
hang
es in
pr
oces
ses
to im
prov
e qu
ality
of
team
’s w
ork.
Act
ing
co
nst
ruct
ivel
y to
re
solv
e te
am
con
flic
ts
Prov
okes
con
flict
s in
gr
oup
with
out
cont
ribut
ing
solu
tions
.
Avo
ids
addr
essi
ng
conf
licts
.A
cts
posi
tivel
y to
re
solv
e co
nflic
ts t
hat
aris
e in
gro
up.
Sees
firs
t sy
mpt
oms
of c
onfli
ct a
nd a
cts
quic
kly.
Ow
n ac
tions
pro
vide
co
nstr
uctiv
e w
ays
out
of c
onfli
cts,
bef
ore
they
bec
ome
prol
onge
d or
muc
h w
orse
.
Hel
pin
g t
o b
rin
g
gro
up
to
get
her
th
rou
gh
way
of
com
mu
nic
atin
g a
nd
in
tera
ctin
g
Agg
ress
ivel
y at
tack
s or
que
stio
ns t
eam
’s ca
paci
ty t
o tr
y to
re
ach
an a
gree
men
t.
Is p
assi
ve a
nd
inte
ract
s lit
tle w
ith
othe
r gr
oup
mem
bers
.
Con
veys
cle
arly
and
di
rect
ly o
wn
idea
s an
d op
inio
ns t
o th
e ot
her
team
mem
bers
.
Inte
ract
s po
sitiv
ely
with
oth
er g
roup
m
embe
rs, s
uppo
rtin
g an
d en
cour
agin
g th
em.
Prop
oses
way
s of
ge
ttin
g to
geth
er
apar
t fr
om f
orm
al
mee
tings
to
impr
ove
grou
p co
hesi
on.
Furt
her
ing
th
e so
cial
imp
ort
ance
o
f th
e ac
tivi
ty
un
der
take
n b
y th
e g
rou
p
Den
ies
or q
uest
ions
ut
ility
or
impo
rtan
ce
of t
eam
’s ta
sk.
Is in
tere
sted
in
gett
ing
mem
bers
to
part
icip
ate
in
com
mon
act
iviti
es.
Supp
orts
and
def
ends
ut
ility
and
impo
rtan
ce
of t
eam
’s ta
sk. M
akes
po
sitiv
e ev
alua
tions
.
Insi
sts
on t
he
impo
rtan
ce o
f ea
ch
team
mem
ber’s
wor
k to
the
fin
al c
olle
ctiv
e ou
tcom
e.
Mak
es o
ther
s se
e th
at w
hat
they
are
do
ing
has
repe
rcus
sion
s on
ot
her
grou
ps.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Dir
ecti
ng
gro
up
s,
ensu
rin
g m
emb
er
inte
gra
tio
n a
nd
h
igh
-per
form
ance
o
rien
tati
on
Co
llab
ora
tin
g
acti
vely
in p
lan
nin
g
of
team
wo
rk,
dis
trib
uti
on
of
task
s an
d d
ead
lines
Lets
thi
ngs
go; a
cts
with
out
prio
r pl
anni
ng.
Impr
ovis
es p
lann
ing
and
leav
es lo
ose
ends
. Dea
dlin
es a
re
not
real
istic
.
Mak
es c
oncr
ete
prop
osal
s fo
r th
e di
strib
utio
n of
tas
ks
and
esta
blis
hes
reas
onab
le d
eadl
ines
.
Stim
ulat
es o
ther
m
embe
rs’
part
icip
atio
n, c
o-or
dina
ting
thei
r co
ntrib
utio
ns.
Dis
trib
utes
fea
sibl
e ta
sks
to m
embe
rs in
a
co-o
rdin
ated
way
w
ith
clea
r gu
idel
ines
, ev
en
unde
r ti
me
pres
sure
an
d w
ith
dive
rse
mem
bers
.
Dir
ecti
ng
mee
tin
gs
wit
h e
ffec
tive
nes
sIs
una
ble
to c
o-or
dina
te m
eetin
gs,
whi
ch g
et o
ut o
f ha
nd.
Trie
s to
dire
ct
mee
tings
but
ov
erlo
oks
time,
ag
enda
or
resu
lts.
Dire
cts
mee
tings
with
ef
fect
iven
ess
and
mee
ts o
bjec
tives
.
Dire
cts
mee
tings
with
ef
fect
iven
ess,
ac
hiev
ing
bala
nced
pa
rtic
ipat
ion
and
the
invo
lvem
ent
of a
ll pr
esen
t.
Ach
ieve
s ba
lanc
ed
part
icip
atio
n an
d th
e co
mm
itmen
t of
all
mem
bers
of
the
grou
p.
Pro
po
sin
g c
lear
ly-
def
ined
, am
bit
iou
s g
oal
s to
th
e g
rou
p
Doe
sn’t
kno
w o
r is
un
able
to
form
ulat
e w
ith c
larit
y gr
oup
obje
ctiv
es.
Prop
oses
unc
lear
ob
ject
ives
tha
t co
nfus
e th
e gr
oup.
Prop
oses
att
ract
ive
obje
ctiv
es f
or t
he
grou
p de
finin
g th
em
with
cla
rity.
Stim
ulat
es t
eam
de
finin
g at
tain
able
, fo
rwar
d-lo
okin
g go
als.
Stim
ulat
es t
eam
fo
rmul
atin
g ob
ject
ives
tha
t th
ey
acce
pt a
s th
eir
own.
Faci
litat
ing
po
siti
ve
man
agem
ent
of
dif
fere
nce
s,
dis
agre
emen
ts a
nd
co
nfl
icts
ari
sin
g in
te
am
Add
s to
con
flict
by
exag
gera
ting
diff
eren
ces.
Get
s lo
st in
con
flict
an
d do
esn’
t kn
ow
how
to
reco
ncile
or
sett
le t
he d
iffer
ence
s ex
pres
sed
by o
ther
s.
Add
ress
es c
onfli
cts
deal
ing
with
the
co
ntrib
utio
ns a
nd
diff
eren
ces
expr
esse
d by
the
tea
m.
Add
ress
es c
onfli
cts
bala
ncin
g pe
ople
’s co
ntrib
utio
ns a
nd
com
ing
out
of it
wel
l.
Mak
es t
eam
see
tha
t di
ffer
ence
s ar
e en
richi
ng, a
chie
ving
ag
reem
ents
acc
epte
d by
all.
Seei
ng
th
at a
ll m
emb
ers
get
in
volv
ed w
ith
m
anag
emen
t an
d
fun
ctio
nin
g o
f te
am
Doe
sn’t
man
age
indi
vidu
al
com
mitm
ent
fost
erin
g te
am
disc
oura
gem
ent.
Har
dly
achi
eves
bas
ic
com
mitm
ent
need
ed
from
mem
bers
in
orde
r fo
r te
am t
o fu
nctio
n.
Obt
ains
com
mitm
ent
of e
ach
mem
ber
enab
ling
the
grou
p to
fu
nctio
n as
suc
h.
Ach
ieve
s pe
rson
al
and
colle
ctiv
e co
mm
itmen
t of
the
te
am in
all
key
aspe
cts.
Get
s m
embe
rs
invo
lved
and
co
mm
itted
. Mem
bers
ac
cept
oth
ers’
su
gges
tions
as
thei
r ow
n pr
opos
als.
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COMPETENCE: CONFLICT MANAGEMENT AND NEGOTIATION
Description
The moment that two people meet to do something together, the possibility exists of different opinions arising and of each one defending his/her own as the best or more effective way of carrying out the task. This is where conflicts may arise.
Conflicts, like burns, come in different degrees. First degree burns are slight and heal easily. Third degree burns require intensive treatment, and a delay or failure to treat the burn properly can lead to a critical situ-ation. Something similar can be said about conflicts. Some are slight and common, consisting mainly of differences of interests, and talking them over can usually set them straight.
However, when a conflict is allowed to fester due to delayed or inap-propriate treatment, it can cause a rupture of relations or permanent confrontation, using up energy and resources unproductively and often quite destructively. There is only one treatment, one formula for facing and resolving conflicts – negotiation. This can come in the bland form of dialogue, communication, agreement or consensus, or the strong for-mula may be required, in which case formal negotiations are in order.
If the parties involved recognise their failure, they usually agree to some kind of mediation or arbitration. This may be an armistice that does not resolve the conflict, but instead leaves its treatment and de-finitive resolution until a later, better moment.
Mastery of this competence is analysed at three levels. The first is learning and mastering simple tactics such as listening to the other per-son’s version and finding points in common with one’s own stand, in order to advance from there.
The second, more complex level involves addressing conflictive situ-ations between persons or groups, reflecting and skilfully getting the parties involved to reflect, employing simple strategies to reach agree-ments and constructive reconciliations.
The third level of proficiency in this competence deals with the ca-pacity to handle confrontations with versatility, contributing either con-flict negotiation tactics and strategies, or engaging in mediation and/or arbitration between the parties in conflict.
To assess students’ levels of proficiency in the competence, we can use as progress indicators demonstrated control when something frus-trating happens, or demonstrated understanding of situations with ob-jectivity and impartiality. Assertiveness or skill in expressing one’s own
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thoughts and feelings with sufficient clarity and without offending, as well as active listening are also criteria for assessing conflict manage-ment competence.
A final indicator for evaluating this competence is the effort to find and propose alternatives in conflictive situations, as well as versatility and facility for getting others to accept them.
Interaction with other competences, attitudes, interests, values
As can be seen from the above description, this competence requires good oral and written communication, active listening, assertiveness, giving good feedback, capacity to see things objectively, and to distance oneself emotionally and rationally from the parties in conflict.
Teamwork is impossible if conflicts can’t be managed adequately or if people lack flexibility in presenting their proposals and making them compatible with those of other members of the group. The competence of conflict management also requires flexibility, fairness and respect for rights of others, and, therefore, it is basic to values such as respect for human dignity, creation of a new order, global justice, etc.
Importance of this competence for academic and professional life
As we said in introducing this competence, there is no lack of situa-tions where conflicts arise in ordinary life. A university setting is no dif-ferent, and it is important to take advantage of such situations to further training in a competence that requires much practice. It is not easy to improvise.
Differences with classmates, with lecturers, other academic authori-ties, service personnel (bookshop, cafeteria, porters, etc.), provide occa-sions for practicing conflict management and negotiation techniques, tactics and strategies. Developing this competence in students contrib-utes powerfully to a better classroom atmosphere, because conflicts are addressed naturally and with skill, since this is an important part of inter-personal relations.
In professional life, conflict management is a competence that is generally much in demand. In particular, it is required in sales positions where relations are based on people’s confidence in the good that will come from the product or service offered and the return for the entity
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which we represent. It is an important competence for executives and management, particularly in the areas of purchasing, labour relations, etc. Indeed, it is one of the specific competences for such positions.
How to incorporate it into the academic curriculum
Lecturers will find multiple occasions for practicing this competence if they assign co-operative work to be done in pairs or in groups.
Students’ interest must be focused on identifying an emerging con-flict, the roles and styles of confrontation involved, the phases through which the conflict passes, whether or not it is resolved, etc. Learning this competence is compatible with almost all academic subjects, since the work to be done can give rise to situations where the above behaviours can be practiced.
Especially recommendable for this competence are assessment tech-niques involving student participation through self- and peer-assessment or the evaluation of other classmates.
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COMPETENCE: CONFLICT MANAGEMENT AND NEGOTIATION
DEFINITION: Seeking to resolve differences that arise between persons and/or groups in any type of organisation
Mastery of this competence is closely related to: Communication, listening, feedback, objectivity, adaptability, flexibility, fairness, respect for own and others’ rights, etc.
Levels of mastery:
1. Expressing own positions and considering those of others, en-deavouring to reach acceptable agreements in situations of con-flict between self and other person or the group
2. Positively and constructively addressing conflict by reflecting on the situation, defending own positions with skill and strategy, and reconciling conflicting points of view
3. Dealing with situations of conflict with versatility, skill and ethi-cal sense, and exercising functions of mediation between per-sons, groups and organisations
Indicators:
1. Coping with frustration2. Comprehension3. Assertiveness4. Capacity for listening5. Search for alternatives
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Exp
ress
ing
ow
n
po
siti
on
s an
d
con
sid
erin
g t
ho
se
of
oth
ers,
en
dea
vou
rin
g t
o
reac
h a
ccep
tab
le
agre
emen
ts in
si
tuat
ion
s o
f co
nfl
ict
bet
wee
n
self
an
d t
he
oth
er
per
son
or
gro
up
Tole
rati
ng
an
d
acce
pti
ng
vex
atio
ns
that
ari
se in
in
tera
ctio
ns
wit
h
clas
smat
es
Is b
adly
fru
stra
ted
and
vexe
d w
hen
inte
rest
or
posi
tion
colli
des
with
tho
se o
f cl
assm
ates
.
Get
s di
scou
rage
d by
di
scre
panc
ies
and
conf
licts
of
inte
rest
w
ith c
lass
mat
es,
runn
ing
away
fro
m o
r av
oidi
ng s
uch
situ
atio
ns.
Tole
rate
s an
d ac
cept
s ve
xatio
ns t
hat
aris
e in
in
tera
ctio
ns w
ith
clas
smat
es.
Is a
ccep
ting
whe
n cl
assm
ates
exp
ress
di
ffer
ence
s an
d di
scre
panc
ies
with
hi
m/h
er.
Valu
es p
ositi
vely
ex
pres
sion
s of
di
ffer
ence
s be
twee
n cl
assm
ates
, as
an
expr
essi
on o
f th
eir
iden
tity
and
conf
iden
ce in
oth
ers.
Bei
ng
ab
le t
o
anal
yse
and
u
nd
erst
and
co
nfl
icts
, in
clu
din
g a
war
enes
s o
f o
wn
po
siti
on
an
d
resp
on
sib
ility
in s
uch
si
tuat
ion
s
Reac
ts im
puls
ivel
y w
hen
ente
rs in
to
conf
lict
with
cl
assm
ates
.
Has
diff
icul
ty in
re
flect
ing
in
situ
atio
ns o
f co
nflic
t th
at c
ause
him
/her
an
xiet
y.
Refle
cts
on t
he
conf
lict,
try
ing
to
unde
rsta
nd w
hat
is
happ
enin
g in
ord
er t
o co
pe w
ith it
.
Ana
lyse
s th
e ca
uses
of
a c
onfli
ct, t
ryin
g to
un
ders
tand
the
po
sitio
ns o
f cl
assm
ates
in r
elat
ion
to o
wn.
Resp
onsi
bly
acce
pts
own
emot
ions
and
ac
tions
in s
ituat
ions
of
con
flict
, and
an
alys
es t
hose
of
clas
smat
es.
Cal
mly
an
d c
lear
ly
exp
ress
ing
ow
n
po
siti
on
s w
hen
d
iscr
epan
cies
an
d
con
flic
ts a
rise
Whe
n di
scre
panc
ies
and
conf
licts
aris
e,
defe
nds
own
posi
tions
with
ag
gres
sive
ness
.
Has
diff
icul
ty in
ex
pres
sing
ow
n op
inio
ns a
nd
posi
tions
if t
hey
don’
t co
inci
de w
ith t
hose
of
cla
ssm
ates
.
Expr
esse
s ow
n op
inio
ns a
nd in
tere
sts
calm
ly, e
ven
thou
gh
diff
eren
t fr
om t
hose
of
cla
ssm
ates
.
Expr
esse
s ow
n po
sitio
ns w
ith c
larit
y ar
gues
the
m w
hen
disc
repa
ncie
s ar
ise.
Hon
estly
exp
ress
es
own
posi
tions
and
in
tere
sts
to
clas
smat
es, r
emai
ning
op
en t
o di
alog
ue a
nd
the
poss
ibili
ty o
f re
cons
ider
ing
stan
d.
List
enin
g a
nd
co
nsi
der
ing
th
e p
osi
tio
ns
of
oth
ers
in s
itu
atio
ns
of
con
flic
t
Doe
sn’t
list
en, r
efut
es
and
disp
arag
es
clas
smat
es w
hen
not
in a
gree
men
t w
ith
them
.
Has
diff
icul
ty in
lis
teni
ng t
o an
d un
ders
tand
ing
dive
rgen
t po
sitio
ns.
Get
s te
nse
whe
n di
ffer
ence
s ar
e ex
pres
sed.
List
ens
to t
he
opin
ions
and
inte
rest
s of
cla
ssm
ates
, try
ing
to u
nder
stan
d th
em.
Trie
s to
und
erst
and
the
inte
rest
s of
cl
assm
ates
and
tak
es
them
into
co
nsid
erat
ion.
Prom
otes
an
atm
osph
ere
of
resp
ect
and
dial
ogue
w
here
eve
ryon
e ca
n sp
eak
free
ly a
nd b
e lis
tene
d to
.
Seek
ing
acc
epta
ble
al
tern
ativ
es a
nd
so
luti
on
s fo
r co
nfl
icts
, fac
ilita
tin
g
and
ass
um
ing
co
mm
itm
ents
Trie
s to
impo
se o
wn
poin
ts o
f vi
ew.
Doe
sn’t
kno
w h
ow t
o gi
ve in
. Get
s an
gry
if do
esn’
t ge
t ow
n w
ay.
Whe
n di
ffer
ence
s ar
ise,
pre
fers
to
give
in
or
leav
e in
ord
er t
o av
oid
conf
lict.
Aft
er li
sten
ing,
is c
lear
ly
open
to c
onsid
erin
g cl
assm
ates
’ pro
posa
ls
and
to c
once
ding
po
ints
in o
rder
to re
ach
an a
gree
men
t.
Con
trib
utes
act
ivel
y to
dia
logu
e w
ith
prop
osal
s to
ach
ieve
ag
reem
ents
and
co
mm
itmen
ts w
ith
clas
smat
es.
Trie
s to
rec
onci
le a
nd
inte
grat
e di
ffer
ent
post
ures
to
reac
h ag
reem
ents
sa
tisfa
ctor
y to
ev
eryo
ne in
volv
ed.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Po
siti
vely
an
d
con
stru
ctiv
ely
add
ress
ing
co
nfl
ict
by
refl
ecti
ng
on
si
tuat
ion
, def
end
ing
o
wn
po
siti
on
s w
ith
sk
ill a
nd
str
ateg
y,
and
rec
on
cilin
g
con
flic
tin
g p
oin
ts
of
view
.
Ad
dre
ssin
g
con
flic
ts w
ith
su
ffic
ien
t em
oti
on
al c
on
tro
l to
an
alys
e th
e si
tuat
ion
in
wh
ich
h
e/sh
e is
in
volv
ed.
Reac
ts e
mot
iona
lly t
o co
nflic
t; g
ets
upse
t an
d ca
n’t
stan
d ba
ck
to a
naly
se a
nd
unde
rsta
nd it
.
Has
diff
icul
ty in
co
ntro
lling
anx
iety
in
the
face
of
conf
lict,
co
nfro
ntin
g it
with
st
ress
.
Add
ress
es c
onfli
cts
from
suf
ficie
nt
dist
ance
to
anal
yse
the
situ
atio
n in
whi
ch
he/s
he is
invo
lved
.
Is a
war
e of
ow
n em
otio
ns in
con
flict
si
tuat
ions
and
kee
ps
them
und
er c
ontr
ol.
Und
erst
ands
and
is
awar
e of
ow
n an
d ot
hers
’ em
otio
ns
whe
n ex
perie
ncin
g co
nflic
t.
Fin
din
g t
he
po
siti
ve
and
co
nst
ruct
ive
sid
e o
f a
con
flic
t
Expe
rienc
es c
onfli
ct
as s
omet
hing
ne
gativ
e th
at t
hwar
ts
and
frus
trat
es o
wn
inte
rest
s.
Perc
eive
s co
nflic
t as
a
diff
icul
t/dy
sfun
ctio
nal
proc
ess
jeop
ardi
sing
th
e co
hesi
on a
nd
unity
of
the
grou
p as
it
wor
ks t
owar
d co
mm
on o
bjec
tives
.
Acc
epts
and
ad
dres
ses
conf
lict
as
som
ethi
ng n
atur
al
that
aris
es in
all
rela
tions
hips
.
Con
side
rs t
hat
posi
tive
cons
eque
nces
can
be
deriv
ed f
rom
con
flict
s if
hand
led
appr
opria
tely,
al
thou
gh a
t gr
eat
expe
nse
of
ener
gy.
Valu
es t
he p
ositi
ve,
tran
sfor
min
g po
tent
ial o
f co
nflic
t,
and
wor
ks t
o m
anag
e it
cons
truc
tivel
y.
Sho
win
g
com
pre
hen
sio
n a
nd
co
nsi
der
atio
n
tow
ard
th
e re
qu
irem
ents
, in
tere
sts
and
p
osi
tio
ns
of
oth
ers
Has
diff
icul
ty in
st
andi
ng b
ack
from
ow
n pe
rspe
ctiv
e to
un
ders
tand
tha
t of
ot
hers
.
Trie
s to
imag
ine
self
in o
ther
s’ s
hoes
to
unde
rsta
nd t
heir
poin
ts, b
ut h
as
diff
icul
ty in
di
ffer
entia
ting
them
fro
m o
wn
(oft
en c
onfu
ses
them
).
Prom
otes
an
atm
osph
ere
of
resp
ect
and
dial
ogue
w
here
eve
ryon
e ca
n sp
eak
and
be h
eard
.
Show
s em
path
y in
hi
s/he
r co
mpr
ehen
sion
and
co
nsid
erat
ion
of t
he
posi
tions
of
othe
rs.
Show
s si
ncer
e, f
ull
cons
ider
atio
n fo
r th
e un
derly
ing
need
s an
d re
quire
men
ts o
f ot
hers
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd le
vel o
f m
aste
ry:
Posi
tivel
y an
d co
nstr
uctiv
ely
addr
essi
ng c
onfli
ct b
y re
flect
ing
on
situ
atio
n, d
efen
ding
ow
n po
sitio
ns w
ith
skill
and
str
ateg
y, a
nd
reco
ncili
ng c
onfli
ctin
g po
ints
of
view
.
Sho
win
g
asse
rtiv
enes
s an
d
stra
teg
y w
hen
p
rop
osi
ng
an
d
def
end
ing
ow
n
po
siti
on
s
Expr
esse
s ow
n po
sitio
ns w
ith
firm
ness
and
co
nvic
tion,
but
has
di
ffic
ulty
in v
aryi
ng
pers
pect
ive.
Is o
pen
to d
ialo
gue
and
expr
essi
ng o
wn
opin
ions
, but
def
ence
of
ow
n po
sitio
n w
eake
ns w
hen
a co
mpe
titiv
e at
mos
pher
e ar
ises
or
the
proc
ess
take
s an
un
expe
cted
dire
ctio
n.
Expr
esse
s ow
n po
sitio
n an
d in
tere
sts
with
cla
rity
and
hone
sty,
and
kno
ws
how
to
defe
nd t
hem
in
an
atm
osph
ere
of
dial
ogue
.
Kno
ws
how
to
pres
ent
and
defe
nd
own
posi
tions
, pl
anni
ng a
str
ateg
y an
d ad
aptin
g it
to
the
proc
ess
with
fle
xibi
lity.
Ana
lyse
s an
d pl
ans
the
best
str
ateg
ies,
re
spon
ding
qui
ckly
an
d w
ith v
ersa
tility
in
proc
esse
s of
ne
gotia
tion.
Rec
on
cilin
g
dif
feri
ng
po
ints
of
view
in s
earc
h f
or
sati
sfac
tory
al
tern
ativ
es
Show
s lit
tle f
lexi
bilit
y in
var
ying
ow
n pe
rspe
ctiv
e an
d co
nsid
erin
g ne
w
alte
rnat
ives
in a
di
sput
e.
Show
s fle
xibi
lity
and
will
ingn
ess
to c
ede
poin
ts in
ow
n po
sitio
n to
arr
ive
at
com
mitm
ents
be
twee
n th
e pa
rtie
s.
Trie
s to
rec
onci
le a
nd
inte
grat
e di
ffer
ent
post
ures
to
arriv
e at
ag
reem
ents
tha
t sa
tisfy
the
par
ties
invo
lved
.
Is o
pen
and
crea
tive
in g
ener
atin
g po
sitiv
e so
lutio
ns t
o se
ttle
di
sput
es.
Prom
otes
an
atm
osph
ere
whe
re
ever
yone
can
co
ntrib
ute
to b
uild
ing
a co
nsen
sus
and
nego
tiate
d w
ay o
ut
of a
con
flict
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Dea
ling
wit
h
situ
atio
ns
of
con
flic
t w
ith
ve
rsat
ility
, ski
ll an
d
eth
ical
sen
se, a
nd
ex
erci
sin
g f
un
ctio
ns
of
med
iati
on
b
etw
een
per
son
s,
gro
up
s an
d
org
anis
atio
ns
Show
ing
good
em
otio
nal s
elf-
cont
rol
and
com
preh
ensi
on
of o
ther
s’ e
mot
ions
in
stre
ssfu
l and
/or
thre
aten
ing
situ
atio
ns
Lose
s co
ntro
l ove
r em
otio
ns a
nd
beco
mes
def
ensi
ve o
r ag
gres
sive
whe
n co
nflic
t se
en a
s th
reat
enin
g.
Whe
n a
conf
lict
wor
sens
, get
s st
ress
ed a
nd t
ense
, an
d fe
els
own
posi
tion
wea
kene
d.
Und
erst
ands
and
is
awar
e of
ow
n an
d ot
hers
’ em
otio
ns in
ex
perie
ncin
g co
nflic
t.
With
stan
ds t
ensi
on
wel
l in
situ
atio
ns o
f co
nflic
t in
volv
ing
high
de
gree
of
tens
ion
and
thre
at.
In e
ntre
nche
d co
nflic
ts, f
acili
tate
s an
d su
stai
ns
atm
osph
ere
of
dial
ogue
, with
out
atta
ckin
g or
fee
ling
atta
cked
.
App
reci
atin
g th
e po
tent
ial o
f co
nflic
t fo
r dr
ivin
g ch
ange
an
d in
nova
tion
Can
’t r
edire
ct c
onfli
ct
tow
ard
posi
tive
poin
t of
enc
ount
er f
or t
he
pers
ons,
gro
ups
or
orga
nisa
tions
in
volv
ed.
Take
s po
sitiv
e st
and
that
fac
ilita
tes
agre
emen
ts a
nd s
mal
l po
sitiv
e ac
hiev
emen
ts.
Valu
es p
ositi
ve a
nd
tran
sfor
min
g po
tent
ial o
f co
nflic
t,
and
argu
es in
fav
our
of d
ealin
g w
ith it
co
nstr
uctiv
ely.
Mov
es c
onfli
ct t
o po
sitiv
e te
rrai
n w
here
di
alog
ue, n
egot
iatio
n an
d co
mm
itmen
t be
twee
n pa
rtie
s ca
n be
fac
ilita
ted.
Posi
tive
, co
-ope
rati
ve
atti
tude
to
conf
lict;
pr
omot
es
cons
truc
tive
in
tegr
atio
n be
twee
n pa
rtie
s ac
com
plis
hing
cle
ar
impr
ovem
ents
.
Ana
lysi
ng a
nd
unde
rsta
ndin
g co
nflic
t as
a
mec
hani
sm o
f ne
gotia
tion
for
empo
wer
men
t an
d pa
rtic
ipat
ion
Perc
eive
s co
nflic
t of
in
tere
st a
s te
nsio
n an
d dy
sfun
ctio
n,
with
out
capa
city
to
look
fur
ther
into
its
caus
es.
Trie
s to
ana
lyse
and
ad
dres
s co
nflic
t in
st
ruct
ural
ter
ms,
cl
arify
ing
resp
onsi
bilit
ies
and
com
mun
icat
ion
chan
nels
.
Refle
cts
on d
ynam
ics
of p
ower
and
pa
rtic
ipat
ion
in
conf
lict,
inte
grat
ing
this
into
ow
n an
alys
is
and
com
preh
ensi
on.
Gra
sps
and
skilf
ully
an
alys
es t
he
dyna
mic
s of
pow
er
and
part
icip
atio
n in
volv
ed in
the
pr
oces
ses
of c
onfli
ct.
Skilf
ully
man
ages
po
litic
al d
ynam
ics
of
conf
lict,
med
iatin
g to
re
stor
e ba
lanc
e of
po
wer
and
pa
rtic
ipat
ion.
Effic
ient
ly a
naly
sing
th
e af
fect
ive,
co
gniti
ve a
nd
beha
viou
ral p
roce
sses
in
volv
ed in
con
flict
s
Act
s to
o qu
ickl
y lo
okin
g fo
r sh
ortc
uts
to e
nd c
onfli
ct,
with
out
anal
ysin
g th
e di
men
sion
s an
d pr
oces
ses
invo
lved
.
Has
diff
icul
ty
anal
ysin
g an
d un
ders
tand
ing
how
co
nflic
ts d
evel
op,
and
the
affe
ctiv
e an
d co
gniti
ve
dim
ensi
ons
invo
lved
.
Can
ana
lyse
the
di
ffer
ent
phas
es a
nd
sequ
ence
s in
the
bi
rth
and
deve
lopm
ent
of
conf
lict.
Ana
lyse
s co
nflic
t pr
oces
ses
taki
ng in
to
acco
unt
emot
ions
, re
pres
enta
tions
and
be
havi
our
invo
lved
.
Ana
lyse
s an
d un
ders
tand
s in
dep
th
how
the
par
ties
invo
lved
in c
onfli
ct
feel
, thi
nk a
nd a
ct.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Third
leve
l of
mas
tery
:D
ealin
g w
ith
situ
atio
ns o
f co
nflic
t w
ith v
ersa
tility
, ski
ll an
d et
hica
l sen
se,
and
exer
cisi
ng
func
tions
of
med
iatio
n be
twee
n pe
rson
s, g
roup
s an
d or
gani
satio
ns
Show
ing
flexi
bilit
y an
d ve
rsat
ility
in
attit
udes
, and
in t
he
stra
tegi
es a
nd t
actic
s em
ploy
ed in
m
anag
ing
conf
lict
Rigi
d an
d la
cks
fore
sigh
t in
att
itude
s an
d st
rate
gies
whe
n de
alin
g w
ith c
onfli
ct
and
the
proc
ess
of
nego
tiatio
n.
Plan
s st
rate
gies
and
ta
ctic
s fo
r de
alin
g w
ith c
onfli
ct, b
ut
show
s lit
tle v
ersa
tility
in
att
itude
s an
d ta
ctic
s du
ring
nego
tiatio
n.
Ana
lyse
s an
d pl
ans
best
str
ateg
ies
for
deal
ing
with
con
flict
, re
spon
ding
with
sp
eed
and
vers
atili
ty
in p
roce
sses
of
nego
tiatio
n.
Show
s gr
eat
skill
and
st
rate
gy in
the
pl
anni
ng a
nd
deve
lopm
ent
of
nego
tiatio
ns.
Co-
oper
ates
, yie
lds,
ad
apts
, avo
ids,
co
mpe
tes,
com
mits
an
d ag
rees
ap
prop
riate
ly in
eac
h co
ntex
t an
d ne
gotia
tion.
Exer
cisi
ng m
edia
tion
in s
ituat
ions
of
conf
lict
betw
een
pers
ons,
gro
ups
and
orga
nisa
tions
Is n
ever
ava
ilabl
e to
in
terv
ene
in p
roce
sses
of
con
flict
and
ne
gotia
tion
unle
ss
dire
ctly
invo
lved
.
Has
diff
icul
ty in
in
term
edia
ting
in
situ
atio
ns o
f co
nflic
t,
beca
use
tend
s to
get
to
o in
volv
ed in
the
m.
Show
s av
aila
bilit
y to
ex
erci
se t
he r
ole
of
med
iato
r an
d is
wel
l ac
cept
ed b
y th
e pa
rtie
s in
volv
ed.
Mai
ntai
ns a
n ap
prop
riate
pos
ition
w
hen
exer
cisi
ng
func
tions
of
med
iatio
n,
faci
litat
ing
agre
emen
ts a
nd
com
mitm
ents
be
twee
n th
e pa
rtie
s.
Is c
hose
n as
med
iato
r in
situ
atio
ns o
f co
nflic
t. K
eeps
par
ties
colla
bora
ting
until
th
ey f
ind
way
out
, as
sum
ing
satis
fact
ory,
la
stin
g co
mm
itmen
ts.
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Chapter 4
Systemic Generic Competences
These involve abilities and skills related to the comprehension of an overall system or whole. Systemic generic competences call for a combi-nation of imagination, sensibility and skill enabling one to see how the parts are related and interact within the whole.
The systemic competences have been grouped into three categories: organisation, enterprise and leadership.
Under the heading of organisation there are three competences: “objectives-based management”, “management by projects” and “qual-ity orientation”. The first two make reference to two basic tools: manage-ment by objectives, a technique that can be applied to any personal, so-cial or institutional field; and management by projects, a much required competence in universities. Quality orientation is also in great demand in today’s world. It is not enough to do things; we must do them well, seek-ing excellence in everything we undertake. Developing this competence in university life means, first of all, accepting the challenge of trying to do things well, being concerned not only to complete work, but to make sure that it bears the stamp of quality. Quality begins with oneself, with everything that we do, how we do it and apply it. It is the search for excel-lence and continuous improvement.
The second category is enterprise and comprises three competenc-es: creativity, enterprising spirit, and innovation. Creativity means skill in responding originally to the demands of a given context. It means ap-plying knowledge creatively to resolve common situations in a given context or surroundings. Enterprising spirit is a competence that is much in demand today. There is a lack of persons with enterprising traits, who assume risks, believe in themselves and seize the initiative to embark on
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projects, activities, undertakings that they can promote and move for-ward. Finally, the third competence in this section is innovation. Innova-tion as a personal competence is understood as the capacity to respond satisfactorily to personal, organisational and social needs, modifying processes and results. To develop this competence, one must be favour-ably disposed to thinking in another way, able to see and think things through from different perspectives, and therefore adept at creative thinking.
Finally, the last section of systemic competences is leadership, a heading that includes two basic competences: “achievement orienta-tion” and “leadership” per se. Having an achievement orientation means not losing sight of what we want, clarifying what we expect to achieve, and in short orienting activity toward desired results. The latter are what mark the direction of individual or group behaviour, and achievement takes precedence over everything. This is a clearly systemic competence, and requires a forward, holistic outlook to integrate all elements and align them with desired achievement. This competence is closely associ-ated with profitability, which may be individual or institutional, but may also be geared toward social benefit.
The competence of “leadership” is understood as the capacity to influence others to obtain from them the best that they are able to give and contribute. Leadership is not an easy competence to acquire or de-velop. Some authors consider it a competence that is strongly based in the personality and mostly innate, and therefore not one that everyone can aspire to. Today, however, leadership is considered a competence that can be acquired and above all developed with training, experience and much practice. The good side of the coin is that it can be developed and is not purely innate – i.e., something that you either have or don’t have.
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COMPETENCE: CREATIVITY
Description
Creativity is one of the prime motors of progress in the history of science and the arts. It is easy to remember the names of researchers, authors, artists, etc. who at one time were able to construct innovative, sometimes ground-breaking, feasible alternatives – that is, people with the power to make a significant contribution to their field.
Occasionally, professional or academic activity is characterised by a constant repetition of activities and procedures. There are people or situ-ations that always repeat the same patterns or simply follow the guide-lines that regulate their framework of action. Occasionally this leads to exhaustion of motivation, to a certain drabness in individuals or the qual-ity of their work. Students, professionals or potential clients can eventu-ally suffer a certain monotony, feel that they are falling behind, not tak-ing advantage of their real capacities or, effectively are missing good opportunities that lie outside the limited, creativity-starved, one-way path they are on.
Other persons, however, even though working in the same sce-narios with the same resources at their disposal, are able to generate innovative and original proposals thanks to their way of focusing on situations, addressing problems, carrying out procedures, undertaking activities, applying techniques, devising strategies etc. In a word, by being creative.
This means having a good degree of flexibility, originality, open-mindedness, method and capacity to structure and produce contribu-tions that are creative. So the competence of creativity is defined here as the capacity to address and respond satisfactorily to situations in new, original ways within a given context.
Interaction with other competences, attitudes, interests, values
The competence of creativity is associated with divergent thinking. One needs to be able to get out of the rut of pre-established thinking in order to generate creative proposals. In turn, creative proposals actually trigger divergent thinking in the person who generates a new proposal and also in those who share it, as they have the opportunity to address reality through a new artefact.
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Also required are a certain spontaneity and capacity for wonder. Creative alternatives are out there. In some cases they have always been there, until someone has released his/her own spontaneity and looked at the world with a certain ingenuity, shedding pre-conceived ideas and being able to feel a sense of wonder at marvels that had come to seem common.
Development of the competence of creativity can be positively or neg-atively conditioned by people’s sense of self-esteem. Low self-esteem in-hibits creation for fear of repeating actions which in the past led to disap-proval by others. Overly high self-esteem can cause us to make creative proposals that are perhaps innovative but not appropriate – that is, pro-posals that do not suit the context or lack effective potential for improve-ment. The right amount of self-esteem is what enables us to exercise crea-tivity without fear of social disapproval, but being sensibly aware of what is innovative, appropriate and enriching, and what is not.
Importance of this competence for academic and professional life
In both academic and professional settings, the competence of crea-tivity brings important benefits. People who exercise their creativity in their studies or at work are probably more motivated and enjoy their work more than people who do not. Dull repetition of a certain way of studying or doing one’s job can stultify, whereas work done creatively can give rise to new proposals that enable the person to grow and seek advancement.
People who are creatively competent are a plus to their surroundings as well. Creativity is an important competitive advantage in new fields and technologies where much remains to be done and built. However, it is even more of a strategic advantage in contexts where everything seems to have been already invented. In such situations, the creative capacity can be crucial, marking the difference between excellence and mediocrity. Consequently, there are many professional sectors where this competence is of prime importance.
In the case of students, the opportunities to exercise creativity pro-vide at least two important advantages. First, such opportunities help to further develop creativity, and secondly, they enable students to strength-en their learning orientation. This gives them more freedom, since they take greater responsibility for and ownership of their learning process, with the advantages that this entails.
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How to incorporate it into the academic curriculum
Offering students opportunities to exercise their creativity is a chal-lenge for lecturers. It means being flexible as to the contexts of aca-demic work and opening up room for choosing and taking decisions when setting guidelines for academic work. The first years in a degree course are less amenable to such openings, and in general it is advisable to lay down more structured guidelines. But in the final years of a degree course, lecturers should offer opportunities for students to construct and generate designs, strategies, reports, techniques, projects, etc. so that they can exercise and evaluate their creative capacity.
The three levels of mastery of this competence correspond to three types of scenario usually found over the span of a degree course. First there are indicators concerning the generation of innovative solutions to known problems and situations. At the second level students are ex-pected to be able to manifest formally their original contributions in di-verse fields. At the third level there are indicators concerned with a more advanced degree of creativity, with original, reliable, flexible, complex, practical solutions.
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COMPETENCE: CREATIVITY
Definition: Addressing and responding well to situations in new and original ways within a given context
Mastery of this competence is closely related to: Divergent think-ing, Spontaneity, Capacity for marvel and wonder, Self-esteem, etc.
Levels of mastery:
1. Generating and conveying new ideas or generating innovative solutions to known problems or situations
2. Generating original, quality ideas that can be made explicit and defended in known and unknown situations
3. Contributing original, practical, applicable, flexible and complex ideas and solutions, affecting self and own processes, as well as others
Indicators:
1. Fluency, flexibility, capacity to generate solutions (quantity of ideas, ideas that improve results, ideas that span various fields)
2. Originality (innovative ideas, original ideas, ground-breaking ideas)
3. Attitude/outlook (Critical thinking, open mind, “without limits”)4. Method (by analogy or imitation, by association or integration,
spontaneity)5. Capacity to do something with those ideas (express them or
convey them, make them explicit, put them into practice)
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Gen
erat
ing
an
d
con
veyi
ng
new
id
eas
or
gen
erat
ing
in
no
vati
ve
solu
tio
ns
to k
no
wn
p
rob
lem
s o
r si
tuat
ion
s
Co
ntr
ibu
tin
g
sug
ges
tio
ns
for
the
idea
s, s
itu
atio
ns,
ca
ses
or
pro
ble
ms
po
sed
Nev
er p
ropo
ses
sugg
estio
ns o
r do
esn’
t do
so
inde
pend
ently
.
Con
trib
utes
su
gges
tions
whe
n re
quire
d to
do
so, o
r su
gges
tions
are
lim
ited.
Con
trib
utes
ow
n su
gges
tions
rega
rdin
g pr
oble
ms
or
situ
atio
ns.
Gen
erat
es a
ran
ge o
f id
eas
and/
or s
olut
ions
to
issu
es r
aise
d.
Gen
erat
es a
larg
e qu
antit
y of
al
tern
ativ
e id
eas,
sp
onta
neou
sly
and/
or
befo
re r
equi
red
to d
o so
.
Pro
po
sin
g id
eas
that
are
inn
ova
tive
as
far
as
con
ten
ts,
dev
elo
pm
ent,
etc
. ar
e co
nce
rned
Hes
itate
s to
con
side
r or
pro
pose
inno
vativ
e id
eas.
Prop
oses
idea
s th
at
cont
ain
noth
ing
nove
l.
Prop
oses
inno
vativ
e id
eas.
Sugg
ests
inno
vativ
e im
prov
emen
ts f
or
proc
esse
s in
whi
ch
he/s
he d
irect
ly t
akes
pa
rt.
Out
stan
ding
for
in
nova
tive
cont
ribut
ions
.
Ack
no
wle
dg
ing
d
iffe
ren
t m
ann
ers
of
do
ing
th
ing
s;
bei
ng
no
n-
con
form
ist
Doe
sn’t
que
stio
n ow
n si
tuat
ion
or
circ
umst
ance
s.
Sim
ply
wor
ks
acco
rdin
g to
es
tabl
ishe
d pa
tter
ns.
Que
stio
ns t
hing
s, b
ut
acce
pts
own
situ
atio
n as
unc
hang
eabl
e.
Real
izes
the
re a
re
vario
us w
ays
to d
o th
ings
. Is
som
ewha
t no
n-co
nfor
mis
t.
Que
stio
ns t
he
trad
ition
al w
ays
of
doin
g th
ings
and
trie
s ou
t ne
w w
ays
to
brin
g ab
out
impr
ovem
ents
.
Det
ects
situ
atio
ns
that
can
be
impr
oved
an
d pr
opos
es
inno
vativ
e so
lutio
ns.
Gen
erat
ing
new
id
eas
or
solu
tio
ns
to
situ
atio
ns
or
pro
ble
ms
bas
ed o
n
wh
at is
kn
ow
n
Is u
nabl
e to
ex
trap
olat
e kn
owle
dge
to o
ther
fie
lds.
Is a
ble
to e
xtra
pola
te
own
know
ledg
e, b
ut
this
doe
sn’t
hel
p hi
m/
her
to g
ener
ate
new
id
eas.
Reco
gnis
es v
alua
ble
idea
s or
pra
ctic
al
solu
tions
tha
t ha
ve
wor
ked
in o
ther
co
ntex
ts.
Gen
erat
es n
ew id
eas
on a
nalo
gy w
ith
othe
r si
tuat
ions
or
prob
lem
s ex
perie
nced
pr
evio
usly.
Reco
gnis
es v
alua
ble
idea
s or
pra
ctic
al
solu
tions
tha
t ha
ve
wor
ked
in o
ther
co
ntex
ts, a
nd
adap
ts a
nd d
evel
ops
them
in o
wn
cont
ext.
Tran
smit
tin
g o
r co
nve
yin
g t
o o
ther
s th
e n
ew id
eas
gen
erat
ed
Is u
nabl
e to
exp
ress
ow
n ne
w id
eas.
Expr
esse
s ow
n id
eas
with
diff
icul
ty.
Can
exp
ress
and
co
nvey
ow
n ne
w
idea
s to
oth
ers.
Shar
es o
wn
idea
s an
d m
akes
sel
f un
ders
tood
by
all.
In s
harin
g id
eas,
ge
nera
tes
a cr
eativ
e at
mos
pher
e.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
Lev
el
of
pro
fici
ency
:G
ener
atin
g
ori
gin
al, q
ual
ity
idea
s th
at c
an b
e m
ade
exp
licit
an
d
def
end
ed in
kn
ow
n a
nd
u
nkn
ow
n
situ
atio
ns
Co
ntr
ibu
tin
g q
ual
ity
sug
ges
tio
ns
for
pro
ble
ms
or
situ
atio
ns
that
ari
se
Can
’t o
bser
ve a
pr
oble
m f
rom
di
ffer
ent
poin
t of
vi
ew.
Prop
oses
idea
s in
ne
w s
ituat
ions
fro
m
diff
eren
t po
ints
of
view
.
Con
trib
utes
ow
n id
eas
for
prob
lem
s or
si
tuat
ions
fro
m
diff
eren
t an
gles
.
Gen
erat
es o
wn
alte
rnat
ives
for
pr
oble
ms
and/
or
situ
atio
ns f
rom
di
ffer
ent
angl
es.
Gen
erat
es a
larg
e qu
antit
y of
qua
lity
idea
s, t
o ch
oose
the
be
st f
rom
am
ong
them
.
Pro
po
sin
g o
rig
inal
o
r u
nco
nve
nti
on
al
idea
s
Sim
ply
repe
ats
idea
s.Pr
opos
es n
ew id
eas
that
are
not
co
nsid
ered
orig
inal
.
Prop
oses
orig
inal
id
eas.
Prop
oses
orig
inal
id
eas
that
impr
ove
the
proc
esse
s or
gr
oups
of
whi
ch h
e/sh
e fo
rms
part
.
Not
ewor
thy
for
orig
inal
ity o
f hi
s/he
r co
ntrib
utio
ns
and
for
appr
oach
ta
ken
to s
olve
pr
oble
ms.
Bei
ng
op
en-m
ind
ed
abo
ut
new
idea
s an
d p
ersp
ecti
ves
Fails
to
see
othe
r re
aliti
es d
iffer
ent
from
ow
n.
Onl
y m
aint
ains
an
open
min
d in
cer
tain
ar
eas
and
situ
atio
ns.
Kee
ps a
n op
en m
ind
abou
t ne
w id
eas
and
pers
pect
ives
.
Is a
ble
to h
elp
othe
rs
keep
an
open
min
d.G
ener
ates
an
open
at
mos
pher
e w
here
ne
w id
eas
are
ente
rtai
ned
with
out
hesi
tatio
n.
Inte
gra
tin
g
kno
wle
dg
e fr
om
se
vera
l dis
cip
lines
, so
urc
es o
r fi
eld
s to
g
ener
ate
no
vel
idea
s fo
r kn
ow
n
and
un
kno
wn
p
rob
lem
s an
d
situ
atio
ns.
Is u
nabl
e to
inte
grat
e ow
n pr
ior
know
ledg
e to
gen
erat
e ne
w
know
ledg
e or
idea
s.
Inte
grat
es k
now
ledg
e fr
om d
iver
se f
ield
s bu
t w
ithou
t ge
nera
ting
nove
l id
eas.
Gen
erat
es n
ew id
eas
brin
ging
in
know
ledg
e fr
om
seve
ral d
isci
plin
es,
sour
ces
or f
ield
s.
Inte
grat
es k
now
ledg
e an
d id
eas
to g
ener
ate
nove
l thi
nkin
g ap
plic
able
to
new
or
unex
pect
ed
situ
atio
ns.
Inte
grat
ion
of
know
ledg
e ge
nera
tes
idea
s th
at im
prov
e pr
evio
us s
olut
ions
to
know
n pr
oble
ms
or
situ
atio
ns.
Mak
ing
idea
s ex
plic
it t
hro
ug
h
dia
gra
ms,
eq
uat
ion
s, e
tc.
Is u
nabl
e to
org
anis
e ow
n ne
w id
eas.
Has
diff
icul
ty in
ap
prop
riate
ly
stru
ctur
ing
the
new
id
eas
that
he/
she
has
gene
rate
d.
Can
con
vey
nove
l id
eas
form
ally.
Can
mak
e ot
hers
un
ders
tand
his
/her
ne
w id
eas
by
expr
essi
ng t
hem
fo
rmal
ly.
By e
xpre
ssin
g ne
w
idea
s fo
rmal
ly,
prom
pts,
cre
ativ
e co
ntrib
utio
ns f
rom
th
e re
st o
f th
e te
am.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Co
ntr
ibu
tin
g
ori
gin
al, p
ract
ical
, ap
plic
able
, fle
xib
le
and
co
mp
lex
idea
s an
d s
olu
tio
ns,
th
at
affe
ct s
elf
and
ow
n
pro
cess
es, a
s w
ell
as o
ther
s
Bei
ng
ab
le t
o
gen
erat
e id
eas
wh
ose
co
nse
qu
ence
s g
o
bey
on
d s
elf
or
ow
n
fiel
d o
f ap
plic
atio
n
Gen
erat
es id
eas
with
ve
ry lo
w im
pact
.G
ener
ates
idea
s th
at
dire
ctly
aff
ect
self
but
do n
ot a
ffec
t or
im
prov
e ot
her
field
s.
Gen
erat
es id
eas
that
ha
ve c
onse
quen
ces
beyo
nd o
wn
pers
on.
The
idea
s th
at h
e/sh
e ge
nera
tes
affe
ct
mor
e th
an o
ne f
ield
of
app
licat
ion,
thu
s im
prov
ing
gene
ral
resu
lts.
Not
ewor
thy
for
intr
oduc
ing
uniq
ue o
r le
adin
g-ed
ge
solu
tions
tha
t im
prov
e va
rious
as
pect
s or
fie
lds
of
actio
n.
Pro
po
sin
g g
rou
nd
-b
reak
ing
idea
s as
fa
r as
co
nte
nts
, d
evel
op
men
t et
c.
are
con
cern
ed
His
/her
idea
s la
ck
sing
ular
ity o
r or
igin
ality
.
His
/her
idea
s ar
e in
nova
tive
but
base
d on
exi
stin
g so
lutio
ns.
Prop
oses
gro
und-
brea
king
idea
s.
App
reci
ates
rad
ical
or
unco
nven
tiona
l ide
as.
Prop
oses
gro
und-
brea
king
idea
s th
at
help
oth
ers
to
ques
tion
the
exis
ting
way
of
doin
g th
ings
.
Ado
pts
nove
l ap
proa
ches
, ge
nera
tes
new
idea
s an
d in
ject
s cr
eativ
ity
into
wha
teve
r he
/she
do
es, i
mpr
ovin
g sy
stem
s, p
roce
dure
s an
d pr
oces
ses.
Gen
erat
ing
new
th
ou
gh
ts w
ith
ou
t re
stri
ctio
ns
Thin
ks w
ithin
es
tabl
ishe
d bo
unds
, du
e to
soc
ial,
cultu
ral,
perc
eptiv
e et
c. li
mita
tions
.
Has
diff
icul
ty in
ad
optin
g di
verg
ent
pers
pect
ives
in t
he
gene
ratio
n of
idea
s.
Kee
ps a
n op
en m
ind
that
doe
sn’t
allo
w
him
/her
to
set
limits
in
gen
erat
ing
new
id
eas
or s
olut
ions
.
Is a
ble
to t
hink
“o
utsi
de t
he b
ox”
in
dive
rse
and
com
plex
fie
lds.
His
/her
diff
eren
t an
gle
on t
hing
s he
lps
to d
evel
op t
he
crea
tive
capa
city
of
the
team
.
Usi
ng
sp
ecif
ic
met
ho
ds
to im
pro
ve
crea
tivi
ty
Doe
sn’t
app
ly a
ny
type
of
met
hod
that
w
ould
enh
ance
ow
n cr
eativ
ity.
Use
s a
sing
le m
etho
d to
gen
erat
e ne
w
idea
s fo
r pr
oble
ms
or
situ
atio
ns t
hat
aris
e.
App
lies
diff
eren
t ap
proa
ches
tha
t en
able
him
/her
to
gene
rate
cre
ativ
e id
eas.
His
/her
pra
ctic
e w
ith
diff
eren
t ap
proa
ches
m
akes
it p
ossi
ble
to
gene
rate
som
e cr
eativ
e id
eas
spon
tane
ousl
y.
Has
dev
elop
ed
suff
icie
nt
com
pete
nce
to
gene
rate
cre
ativ
e id
eas
spon
tane
ousl
y.
Bei
ng
ab
le t
o
elab
ora
te t
he
idea
s g
ener
ated
Is u
nabl
e to
ela
bora
te
the
idea
s th
at h
e/sh
e pr
opos
es. H
is/h
er
idea
s ar
e no
t vi
able
.
Is a
ble
to g
ener
ate
viab
le id
eas,
but
is
unab
le t
o pu
t th
em
into
pra
ctic
e.
Is a
ble
to p
ut in
to
prac
tice
own
idea
s ge
nera
ted.
Freq
uent
ly f
inds
and
ap
plie
s pr
actic
al,
appr
opria
te s
olut
ions
to
unu
sual
pro
blem
s.
Is r
ecog
nise
d as
a
gene
rato
r of
cre
ativ
e,
valu
able
and
ap
plic
able
idea
s th
at
impr
ove
resu
lts.
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COMPETENCE: ENTERPRISING SPIRIT
Description
Enterprising spirit is the capacity to commit certain resources on one’s own initiative in order to take advantage of an opportunity, assum-ing the risk that this entails. People are said to be enterprising if they forthrightly undertake difficult or risky actions.
At the first level of this competence, people with enterprising spirit are able to address usual situations with initiative. Having a good con-ception of themselves, their level of self-esteem enables them to act with confidence. They weigh risks and opportunities, and then take decisions, considering their own personal interests and the social consequences that may arise from them. In addition, such people are able to foresee the effects of the actions they undertake. If they consider that the situa-tion is highly complex, they seek help in confronting it.
People at the second level of enterprising spirit join with others in taking initiatives. They get other persons or groups to participate in their undertakings, involving them in the assumption of risks but ensuring that everyone sees all these risks as their own. Moreover, they manage to involve others in their vision of the future.
Finally, when they reach a third level of competency, enterprising people are able to undertake complex ambitious projects. They have a forward outlook and take decisions with confidence. They become in-volved in in projects having a social dimension.
Interaction with other competences, interests, attitudes, values
Enterprising spirit (together with creativity and innovation) is one of the competences comprising the group known as enterprising capacity.
Mastery of this competence is also related to self-motivation (as one’s own initiative is involved) and to leadership, since people can involve and direct others using their own initiative. It has to do with endurance and adaptability, since changes can spark two opposite attitudes, and that of adaptation requires initiative and motivation to undertake actions in a situation seen as an opportunity and not as a threat. Also important for this competence is a good level of development of the decision-making capacity.
Attitudes and values come into play in the social dimension of enter-prise and when people must analyse and assume others’ risks as if they
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were their own, or when they must evaluate the consequences of deci-sions made not only by themselves but by others.
Importance of this competence for academic and professional life
To meet learning and work objectives, it is important to develop one’s enterprising spirit. As the years pass and students’ autonomy in-creases together with the complexity of the work they must do, a well-developed enterprising spirit becomes more and more essential.
People who have an enterprising spirit can help drive groups and organisations, facilitating the personal development and capacity for commitment and risk-taking of their members. This is a competence that is and must be well developed in persons who are leaders in their con-texts.
How to incorporate it into the academic curriculum
Development of this competence is fostered by adopting teaching strategies that require students to analyse explicitly the opportunities and risks of a situation, and to search for allies in addressing it.
In teamwork tasks, it is useful to state that someone should take on the enterprising role, mobilising the others and ensuring that they be-come involved in the initiative. This will put into practice the attitudes and strategies needed to develop enterprising spirit.
The tools of assessment must focus on the entire process of analysis and decision-making, and not only on the solution adopted.
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COMPETENCE: ENTERPRISING SPIRIT
Definition: Undertaking projects on own initiative, committing resources to exploit an opportunity, and assuming the risks that this entails
Mastery of this competence is closely related to: Self-motivation, leadership, initiative, creativity, innovation, building a new world
Levels of mastery:
1. Habitually facing reality with initiative, weighing risks and op-portunities and assuming consequences
2. Taking initiatives together with others, sharing with them one’s projects and vision of the future
3. Undertaking ambitious (complex and challenging) projects, in-volving social decisions
Indicators:
1. Initiative2. Assumption of risks3. Vision4. Self-esteem5. Social influence
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Hab
itu
ally
fac
ing
re
alit
y w
ith
in
itia
tive
, wei
gh
ing
ri
sks
and
o
pp
ort
un
itie
s an
d
assu
min
g
con
seq
uen
ces
Taki
ng
init
iati
ve in
d
aily
sit
uat
ion
s U
sual
ly h
esita
tes
to
take
dec
isio
ns d
aily.
Freq
uent
ly d
epen
ds
on o
ther
s fo
r de
cisi
on-m
akin
g.
Take
s de
cisi
ons
and
only
ask
s fo
r he
lp
whe
n fa
cing
gre
at
com
plex
ity.
Take
s da
y-to
-day
de
cisi
ons
auto
nom
ousl
y.
Has
a g
reat
dea
l of
initi
ativ
e, g
aini
ng
him
/her
wid
e re
cogn
ition
.
Wei
gh
ing
ris
ks a
nd
o
pp
ort
un
itie
s,
taki
ng
dec
isio
ns
in
con
seq
uen
ce
Take
s de
cisi
ons
with
out
thin
king
or
anal
ysin
g th
e ris
ks.
Ana
lyse
s pr
os a
nd
cons
but
avo
ids
taki
ng d
ecis
ions
.
Wei
ghs
the
pros
and
co
ns o
f ris
ks a
nd
oppo
rtun
ities
and
ta
kes
deci
sion
s.
Car
eful
ly w
eigh
s th
e ris
ks in
volv
ed in
co
mpl
ex s
ituat
ions
.
Mak
es e
xcel
lent
ris
k an
alys
is, a
ssum
es
them
and
dec
ides
w
ith lo
gic.
Bei
ng
ab
le t
o
anti
cip
ate
the
effe
cts
of
acti
on
s u
nd
erta
ken
Has
rea
ctiv
e be
havi
our,
with
out
visi
on o
f th
e m
ediu
m
term
.
His
/her
initi
ativ
es a
re
som
etim
es u
nwis
e du
e to
lack
of
visi
on.
Ant
icip
ates
the
co
nseq
uenc
es o
f de
cisi
ons
take
n.
Is a
ble
to a
ntic
ipat
e th
e fu
ture
ove
r th
e m
ediu
m t
erm
.
Sees
with
cla
rity
wha
t th
e lo
ng-t
erm
fut
ure
will
hol
d.
Incl
ud
ing
so
cial
cr
iter
ia in
ow
n
dec
isio
n-m
akin
g
Can
’t s
ee t
he
cons
eque
nces
tha
t ow
n de
cisi
ons
will
ha
ve o
n ot
hers
.
Sees
the
soc
ial
repe
rcus
sion
s of
ow
n in
itiat
ives
, but
giv
es
prio
rity
to o
wn
inte
rest
s.
Take
s de
cisi
ons
cons
ider
ing
both
ow
n pe
rson
al
inte
rest
s an
d so
cial
co
nseq
uenc
es.
Take
s de
cisi
ons
cons
ider
ing
soci
al
cons
eque
nces
, and
gi
ves
them
prio
rity
over
ow
n in
tere
sts.
Giv
es p
riorit
y to
soc
ial
para
met
ers
whe
n in
itiat
ing
and
unde
rtak
ing
proj
ects
.
Hav
ing
en
ou
gh
se
lf-e
stee
m t
o t
ake
init
iati
ves
Is im
mob
ilise
d by
low
se
lf-es
teem
.Le
vel o
f se
lf-es
teem
so
met
imes
mak
es
him
/her
dou
bt o
wn
poss
ibili
ties.
Leve
l of
self-
este
em is
su
ited
to r
ealit
y an
d pe
rmits
him
/her
to
act
with
con
fiden
ce.
Hig
h re
gard
for
sel
f an
d ot
hers
giv
es h
im/
her
posi
tive
visi
on o
f ot
hers
.
Invo
lves
oth
ers
in
own
initi
ativ
es t
hank
s to
hig
h se
lf-es
teem
an
d co
nfid
ence
in
othe
rs.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Ta
kin
g in
itia
tive
s w
ith
oth
ers,
sh
arin
g w
ith
th
em
ow
n p
roje
cts
and
vi
sio
n o
f th
e fu
ture
Get
tin
g in
div
idu
als
and
/or
gro
up
s to
p
arti
cip
ate
in o
wn
in
itia
tive
s
Doe
sn’t
invo
lve
othe
rs.
Trie
s bu
t fa
ils t
o in
volv
e ot
hers
. H
is/h
er in
itiat
ives
are
us
ually
acc
epte
d by
ot
hers
.
Get
s ot
hers
invo
lved
in
the
initi
ativ
es t
hat
he/s
he t
akes
.
His
/her
initi
ativ
es
spar
k th
e in
tere
st a
nd
com
mitm
ent
of
othe
rs.
Invo
lvin
g o
ther
s in
th
e as
sum
pti
on
of
ow
n a
nd
ou
tsid
e ri
sks
Can
’t g
et o
ther
s to
as
sum
e ris
ks.
Has
diff
icul
ty in
ge
ttin
g ea
ch
clas
smat
e to
ass
ume
the
risks
of
othe
rs.
Get
s ev
eryo
ne t
o se
e th
e ris
ks o
f ot
hers
as
thei
r ow
n.
Get
s ot
hers
to
assu
me
risks
join
tly.
Insp
ires
so m
uch
conf
iden
ce t
hat
othe
rs a
ssum
e ris
ks
with
out
fear
.
Get
tin
g o
ther
s to
sh
are
ow
n v
isio
n o
f fu
ture
in p
roje
cts
un
der
take
n
Doe
sn’t
sho
w in
tere
st
in s
harin
g ow
n vi
sion
w
ith o
ther
s.
Can
’t g
et o
ther
s to
sh
are
own
visi
on o
f fu
ture
.
Get
s ot
hers
invo
lved
in
ow
n vi
sion
of
futu
re.
Cle
arly
out
stan
ding
fo
r vi
sion
of
futu
re.
Enth
uses
oth
ers
with
ow
n vi
sion
of
futu
re,
even
ove
r th
e lo
ng
term
.
Pro
mo
tin
g p
roje
cts
that
ben
efit
th
ose
ar
ou
nd
on
e
Dis
card
s in
itiat
ives
th
at d
o no
t be
nefit
hi
m/h
er p
erso
nally
.
Has
diff
icul
ty in
un
dert
akin
g pr
ojec
ts
that
ben
efit
thos
e ar
ound
him
/her
.
Und
erta
kes
proj
ects
th
at h
ave
posi
tive
effe
cts
on o
ther
s.
Prom
otes
initi
ativ
es
who
se m
ajor
aim
s in
clud
e so
cial
be
nefit
s.
In e
very
pro
ject
is
com
mitt
ed t
o co
nsid
erin
g th
e be
nefit
s it
will
brin
g to
the
com
mun
ity.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Un
der
taki
ng
am
bit
iou
s (c
om
ple
x an
d c
hal
len
gin
g)
pro
ject
s, in
volv
ing
so
cial
dec
isio
ns
Und
erta
king
new
am
bitio
us p
roje
cts
Lack
s in
itiat
ive
to
unde
rtak
e pr
ojec
ts o
f ce
rtai
n co
mpl
exity
.
Get
s bl
ocke
d by
co
mpl
ex p
roje
cts,
al
thou
gh in
itiat
es
them
.
Take
s th
e in
itiat
ive
in
unde
rtak
ing
com
plex
pr
ojec
ts.
Und
erta
kes
ambi
tious
pr
ojec
ts.
Not
ewor
thy
for
capa
city
of
initi
ativ
e an
d fo
r th
e en
thus
iasm
with
w
hich
he/
she
unde
rtak
es m
ajor
pr
ojec
ts.
Bein
g co
mm
itted
and
ta
king
the
initi
ativ
e in
co
mpl
ex a
nd
chal
leng
ing
proj
ects
Doe
sn’t
wan
t to
get
in
volv
ed in
maj
or
proj
ects
.
Deg
ree
of
com
mitm
ent
in
com
plex
pro
ject
s fa
lls
whe
n di
ffic
ultie
s ar
ise.
Und
erta
kes
com
plex
pr
ojec
ts w
ith
com
mitm
ent.
Seek
s pr
ojec
ts t
hat
are
chal
leng
ing,
eve
n th
ough
com
plex
.
Ass
umes
lead
ersh
ip
and
carr
ies
out
com
plex
pro
ject
s,
gain
ing
the
supp
ort
and
invo
lvem
ent
of
othe
rs.
Taki
ng in
itiat
ives
th
anks
to
inte
nsel
y cl
ear
visi
on o
f th
e fu
ture
Can
’t s
ee f
ar a
head
.Lo
okin
g ah
ead
to
futu
re c
ause
s hi
m/h
er
to h
esita
te a
nd s
eek
exte
rnal
sup
port
.
Has
vis
ion
of f
utur
e an
d ta
kes
deci
sion
s w
ith c
onfid
ence
.
Take
s ne
w in
itiat
ives
th
anks
to
visi
on o
f fu
ture
.
Has
cle
ar v
isio
n of
fu
ture
ove
r th
e m
ediu
m-
and
long
-te
rm, t
akes
ris
ky
initi
ativ
es a
nd
invo
lves
oth
ers
in t
he
proj
ect.
Bein
g co
mm
itted
to
proj
ects
with
a s
ocia
l di
men
sion
Show
s in
diff
eren
ce t
o pr
ojec
ts o
f a
soci
al
natu
re.
Show
s in
tere
st o
nly
in
form
ulat
ing
and
prop
osin
g so
cial
pr
ojec
ts, b
ut d
oesn
’t
get
suff
icie
ntly
in
volv
ed.
Get
s in
volv
ed in
pr
ojec
ts w
hose
soc
ial
dim
ensi
on is
a
feat
ure,
alth
ough
not
th
e pr
edom
inan
t on
e.
The
soci
al d
imen
sion
of
pro
ject
s m
otiv
ates
hi
m/h
er t
o un
dert
ake
or b
ecom
e co
mm
itted
to
them
.
Prop
oses
and
un
dert
akes
pro
ject
s w
ith a
pre
dom
inan
t so
cial
dim
ensi
on.
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COMPETENCE: INNOVATION
Description
Innovation is a deliberate action involving the introduction of some-thing new into a system or organisation, modifying its processes (struc-tures, procedures or operations) and bringing about an improvement in outcomes – that is, in the achievement of objectives (Martín and Rivas, 1984; Tejada, 1998; Rivas, 2000).
Accordingly, the competence of innovation develops when people become capable of modifying processes and results in response to per-sonal, organisational or social needs and demands that arise. The ele-ments characterising a process of innovation enable us to identify progress indicators for working on and assessing this competence:
— Intentionality: innovation is not a chance or accidental change, but an intentional, deliberate and systematic one. So a first skill to work on is the capacity to recognise situations needing change and improvement, and the opportunity to bring this about.
— Personal position and attitude toward innovation: the possibility of innovating requires an open mind and willingness on the part of the individual to think differently, to analyse and address situ-ations from other standpoints. Depending on that position, peo-ple adopt more or less active roles with regard to innovation and its implications, reflecting on: how to do things in a better way, who will be affected and how, and why it should be done (the causes and aims of innovation, its methods, agents and people involved).
— Search for new methods: open-mindedness and willingness to do things in a different way, leading to an active search for alter-native courses of action, weighing how well they suit the situa-tion and what the aims of innovation will be.
— Application of novel methods: applying an innovation depends, finally, on one’s willingness to experiment with new processes, testing procedures and resources not used previously, either adapting known methods and solutions to a new situation, or generating new procedures suited to the context of innovation.
— Evaluation of results: another feature of innovation is its orien-tation toward improvement. It is a type of change that adopts a constructive, creative or transforming dimension. Therefore, pro-ducing and promoting innovation also means being able to ana-
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lyse its results, anticipating expected outcomes, foreseeing risks and benefits, and estimating the profitability of the results ob-tained.
Interaction with other competences, attitudes, interests and values
Development of this competence is facilitated by providing knowl-edge and understanding of what innovation is and the processes in-volved in it. This means identifying what constitutes innovation as op-posed to other types of change, knowing and understanding the phases and strategies of is management and development, analysing the condi-tions that foster and restrict its development, and the roles and attitudes of the stakeholders involved.
Mastery of this competence depends fundamentally on the develop-ment of attitudes and procedures that are closely related to other com-petences: first, to those that enable openness to change and creation,– i.e. creativity, learning orientation, achievement orientation and enterprising spirit; secondly, to instrumental and systemic competences that enable innovation to take place according to a planned, systematic process suited to the intervention context, such as problem-solving, de-cision-making, project management and quality orientation; and finally, to other competences that facilitate better consideration of the social and personal context in which innovation is to take place – i.e., innova-tion, teamwork and leadership.
Importance of this competence for academic and professional life
Within the context of permanent change characterising today’s post-industrial, knowledge-based society, innovation has become a central value for the survival and development of organisations. The latter no longer excel on the basis of their past history or customs, but because of their capacity to change and respond quickly and flexibly to the chang-ing demands of external and internal users, looking always to provide quality service. Companies and institutions have innovative potential to the extent that they employ creative, innovative professionals and de-velop processes and structures that harness and incorporate that indi-vidual potential, turning it into corporate capital.
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Development of this increasingly important value will help students to gain access to the labour market and adapt to their future jobs in a context of these characteristics. Moreover, it will enhance their develop-ment of attitudes such as flexibility, open-mindedness and adaptation to the environment, which they will need to adapt actively and responsibly in a social context that shares these same characteristics.
How to incorporate it into the academic curriculum
In the university context we can create or optimise the use of three types of situations that will enable us to work on and assess this compe-tence in students:
— At the first level, students can be asked to deal with problems or situations that must be handled by introducing new procedures, tools or processes into their usual work processes. To this end, they must identify what needs improvement, look for and ana-lyse alternative courses of action, take a well-reasoned decision, apply the new procedure and analyse whether it has meant an improvement in results.
— At the second level students work with real or hypothetical situ-ations, cases or problems where they must analyse and propose a systematic process of innovation. This can refer to any context, but it would be particularly suitable to deal with cases and situa-tions drawn from their own professional field, posed at the level of complexity allowed by students’ subject and year. At this level, what is specific is the systematic nature of the approach to inno-vation – i.e. accurately detecting the improvement needs and op-portunities of the situation, finding and analysing different meth-ods and alternatives, weighing who the possible changes will effect and how, and foreseeing future risks or benefits to adapt or generate the best solution for the situation. Application of the innovation is not required in this approach, so as not to restrict its possibilities of development.
— Finally, a third level of complexity would involve, in addition to justification of the project, application of the innovation pro-jected onto a real context and analysis of the results obtained. This condition limits its possibilities of development outside situa-tions directly linked to professional practice, and can best be car-ried out in practicum and graduate programmes.
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The assessment indicators proposed provide guidelines for observing progress of this competence in the components of each of the three types of situations. Although lecturers may occasionally be able to ob-serve the course of action, normally assessment will be based on the report that students present as a result of their analysis and project. This will basically be a written report which may be accompanied by an oral defence or talk.
Assessment of the product by the lecturer can be supplemented by students’ self-analysis or self-evaluation, which will help students to con-centrate on the key elements in the process. Analysis and evaluation of work by classmates can also prove especially interesting in the second and third types of situation, in which, since professional situations are addressed, the work of others broadens and strengthens the under-standing and resources generated. While the final grade must logically be given when the work is finished, once all the steps in the process have been completed, lecturers should also make a formative revision at the end of some of these steps to make sure that the project is progressing in the desired direction.
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COMPETENCE: INNOVATION
Definition: Responding well to personal, organisational and so-cial requirements and demands, modifying or introducing new elements into processes and results
Mastery of this competence is closely related to: Creativity, quality orientation, project management, achievement orientation, en-terprising spirit, problem-solving, decision-making, learning ori-entation, teamwork and leadership
Levels of mastery:
1. Introducing new procedures and actions into one’s own work process to respond better to limitations and problems detected
2. Finding and proposing new methods and solutions (with or without application) in real or hypothetic situations and/or prob-lems
3. Designing and applying innovative processes leading to better results in real situations and/or projects.
Indicators:
1. Intentionality; recognition of situations needing change or im-provement
2. Attitude and position regarding innovation: open-mindedness and disposition to think in new ways
3. Active search for new, applicable methods and processes: open-mindedness and disposition to proceed in new ways.
4. Application of novel methods5. Analysis and evaluation of results
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Intr
od
uci
ng
new
p
roce
du
res
and
ac
tio
ns
into
on
e’s
ow
n w
ork
pro
cess
to
res
po
nd
bet
ter
to li
mit
atio
ns
and
p
rob
lem
s d
etec
ted
Rec
og
nis
ing
lim
itat
ion
s an
d
wea
k p
oin
ts in
ow
n
wo
rk p
roce
sses
an
d
met
ho
ds
Relu
ctan
t to
ana
lyse
or
adm
it lim
itatio
ns
and
mis
take
s in
ow
n w
ork
proc
esse
s.
Has
diff
icul
ty in
id
entif
ying
the
lim
itatio
ns a
nd
wea
knes
ses
in o
wn
wor
k pr
oces
ses.
Iden
tifie
s th
e lim
itatio
ns a
nd w
eak
poin
ts in
ow
n w
ork
proc
esse
s an
d m
etho
ds.
Acc
urat
ely
dete
cts
the
wea
k po
ints
of
own
wor
king
m
etho
ds a
nd
proc
edur
es.
Easi
ly a
nd a
ccur
atel
y de
tect
s re
quire
men
ts
and
oppo
rtun
itie
s fo
r im
prov
emen
t in
th
e co
urse
of
own
wor
k.
Ref
lect
ing
on
new
w
ays
of
do
ing
th
ing
s
Doe
sn’t
see
m t
o re
flect
on
new
way
s of
doi
ng t
hing
s.
Find
s it
hard
to
ref
lect
or
refle
cts
with
diff
icul
ty o
n ne
w w
ays
of d
oing
th
ings
.
Refle
cts
and
reas
ons
abou
t ho
w t
o do
th
ings
diff
eren
tly.
Is s
timul
ated
by
refle
ctio
n on
how
to
do t
hing
s di
ffer
ently
.
His
/her
ref
lect
ions
st
imul
ate
othe
rs t
o re
flect
on
how
to
do
thin
gs d
iffer
ently
.
Seek
ing
new
p
roce
du
res
and
m
eth
od
s fo
r d
oin
g
thin
gs
Doe
sn’t
see
k di
ffer
ent
proc
edur
es f
or d
oing
th
ings
.
Has
diff
icul
ty in
se
ekin
g an
d fin
ding
al
tern
ativ
e pr
oced
ures
for
doi
ng
thin
gs.
Prop
oses
alte
rnat
ives
fo
r th
e pr
oces
s to
fo
llow
and
the
m
etho
ds t
o be
em
ploy
ed.
Ana
lyse
s al
tern
ativ
e pr
oced
ures
of
actio
n.Va
lues
alte
rnat
ive
proc
edur
es o
f ac
tion.
Exp
erim
enti
ng
wit
h
new
pro
ced
ure
sRe
fuse
s to
app
ly n
ew
proc
edur
es o
r re
sour
ces.
Has
diff
icul
ty in
te
stin
g ne
w
proc
edur
es o
r re
sour
ces.
Trie
s ou
t pr
oced
ures
or
res
ourc
es t
hat
he/
she
hasn
’t u
sed
prev
ious
ly.
App
lies
with
pos
itive
at
titud
e ne
w
proc
edur
es o
r re
sour
ces.
Enth
usia
stic
ally
ex
perim
ents
with
ne
w p
roce
dure
s or
re
sour
ces,
wei
ghin
g th
e im
prov
emen
ts
they
brin
g.
Iden
tify
ing
th
e re
sult
s o
f in
no
vati
on
Doe
sn’t
wei
gh
poss
ible
im
prov
emen
ts
obta
ined
with
new
m
etho
ds o
f w
orki
ng.
Has
diff
icul
ty in
se
eing
the
im
prov
emen
ts
obta
ined
with
the
ne
w m
etho
ds o
f w
orki
ng.
Reco
gnis
es t
he
impr
ovem
ents
ob
tain
ed in
ow
n w
ork
thro
ugh
inno
vatio
n.
Ana
lyse
s th
e im
prov
emen
ts
obta
ined
as
a co
nseq
uenc
e of
in
nova
tion.
Acc
urat
ely
wei
ghs
the
impr
ovem
ents
ac
hiev
ed w
ith t
he
new
met
hods
of
wor
king
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Fi
nd
ing
an
d
pro
po
sin
g n
ew
met
ho
ds
and
so
luti
on
s (w
ith
or
wit
ho
ut
app
licat
ion
) in
rea
l o
r h
ypo
thet
ic
situ
atio
ns
and
/or
pro
ble
ms
An
alys
ing
a g
iven
si
tuat
ion
an
d
iden
tify
ing
asp
ects
th
at n
eed
im
pro
vem
ent
Fails
to
iden
tify
(doe
sn’t
kno
w o
r di
stin
guis
h) n
eed
for
impr
ovem
ent
in
cert
ain
situ
atio
ns.
Has
diff
icul
ty in
id
entif
ying
nee
d fo
r im
prov
emen
t in
ce
rtai
n si
tuat
ions
.
Ana
lyse
s a
give
n si
tuat
ion
and
iden
tifie
s as
pect
s ne
edin
g im
prov
emen
t.
Acc
urat
ely
iden
tifie
s th
e ne
ed f
or
impr
ovem
ent
in a
gi
ven
situ
atio
n.
Acc
urat
ely
dete
cts
the
need
and
op
port
uniti
es f
or
impr
ovem
ent
in a
gi
ven
situ
atio
n.
Taki
ng
into
acc
ou
nt
wh
o in
no
vati
on
will
af
fect
an
d h
ow
Doe
sn’t
con
side
r w
ho
will
be
affe
cted
by
the
intr
oduc
tion
of
chan
ges,
or
how
.
Has
diff
icul
ty in
un
ders
tand
ing
who
an
d w
hat
wou
ld b
e af
fect
ed b
y th
e in
trod
uctio
n of
ch
ange
s.
Take
s in
to a
ccou
nt
who
and
wha
t w
ould
be
aff
ecte
d by
the
in
trod
uctio
n of
ch
ange
s.
Ana
lyse
s in
dep
th
who
and
wha
t w
ould
be
aff
ecte
d by
the
in
trod
uctio
n of
ch
ange
s.
Acc
urat
ely
wei
ghs
who
and
wha
t w
ould
be
aff
ecte
d by
the
in
trod
uctio
n of
ch
ange
s.
Fin
din
g n
ew
met
ho
ds
for
do
ing
th
ing
s
Onl
y fin
ds o
ne w
ay
of d
oing
thi
ngs
in
each
situ
atio
n.
Prop
oses
sol
utio
ns
with
out
solid
re
visi
on.
Find
s di
vers
e m
etho
ds a
nd
solu
tions
pre
viou
sly
empl
oyed
.
Ana
lyse
s al
tern
ativ
e m
etho
ds a
nd
solu
tions
app
lied
in
sim
ilar
situ
atio
ns.
Wei
ghs
on g
ood
grou
nds
alte
rnat
ive
cour
ses
of a
ctio
n ap
plic
able
to
the
situ
atio
n.
Pro
po
sin
g
inn
ova
tive
met
ho
ds
and
so
luti
on
s
Has
diff
icul
ty in
ad
aptin
g kn
own
met
hods
and
so
lutio
ns t
o a
situ
atio
n.
Prop
oses
gen
eral
so
lutio
ns w
ithou
t ta
king
into
ac
coun
t th
eir
suita
bilit
y to
the
co
ntex
t.
Prop
oses
new
m
etho
ds a
nd
solu
tions
ada
pted
to
the
situ
atio
n.
App
ropr
iate
ly a
dapt
s m
etho
ds a
nd
solu
tions
to
the
situ
atio
n.
Gen
erat
es n
ew,
appr
opria
te m
etho
ds
and
solu
tions
for
the
si
tuat
ion.
An
alys
ing
ris
ks a
nd
b
enef
its
of
inn
ova
tio
n
Doe
sn’t
for
esee
ev
entu
al r
isks
and
be
nefit
s of
in
nova
tion.
Has
diff
icul
ty in
fo
rese
eing
eve
ntua
l ris
ks a
nd b
enef
its
aris
ing
from
in
nova
tion.
Fore
sees
the
eve
ntua
l ris
ks a
nd b
enef
its
aris
ing
from
in
nova
tion.
Valu
es t
he e
vent
ual
risks
and
ben
efits
ar
isin
g fr
om
inno
vatio
n.
Valu
es e
ach
of
the
poss
ible
ris
ks
and
bene
fits
aris
ing
from
inno
vatio
n,
spec
ifyin
g th
eir
pros
and
co
ns.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Des
ign
ing
an
d
app
lyin
g in
no
vati
ve
pro
cess
es le
adin
g
to b
ette
r re
sult
s in
re
al s
itu
atio
ns
and
/o
r p
roje
cts
Iden
tify
ing
nee
d f
or
imp
rove
men
t in
co
mp
lex
situ
atio
ns
and
co
nte
xts
Doe
sn’t
dis
tingu
ish
need
for
im
prov
emen
t in
co
mpl
ex s
ituat
ions
an
d co
ntex
ts.
Has
diff
icul
ty in
id
entif
ying
nee
d fo
r im
prov
emen
t in
co
mpl
ex s
ituat
ions
an
d co
ntex
ts.
Iden
tifie
s ne
ed f
or
impr
ovem
ent
in
com
plex
situ
atio
ns
and
cont
exts
.
Syst
emat
ical
ly a
pplie
s a
met
hod
to id
entif
y ne
ed f
or
impr
ovem
ent
in
com
plex
situ
atio
ns.
Def
ines
on
good
gr
ound
s th
e ne
ed
and
oppo
rtun
ities
for
im
prov
emen
t in
co
mpl
ex s
ituat
ions
an
d co
ntex
ts.
Ref
lect
ing
on
cau
ses
and
aim
s o
f in
no
vati
on
Doe
sn’t
ref
lect
on
the
caus
es a
nd a
ims
of in
nova
tion.
Has
diff
icul
ty in
ju
stify
ing
the
why
s an
d ho
ws
of
intr
oduc
ing
inno
vatio
n.
Ref
lect
s on
the
ca
uses
and
aim
s of
in
nova
tion.
Just
ifies
with
ar
gum
ents
the
cau
ses
and
aim
s of
in
nova
tion.
Just
ifies
con
vinc
ingl
y th
e ca
uses
and
aim
s of
inno
vatio
n.
Fin
din
g n
ew
met
ho
ds
for
do
ing
th
ing
s in
an
oth
er
way
Prop
oses
alte
rnat
ives
w
ithou
t re
fere
nce
to
aim
s.
Has
diff
icul
ty in
as
soci
atin
g th
e di
ffer
ent
alte
rnat
ives
w
ith t
he a
ims
of
inno
vatio
n.
Ass
ocia
tes
the
alte
rnat
ives
pro
pose
d w
ith t
he a
ims
of
inno
vatio
n.
Wei
ghs
the
logi
c of
di
ffer
ent
alte
rnat
ives
ag
ains
t th
e ai
ms
of
inno
vatio
n.
Sele
cts
with
goo
d cr
iteria
the
alte
rnat
ive
that
is m
ost
cons
iste
nt w
ith t
he
aim
s of
inno
vatio
n.
Usi
ng
go
od
m
eth
od
s an
d
solu
tio
ns
for
inn
ova
tio
n
App
lies
know
n so
lutio
ns w
ithou
t co
nsid
erin
g th
eir
suita
bilit
y to
con
text
.
Has
diff
icul
ty in
ad
aptin
g m
etho
ds
and
solu
tions
to
the
cont
ext
of
inno
vatio
n.
App
lies
met
hods
and
so
lutio
ns s
uite
d to
th
e co
ntex
t of
in
nova
tion.
Ada
pts
met
hods
and
so
lutio
ns s
uita
bly
to
the
cont
ext
of
inno
vatio
n.
Gen
erat
es n
ew
proc
edur
es s
uite
d to
th
e co
ntex
t.
An
alys
ing
ris
ks a
nd
b
enef
its
Doe
s no
t co
nsid
er
the
risks
and
ben
efits
of
inno
vatio
n.
Has
diff
icul
ty in
fo
rese
eing
the
ris
ks
and
bene
fits
of
inno
vatio
n.
Fore
sees
eve
ntua
l ris
ks a
nd b
enef
its o
f in
nova
tion.
Syst
emat
ical
ly w
eigh
s th
e ris
ks a
nd b
enef
its
of in
nova
tion.
Acc
urat
ely
wei
ghs
the
risk
s an
d be
nefi
ts o
f in
nova
tion
and
its
impa
ct o
n re
sult
s.
Ob
tain
ing
res
ult
s w
ith
inn
ova
tio
nD
oesn
’t g
et
perc
eptib
le r
esul
ts
with
inno
vatio
n.
Get
s un
impo
rtan
t re
sults
fro
m
inno
vatio
n.
Obt
ains
an
appr
ecia
ble
impr
ovem
ent
in
resu
lts f
rom
in
nova
tion.
Obt
ains
an
impo
rtan
t an
d si
gnifi
cant
im
prov
emen
t in
re
sults
.
Ach
ieve
s ou
tsta
ndin
g im
prov
emen
t in
re
sults
tha
nks
to
inno
vatio
n.
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COMPETENCE: OBJECTIVES-BASED MANAGEMENT
Description
Objectives-based management, developed originally as a business tool, is now applied to all areas of active life. It involves clearly specifying the targets or objectives to be achieved and the resources needed to at-tain them within a given time frame. The idea, therefore, is to optimise time and effort in attaining established goals. Included is a periodic con-trol system to show the degree of progress made from time to time, making it possible to take corrective measures if deviations are detect-ed.
This tool can be applied to corporate, academic, personal or group activities. The important thing is to define clearly, for all the persons in-volved, the final situation aimed at and the means considered necessary to progress from the starting situation to the target situation specified.
Such clear definition of objectives determines the set of tasks to be performed. Those that form part of the course charted – i.e. those that help to progress toward the stated goals – are the tasks that must be carried out, whereas those that do not contribute to that progress are relegated to a secondary position or even eliminated. So it is not so much a case of “doing things well” as “doing the things that must be done”.
This competence requires, in the first place, being able to establish objectives. Objectives stated in general terms or in terms of wishes and desires, such as to improve, grow, develop, are not useful for objectives-based management. The target situation must be defined clearly and precisely, so that the persons involved in the process will understand without hesitation what it consists of and how to measure whether it has been achieved or not, as well as any discrepancies that might exist at any moment between the true and desired situations.
Once the final objectives have been set, objectives-based manage-ment calls for planning over time the intermediate objectives to be reached and the amount of resources that will be needed in order to progress according to schedule. Naturally, given the pace of change to-day, when it is a question of long-term objectives, the plan, its allocation of resources and even its final objectives may be subject to periodic revi-sions to adapt to any changes that may occur. That is, an intrinsic feature of objectives-based management is flexibility.
In short, it is a tool that involves the efforts and resources of a group or organisation in a common process known by all.
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Interaction with other competences, interests, attitudes, values
First, because it involves planning over time, objectives-based man-agement is directly related to the competence of planning.
It requires a positive, proactive attitude toward reality. Instead of re-acting – i.e. adapting a posteriori to variations in the surrounding cir-cumstances –, objectives-based management calls for anticipation of what we want to see happen (the goals or objectives to be achieved) and, in this regard, creation of the future rather than adaptation to it.
It requires the use of analytical thinking, systemic thought, practical and creative thinking. In group tasks, it calls for team thinking, since consensus of the persons involved is required.
It is also related to other systemic competences such as project man-agement, achievement orientation and leadership; to interpersonal com-petences such as teamwork, adaptability, and negotiations; and to in-strumental competences such as oral and written communication, time management and problem-solving ability.
Importance of this competence for academic and professional life
Students may decide to let time pass and simply do the work consid-ered most urgent at the moment, or they may decide to set their own objectives (prepare themselves to become good professionals, do well in exams, etc.) and chart their own course to attain them. Cramming for exams at the last moment or spending long hours in a mad dash to com-plete a report just before its due date are examples of lack of planning.
If students decide at the beginning of the year what they want their situation to be in June, and set themselves a programme of study and completion of academic work based on that desired goal, they are ap-plying objectives-based management. Their time distribution would be in the form of planned steps toward the desired end-situation. Any ac-tivities or tasks that do not help to advance down the charted path would be allocated less time or would be eliminated.
The same thing applies to group work. Individual and group time time is distributed according to efficiency for the achievement of objec-tives. The first effect of this will be a considerable saving of time and better rate of progress.
In professional life the same thing happens. We devote too much time to “unnecessary” tasks simply because “that is how it has always
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been done”. Clarifying objectives to be achieved helps us to revise ha-bitual processes and improve them in terms of efficiency.
How to incorporate it into the academic curriculum
Setting objectives and knowing how to plan are not innate skills. Students need to learn to do them and this requires instruction and prac-tice.
Lecturers can convey their own planning of the subject (work to be done throughout the year) in terms of explicit objectives to be achieved. They can also ask students to make their own definition of objectives and their own plan to achieve them.
The use of long-term projects as a methodological instrument may help students to apply the concepts of objectives-based management to their own situation.
In work assigned to groups of students, one of the requirements could be for the group to specify in writing the group objectives and how they will organise time to achieve them. This will help to habituate students to working on mastery of this competence.
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COMPETENCE: OBJECTIVES-BASED MANAGEMENT
Definition: Aiming an academic, business, leisure or personal mission toward the attainment of personal or group objectives, through efficient allocation of time, effort and resources
Mastery of this competence is closely related to: Achievement mo-tivation, making things happen; commitment to results; proac-tiveness, capacity to actively focus on situations, relations and problems; capacity to take risks and decisions; managing and op-timising resources
Levels of mastery:
1. Setting objectives and goals, planning how to achieve them and monitoring degree of progress
2. Efficiently pursuing stated objectives and goals, analysing and addressing difficulties and necessary adjustments
3. Setting challenging objectives and goals, sharing and accom-plishing them with others
Indicators:
1. Setting goals and objectives2. Monitoring progress3. Overcoming difficulties 4. Use of resources
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Sett
ing
ob
ject
ives
an
d g
oal
s, p
lan
nin
g
ho
w t
o a
chie
ve
them
an
d
mo
nit
ori
ng
deg
ree
of
pro
gre
ss
Esta
blis
hin
g o
wn
sh
ort
- an
d m
ediu
m-
term
go
als
and
o
bje
ctiv
es
Doe
sn’t
def
ine
own
goal
s an
d ob
ject
ives
, or
act
s w
ithou
t re
latio
n to
the
m.
Esta
blis
hes
inap
prop
riate
goa
ls
or is
n’t
com
mitt
ed t
o th
em.
Is a
ble
to s
et o
wn
obje
ctiv
es
appr
opria
tely.
Esta
blis
hes
own
goal
s w
ell a
nd is
co
mm
itted
to
mee
ting
them
.
Has
a w
ell-d
evis
ed
plan
tha
t he
/she
kn
ows
how
to
just
ify,
show
s co
mm
itmen
t an
d is
abl
e to
co
mpl
ete
it.
Res
olv
ing
wit
ho
ut
hel
p b
asic
d
iffi
cult
ies
stan
din
g
in w
ay o
f o
bje
ctiv
es
Get
s bl
ocke
d by
bas
ic
diff
icul
ties.
Nee
ds h
elp
whe
n pl
an r
uns
up a
gain
st
basi
c di
ffic
ultie
s.
Find
s re
sour
ces
to
reso
lve
basi
c di
ffic
ultie
s en
coun
tere
d.
Reso
lves
with
out
help
ba
sic
diff
icul
ties
enco
unte
red
in
fulfi
lling
pla
n.
Prop
oses
goo
d so
lutio
ns f
or
over
com
ing
basi
c di
ffic
ultie
s en
coun
tere
d.
Ad
apti
ng
act
ion
p
lan
an
d r
eso
urc
es
to o
bje
ctiv
es s
et
Act
ion
plan
is
inap
prop
riate
giv
en
the
reso
urce
s av
aila
ble
to m
eet
targ
eted
obj
ectiv
es.
Even
with
cle
ar
obje
ctiv
es, d
oesn
’t
appr
opria
tely
man
age
reso
urce
s av
aila
ble.
Act
ion
plan
is
cons
iste
nt w
ith
obje
ctiv
es a
nd w
ith
reso
urce
s av
aila
ble.
Mak
es e
ffic
ient
use
of
res
ourc
es a
vaila
ble
for
reac
hing
ob
ject
ives
.
Inco
rpor
ates
a f
orm
th
at e
nhan
ces
inte
grat
ion
of
reso
urce
s an
d m
etho
dolo
gy f
or
reac
hing
goa
l.
Dec
idin
g t
asks
to
be
per
form
ed,
dea
dlin
es a
nd
bas
ic
con
tro
ls c
on
cern
ing
g
oal
s an
d o
bje
ctiv
es
Act
ion
plan
doe
sn’t
in
clud
e co
ntro
l in
dica
tors
or
does
n’t
use
them
.
Form
ulat
es c
ontr
ol
indi
cato
rs
inap
prop
riate
ly.
Plan
s th
e us
e of
in
dica
tors
to
mon
itor
com
plia
nce
with
ta
sks
and
dead
lines
.
Mon
itors
tas
ks a
nd
dead
lines
com
plia
nce
usin
g co
ntro
l in
dica
tors
.
Ada
pts
plan
in
acco
rdan
ce w
ith
anal
yses
mad
e.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Ef
fici
entl
y p
urs
uin
g
stat
ed o
bje
ctiv
es
and
go
als,
an
alys
ing
an
d
add
ress
ing
d
iffi
cult
ies
and
n
eces
sary
ad
just
men
ts
Iden
tify
ing
wit
h
and
co
mm
itti
ng
sel
f to
ob
ject
ives
an
d
go
als
Has
diff
icul
ty in
id
entif
ying
with
ob
ject
ives
; mus
t be
dr
agge
d al
ong.
Iden
tifie
s w
ith t
he
obje
ctiv
es t
hat
othe
rs
prop
ose.
Und
erst
ands
and
id
entif
ies
with
ob
ject
ives
, ask
s ab
out
them
, etc
.
Iden
tifie
s w
ith a
nd is
co
mm
itted
to
obje
ctiv
es.
Is c
omm
itted
to
obje
ctiv
es a
nd m
akes
co
ntrib
utio
ns t
o cl
arify
and
ach
ieve
th
em.
Iden
tify
ing
d
iffi
cult
ies
and
fi
nd
ing
way
s to
o
verc
om
e th
em t
o
ach
ieve
ob
ject
ives
Has
diff
icul
ty in
re
cogn
isin
g di
ffic
ultie
s th
at a
rise.
Reco
gnis
es d
iffic
ultie
s en
coun
tere
d bu
t do
esn’
t kn
ow h
ow t
o re
solv
e th
em.
Find
s w
ays
of
over
com
ing
the
diff
icul
ties
that
he/
she
iden
tifie
s.
Reso
lves
in p
ract
ical
w
ays
the
diff
icul
ties
that
he/
she
iden
tifie
s.
Reso
lves
diff
icul
ties
brill
iant
ly a
nd w
ith
pers
onal
co
ntrib
utio
ns.
Usi
ng
ava
ilab
le
reso
urc
es w
ith
ef
fici
ency
Mak
es p
oor
use
of
reso
urce
s w
ithin
gr
asp.
Util
ises
ava
ilabl
e re
sour
ces,
but
w
ithou
t ac
hiev
ing
obje
ctiv
es.
Ach
ieve
s de
sire
d ob
ject
ives
with
re
sour
ces
avai
labl
e.
Mak
es e
ffic
ient
use
of
res
ourc
es t
o ac
hiev
e ob
ject
ives
.
Opt
imis
es u
se o
f re
sour
ces
in o
wn
wor
k to
ach
ieve
ob
ject
ives
.
Syst
emat
ical
ly
revi
sin
g a
ctio
n p
lan
an
d m
od
ifyi
ng
it a
s n
eed
ed t
o im
pro
ve
it
Lack
s sy
stem
for
re
visi
ng o
wn
plan
s of
ac
tion.
Is in
cons
iste
nt in
re
visi
ng o
wn
plan
s of
ac
tion
acco
rdin
g to
es
tabl
ishe
d co
ntro
l m
easu
res.
Regu
larly
ana
lyse
s an
d ad
just
s ac
tion
plan
, acc
ordi
ng t
o es
tabl
ishe
d co
ntro
l m
easu
res.
Syst
emat
ical
ly
anal
yses
ow
n ac
tion
plan
, pro
vidi
ng
orig
inal
indi
cato
rs
and
met
hods
of
cont
rol.
Car
eful
ly m
onito
rs
plan
, spe
cify
ing
impr
ovem
ents
in
trod
uced
and
do
ing
bett
er t
han
requ
ired
by c
ontr
ol
mea
sure
s.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Sett
ing
ch
alle
ng
ing
o
bje
ctiv
es a
nd
g
oal
s, s
har
ing
an
d
acco
mp
lish
ing
th
em
wit
h o
ther
s
Sett
ing
an
d
add
ress
ing
am
bit
iou
s, f
easi
ble
m
ediu
m-
and
lon
g-
term
go
als
and
ch
alle
ng
es
Lack
s so
mew
hat
chal
leng
ing
obje
ctiv
es.
Prop
oses
am
bitio
us
obje
ctiv
es, b
ut w
ith
feas
ibili
ty p
robl
ems
give
n ow
n po
ssib
ilitie
s.
The
obje
ctiv
es t
hat
he/s
he s
ets
are
chal
leng
ing
and
feas
ible
.
Sets
sel
f ch
alle
ngin
g ob
ject
ives
and
in
corp
orat
es a
co
ntin
uous
im
prov
emen
t pr
oces
s.
Sets
cha
lleng
ing
obje
ctiv
es, w
ith s
uch
enth
usia
sm t
hat
it sp
read
s to
oth
ers.
Fore
seei
ng
d
iffi
cult
ies
and
p
rob
lem
s st
and
ing
in
way
of
ob
ject
ives
Get
s ca
ught
up
in
diff
icul
ties
on w
ay t
o ob
ject
ives
due
to
lack
of
for
esig
ht.
Is o
nly
able
to
see
diff
icul
ties
if th
ey a
re
poin
ted
out.
Fore
sees
and
ad
dres
ses
diff
icul
ties
sugg
estin
g so
lutio
ns.
Is n
otab
le f
or
fore
sigh
t in
an
ticip
atin
g pr
oble
ms
and
diff
icul
ties.
Not
ewor
thy
for
antic
ipat
ion
and
crea
tivity
in p
robl
em-
solv
ing
and
over
com
ing
diff
icul
ties,
so
that
th
ey d
on’t
dis
tort
re
sults
.
Taki
ng
ad
van
tag
e o
f o
wn
an
d o
uts
ide
op
po
rtu
nit
ies
and
re
sou
rces
, usi
ng
th
em in
no
vati
vely
an
d c
reat
ivel
y
Doe
sn’t
app
ear
to b
e aw
are
of o
wn
poss
ibili
ties
and
pers
onal
res
ourc
es.
Mis
ses
oppo
rtun
ities
to
use
res
ourc
es t
hat
coul
d be
obt
aine
d fr
om o
ther
sou
rces
.
Reco
gnis
es a
nd u
ses
own
and
outs
ide
reso
urce
s cr
eativ
ely.
Use
s ow
n an
d ou
tsid
e re
sour
ces
crea
tivel
y,
inno
vativ
ely
and
effic
ient
ly.
Is e
xcel
lent
org
anis
ing
reso
urce
s cr
eativ
ely
and
stra
tegi
cally
to
acco
mpl
ish
obje
ctiv
es
prop
osed
.
Taki
ng
dec
isio
ns
acco
rdin
g t
o
esta
blis
hed
co
ntr
ol
mea
sure
s, w
ith
ou
t u
nn
eces
sary
hu
rry
or
del
ay
Doe
sn’t
rea
ct t
o pr
oces
s co
ntro
l in
dica
tors
.
Util
ises
indi
cato
rs t
o de
cide
, but
doe
s so
to
o ea
rly o
r la
te.
Revi
ses
own
proc
esse
s an
d ta
kes
deci
sion
s at
the
rig
ht
mom
ent.
Kee
ps c
lose
wat
ch o
n in
dica
tors
and
if
nece
ssar
y ap
prop
riate
ly r
ectif
ies
ongo
ing
plan
s of
ac
tion.
Ana
lyse
s an
d ex
plai
ns
poss
ible
dev
iatio
ns
and
draw
s co
nclu
sion
s fo
r im
prov
emen
t.
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COMPETENCE: PROJECT MANAGEMENT
Description
A project is an effort carried out within a given time to achieve the specific objective of creating a unique product or service, by undertaking a series of tasks and making effective use of resources (TEC of Monter-rey, 2000).
So we say that people have competency in project management when they are able to devise, direct, evaluate and monitor a project ef-fectively. The elements making up a project enable us to identify progress indicators for developing and assessing this competence:
Reality analysis: analysis of the situation and needs that will provide the context and justification for the project.
— Setting objectives: a clear, precise formulation of realistic but am-bitious objectives in accordance with strategically aligned require-ments, crucial for getting team to identify with shared objectives and stimulating them to action.
— Deciding actions and tasks: effective, efficient actions must be planned in order to accomplish objectives and distribute respon-sibilities and tasks among those involved in a balanced way.
— Resources management: foreseeing, allocating and optimising necessary resources necessary (time, costs, materials, etc.) to un-dertake the actions called for.
— Evaluation: planning the mechanisms for monitoring the project and evaluating results (when and how this will be done and by whom); and introducing changes and necessary adjustments to improve the project.
— Risks: risks inherent in the project should also be considered, foreseeing, identifying and anticipating them adequately.
Interaction with other competences, attitudes, interests and values
Development of competency in project management requires a com-prehensive approach, relating it to many other instrumental and inter-personal systemic competences. In the first place, with systemic thinking and other competences related to the most technical side of this skill, including decision-making, planning and objectives-based management.
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It is also related to competences having to do with initiative to transform and improve things, such as: creativity, innovation, enterprising spirit and quality orientation. Finally, because most real and simulated projects are shared undertakings due to their size and scope, development of this competence is associated with the capacity to work and collaborate with others, and calls for interpersonal communication, teamwork, team thinking and leadership.
Importance of this competence for academic and professional life
In the course of professional practice, project-based work is so prev-alent that it is considered a logical teaching option for training students for professional careers. This is particularly so in the case of technical careers, but it can also be used with more or less intensity by lecturers in almost all disciplines (Bará and Valero, 2005). Problem-based learning and its variant, Project-Based Learning or PBL are two of the most suc-cessful new teaching methods to be adopted in higher education in re-cent years.
PBL is used as a strategy to ensure that learning takes place through action. That is, students learn by doing, in the process acquiring an ap-propriate methodology for confronting the problems that are sure to arise in their future professional practice (TEC of Monterrey, 2000). Ac-cording to Bará and Valero (2005), PBL is a teaching strategy in which students, organised in groups, undertake projects in order to integrate knowledge and skills from several areas, develop high-level intellectual skills, promote autonomous learning and working, teamwork and self-evaluation.
How to incorporate it into the academic curriculum
In university contexts, we can create or optimise three types of situ-ation that will enable us to work on and assess this competence with students:
— At the first level, students can be assigned work with a project structure to be carried out over the short term on well-delimited topics, with clear guidelines provided by the lecturer. The idea is for students to draw up a project plan, without necessarily carry-ing it out.
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— At the second level, students are expected to plan projects in col-laboration with others in situations that are barely structured by the lecturer. Here the deadline and scope can be broader, and students should foresee incidents and risks, even though again, the plan need not require execution.
— Finally, students plan and execute projects in contexts not struc-tured by the lecturer, on broader topics and/or with longer deadlines, and even exercise leadership of the project. Here the projects are carried out, and project methodology may be used in the teaching and learning process.
When PBL is strictly applied as a learning strategy, it is also possible to invert the normal sequence of learning. First the problem is presented, learning needs are identified, the necessary information is sought, and finally, we return again to the problem in order to address and solve it (Bará and Valero, 2005).
Whether small or large, projects are built on the basis of a “motivat-ing issue” that ensures that the undertaking will be challenging, prob-lematic, complex (involving various activities and synthesising a great deal of information), connected to reality, with different possible solu-tions, and requiring discussion and decision-making (Bará and Valero, 2005). Later, in following guidelines and instructions, five things should be taken into account according to these same authors: 1) establishing the context, subject matter, objectives, motivating issue, enunciation; 2) defining (two or three) deliverables and assessment criteria: 3) enumer-ating types of activity to undertake; 4) introducing positive interdepend-ence and personal accountability; and 5) outlining a work plan.
For its part, the TEC of Monterrey (2000) attributes the following characteristics to projects: they provide situations where students can learn to resolve problems using relevant knowledge; work focuses on exploring and resolving a practical problem with an unknown solution; interdisciplinary knowledge must be applied; and open solutions must be sought, giving the opportunity to generate new knowledge.
The assessment indicators proposed provide guidelines for observing the progress of competence in the different components, according to the degree of complexity worked on in each situation. The assessment technique employed is fundamentally analysis of the project planned and, as the case may be, undertaken. This is reflected in the project re-port or folder that the students hand in as a result of their work. Basi-cally, it is a written report which may be accompanied by an oral defence or presentation.
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The complexity of the work involved in a final comprehensive project (no matter how small) requires a formative assessment of at least some partial products or deliverables to ensure that the project is going in the right direction. Student participation in the assessment process, through self- or peer-evaluation, will help them to understand and assume the essential elements of the project.
On the subject of project assessment, Bará and Valero (2005) recom-mend: 1) having the list of assessment criteria (indicators) based on ob-jectives; 2) making regular checks in accordance with the work plan and partial objectives (effective feedback); 3) including in the project self-evaluation of work completed; 4) utilising a project folder (ordered col-lection of project material) as an item for assessment; and 5) utilising peer-evaluation (each group of students regularly revises the results of other groups and evaluates them according to a published criteria sheet).
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COMPETENCE: PROJECT MANAGEMENT
Definition: Effectively planning, directing, evaluating and mon-itoring a complex project, developing an idea until it is material-ised in a service or product
Mastery of this competence is closely related to: Systemic thinking, Decision-making, Planning, Objectives-based management; Crea-tivity, Innovation, Enterprising spirit and Quality orientation; In-terpersonal communication, Teamwork and Leadership; Attitudes such as Ability to work and collaborate with others
Levels of mastery:
1. Designing work with a short-term project structure, laying down guidelines (planning without execution)
2. Planning projects in collaboration with others in less-structured situations, foreseeing incidents and risks (planning without exe-cution)
3. Planning and executing projects in barely structured contexts, exercising project leadership (supposing execution of the project, for example, utilising project methodology in the teaching and learning process)
Indicators:
1. Situation analysis2. Defining objectives3. Deciding actions and tasks4. Managing resources.5. Evaluation, monitoring changes6. Risks
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Des
ign
ing
wo
rk
wit
h a
sh
ort
-ter
m
pro
ject
str
uct
ure
, la
yin
g d
ow
n
gu
idel
ines
(p
lan
nin
g w
ith
ou
t ex
ecu
tio
n)
Des
crib
ing
th
e si
tuat
ion
th
at
just
ifie
s th
e n
eed
fo
r th
e p
roje
ct
Doe
sn’t
con
text
ualis
e pr
ojec
t or
pla
n of
ac
tion.
Iden
tifie
s pr
ojec
t to
pic
and
thos
e in
volv
ed, b
ut d
oesn
’t
link
it to
nee
ds.
Just
ifies
pro
ject
al
ludi
ng t
o th
e ne
eds
it w
ould
sat
isfy
.
Prec
isel
y id
entif
ies
need
s or
re
quire
men
ts t
hat
the
proj
ect
addr
esse
s.
Con
trib
utes
evi
denc
e re
gard
ing
the
need
s th
at ju
stify
the
pr
ojec
t.
Esta
blis
hin
g c
lear
o
bje
ctiv
es f
or
the
pro
ject
Form
ulat
es p
roje
ct
obje
ctiv
es in
corr
ectly
or
doe
sn’t
kno
w h
ow
to f
orm
ulat
e th
em.
Form
ulat
es
ambi
guou
s, im
prec
ise
obje
ctiv
es.
Form
ulat
es c
lear
ob
ject
ives
for
the
pr
ojec
t.
The
proj
ect
obje
ctiv
es
are
prec
ise
and
wor
kabl
e.
The
proj
ect
obje
ctiv
es
are
real
istic
and
am
bitio
us.
Plan
nin
g a
ctio
ns
to
acco
mp
lish
o
bje
ctiv
es a
nd
th
e p
erso
ns
resp
on
sib
le
for
sam
e
Enum
erat
es
inte
ntio
ns w
ithou
t sp
ecify
ing
actio
ns o
r th
e pe
rson
s re
spon
sibl
e.
Spec
ifies
act
ions
but
w
ithou
t es
tabl
ishi
ng
pers
ons
resp
onsi
ble
for
each
.
Def
ines
con
cret
e ac
tions
and
spe
cifie
s w
ho w
ill u
nder
take
th
em.
Wei
ghs
the
feas
ibili
ty
of a
ctio
ns b
eing
pl
anne
d.
Esta
blis
hes
exce
llent
se
quen
ce o
f ac
tions
fo
r ac
hiev
ing
obje
ctiv
es.
Fore
seei
ng
an
d
allo
ttin
g n
eces
sary
ti
me
to c
om
ple
te
pla
nn
ed a
ctio
ns
Doe
sn’t
for
esee
tim
e fo
r ea
ch a
ctio
n.Fo
rese
es t
ime
for
each
act
ion
only
in
gene
ral t
erm
s.
Plan
s tim
e fo
r ea
ch
actio
n in
det
ail.
Mak
es p
rovi
sion
for
ad
ditio
nal t
ime
in
case
of
cont
inge
ncie
s.
Fore
sees
mec
hani
sms
for
mon
itorin
g tim
e co
mpl
ianc
e.
Plan
nin
g e
valu
atio
n
of
pro
ject
res
ult
sO
verlo
oks
poss
ibili
ty
of e
valu
atin
g re
sults
.Se
es t
hat
it is
ne
cess
ary
to e
valu
ate
resu
lts w
ithou
t pl
anni
ng h
ow t
o do
so
.
Spec
ifies
, at
leas
t pa
rtia
lly, w
hen
and
how
eva
luat
ion
will
be
mad
e an
d by
w
hom
.
Plan
s sy
stem
atic
ally
w
hen
and
how
ev
alua
tion
will
be
mad
e an
d by
who
m.
Plan
s sy
stem
atic
ally
w
hen
and
how
ev
alua
tion
will
be
mad
e an
d by
who
m,
usin
g te
stab
le
indi
cato
rs.
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291
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Pl
ann
ing
pro
ject
s in
co
llab
ora
tio
n w
ith
o
ther
s in
less
-st
ruct
ure
d
situ
atio
ns,
fo
rese
ein
g in
cid
ents
an
d r
isks
(pla
nn
ing
wit
ho
ut
exec
uti
on
)
Bas
ing
des
crip
tio
n o
f p
roje
ct c
on
text
on
ev
iden
ce a
nd
fac
ts
Allu
des
to n
eed
for
proj
ect
but
does
n’t
give
rea
sone
d ar
gum
ent.
Trie
s to
just
ify n
eed
for
proj
ect
on g
roun
ds
of b
arel
y te
sted
or
reas
oned
opi
nion
s an
d ju
dgem
ents
.
Con
trib
utes
evi
denc
e on
whi
ch t
o ba
se
situ
atio
n an
alys
is t
hat
cont
extu
alis
es a
nd
just
ifies
the
pro
ject
.
Syst
emat
ical
ly
orga
nise
s an
d an
alys
es a
vaila
ble
info
rmat
ion
to
dete
rmin
e co
ntex
t re
quire
men
ts.
Wei
ghs
adeq
uacy
of
avai
labl
e in
form
atio
n an
d m
etho
ds u
sed
in
obta
inin
g it,
fo
rmul
atin
g ow
n co
nclu
sions
on
the
basis
of
thos
e po
ssib
ilitie
s an
d co
nstr
aint
s.
Mak
ing
pro
ject
o
bje
ctiv
es c
on
sist
ent
wit
h n
eed
s d
etec
ted
in
co
nte
xt
Form
ulat
es o
bjec
tives
w
ithou
t al
ludi
ng t
o ne
eds.
Proj
ect
obje
ctiv
es a
re
not
cons
iste
nt w
ith
stat
ed n
eeds
.
Proj
ect
obje
ctiv
es a
re
cons
iste
nt w
ith n
eeds
de
tect
ed in
con
text
an
alys
is.
Proj
ect
obje
ctiv
es a
re
a go
od r
espo
nse
to
need
s de
tect
ed.
Proj
ect
obje
ctiv
es a
re
an o
rigin
al, a
udac
ious
re
spon
se t
o cu
rren
t si
tuat
ion.
Esti
mat
ing
th
e ef
fect
iven
ess
and
ef
fici
ency
of
acti
on
s
Prop
oses
act
ions
tha
t ha
ve e
vide
nt
effe
ctiv
enes
s or
ef
ficie
ncy
prob
lem
s.
Doe
s no
t co
nsid
er t
he
effe
ctiv
enes
s an
d ef
ficie
ncy
of a
ctio
ns.
Spec
ifies
the
fore
seea
ble
effe
ctiv
enes
s an
d ef
ficie
ncy
of th
e ac
tions
pr
opos
ed.
Doe
s go
od jo
b of
pr
iorit
isin
g ac
tions
on
basi
s of
eff
ectiv
enes
s.
Prop
oses
eff
ectiv
e ac
tions
, opt
imis
ing
the
use
of r
esou
rces
.
Mak
ing
use
of
avai
lab
le r
eso
urc
es
Doe
sn’t
spe
cify
wha
t re
sour
ces
will
be
used
.En
umer
ates
reso
urce
s,
but
over
look
s th
ose
avai
labl
e.
Inte
grat
es a
vaila
ble
reso
urce
s in
to p
roje
ct.
Wei
ghs
effic
ienc
y (r
esul
ts/c
osts
) in
the
use
of r
esou
rces
.
Fore
sees
way
s of
usi
ng
reso
urce
s to
max
imis
e ac
hiev
emen
t of
ob
ject
ives
.
Plan
nin
g
mec
han
ism
s fo
r m
on
ito
rin
g
imp
lem
enta
tio
n
Doe
sn’t
men
tion
mec
hani
sms
for
mon
itorin
g im
plem
enta
tion.
Prop
oses
mec
hani
sms
that
are
sca
rcel
y w
orka
ble
or p
ertin
ent
for
mon
itorin
g im
plem
enta
tion.
Part
ially
pla
ns
mec
hani
sms
for
mon
itorin
g pr
ojec
t im
plem
enta
tion.
Syst
emat
ical
ly p
lans
w
hen
and
how
im
plem
enta
tion
mon
itorin
g w
ill b
e ca
rrie
d ou
t an
d by
w
hom
.
Syst
emat
ical
ly p
lans
w
hen
and
how
im
plem
enta
tion
mon
itorin
g w
ill b
e ca
rrie
d ou
t an
d by
w
hom
, usi
ng t
esta
ble
indi
cato
rs.
Iden
tify
ing
po
ssib
le
risk
s in
her
ent
in
pro
ject
Doe
sn’t
con
side
r th
e ex
iste
nce
of r
isks
.Re
cogn
ises
tha
t ris
ks
may
exi
st, b
ut w
ithou
t be
ing
real
istic
.
Iden
tifie
s th
e ris
ks
that
cou
ld a
ffec
t th
e pr
ojec
t.
Iden
tifie
s an
d qu
antif
ies
risks
re
alis
tical
ly. A
ccur
atel
y fo
rese
es t
hem
.
By id
entif
ying
and
qu
antif
ying
risk
s, is
abl
e to
pro
vide
mea
sure
s fo
r co
ntai
ning
or
antic
ipat
ing
them
.
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292
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Plan
nin
g a
nd
ex
ecu
tin
g p
roje
cts
in b
arel
y st
ruct
ure
d
con
text
s,
exer
cisi
ng
pro
ject
le
ader
ship
(s
up
po
sin
g
exec
uti
on
of
the
pro
ject
, e.g
. u
tilis
atio
n o
f p
roje
ct
met
ho
do
log
y in
th
e te
ach
ing
an
d
lear
nin
g p
roce
ss)
Wei
gh
ing
an
d
ran
kin
g n
eed
s an
d
reso
urc
es in
a r
eal
inte
rven
tio
n
con
text
, pri
ori
tisi
ng
re
qu
irem
ents
id
enti
fied
as
ob
ject
o
f th
e p
roje
ct
Des
crib
es c
onte
xt o
f pr
ojec
t bu
t do
esn’
t w
eigh
info
rmat
ion
prov
ided
.
Ana
lyse
s co
ntex
t w
here
he/
she
is g
oing
to
wor
k, id
entif
ying
its
mai
n re
quire
men
ts
and
reso
urce
s.
Hav
ing
anal
ysed
re
quire
men
ts a
nd
reso
urce
s, p
riorit
ises
th
e ne
eds
to b
e sa
tisfie
d by
the
pr
ojec
t.
Prio
ritis
es n
eeds
ba
sed
on lo
gica
l SW
OT
map
of
inte
rven
tion
cont
ext.
Obj
ect
of p
roje
ct is
to
tal o
r pa
rtia
l so
lutio
n hy
poth
esis
fo
r st
ated
nee
d,
base
d on
prio
ritie
s an
d po
ssib
ilitie
s an
alys
ed.
Invo
lvin
g t
eam
or
org
anis
atio
n in
p
roje
ct o
bje
ctiv
es
Not
mot
ivat
ed t
o ac
tion
due
to
ambi
guity
and
poo
r de
finiti
on o
f ob
ject
ives
.
Proj
ect
obje
ctiv
es a
re
adm
inis
trat
ive
and
cont
ract
ual (
poin
ting
to o
rgan
isat
ion
of
wor
k an
d ta
sks)
.
Proj
ect
obje
ctiv
es
inco
rpor
ate
pers
onal
an
d gr
oup
inte
rest
s ba
sed
on
com
mitm
ent.
The
obje
ctiv
es
enco
urag
e an
d st
imul
ate
team
m
embe
rs t
o ac
tion.
Obj
ectiv
es f
oste
r/pr
omot
e pr
ofes
sion
al
deve
lopm
ent
of t
eam
m
embe
rs a
nd o
f te
am/o
rgan
isat
ion
itsel
f.
Spec
ifyi
ng
lon
g-
term
ob
ject
ives
in
term
s o
f w
ork
able
o
bje
ctiv
es
The
obje
ctiv
es n
ot
stat
ed in
ter
ms
of
diff
eren
t de
gree
s of
ac
com
plis
hmen
t.
Shor
t- a
nd lo
ng-t
erm
ob
ject
ives
di
stin
guis
hed,
but
w
ithou
t go
od li
nkag
e be
twee
n th
em.
The
long
-ter
m
obje
ctiv
es t
rans
late
in
to m
ore
conc
rete
sh
ort-
term
obj
ectiv
es.
Stra
tegi
cally
alig
ns
long
-, m
ediu
m-
and
shor
t-te
rm o
bjec
tives
.
Obj
ectiv
es li
nk s
hort
-te
rm g
oals
to
mor
e lo
ng-t
erm
de
velo
pmen
t of
pe
rson
s, t
eam
or
orga
nisa
tion
(giv
ing
mea
ning
to
actio
n).
Dis
trib
uti
ng
re
spo
nsi
bili
ties
an
d
task
s ac
cord
ing
to
p
ote
nti
al o
f ea
ch
team
mem
ber
Ass
igns
re
spon
sibi
litie
s an
d ta
sks
to p
erso
ns w
ho
clea
rly a
re n
ot
capa
cita
ted
for
them
.
Igno
res
peop
le’s
prof
iles
in d
istr
ibut
ing
resp
onsi
bilit
ies
and
task
s.
Take
s in
to a
ccou
nt
the
prof
ile o
f ea
ch
pers
on b
efor
e as
sign
ing
them
re
spon
sibi
litie
s or
ta
sks.
Fore
sees
how
peo
ple
can
grow
or
lear
n in
th
eir
resp
onsi
bilit
ies
or t
asks
.
Des
igns
he
tero
gene
ous
team
s w
ith c
ompl
emen
tary
po
tent
ial.
Suit
ing
act
ion
s an
d
per
son
s to
inci
den
ts
and
ch
ang
es a
risi
ng
d
uri
ng
exe
cuti
on
of
pro
ject
Doe
sn’t
tak
e in
to
cons
ider
atio
n in
cide
nts
and
chan
ges
that
aris
e du
ring
proj
ect.
Con
side
rs in
cide
nts
and
chan
ges
that
ar
ise,
but
doe
sn’t
ad
apt
the
proj
ect
acco
rdin
gly.
Ada
pts
actio
ns a
nd
pers
ons
to c
hang
es
that
aris
e du
ring
proj
ect.
Ada
pts
actio
ns,
pers
ons,
str
ateg
ies
and
prio
ritie
s ac
cord
ing
to
inci
dent
s th
at a
rise.
Reco
rds
adju
stm
ents
m
ade
in r
espo
nse
to
inci
dent
s.
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293
Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Third
leve
l of
mas
tery
:Pl
anni
ng a
nd
exec
utin
g pr
ojec
ts in
ba
rely
str
uctu
red
cont
exts
, exe
rcis
ing
proj
ect
lead
ersh
ip
(sup
posi
ng e
xecu
tion
of t
he p
roje
ct, e
.g.
utili
satio
n of
pro
ject
m
etho
dolo
gy in
the
te
achi
ng a
nd
lear
ning
pro
cess
)
Mak
ing
su
re t
hat
te
am h
as r
eso
urc
es
at it
s d
isp
osa
l
Doe
sn’t
thi
nk a
bout
pr
ovid
ing
reso
urce
s to
tea
m.
Cal
ls f
or p
rovi
sion
of
reso
urce
s, w
ithou
t se
eing
to
it in
pr
actic
e.
Sees
tha
t re
sour
ces
are
avai
labl
e fo
r th
e te
am.
Che
cks
to m
ake
sure
re
sour
ces
are
adeq
uate
to
task
s.
Mon
itors
how
re
sour
ces
are
bein
g ut
ilise
d.
Mo
nit
ori
ng
im
ple
men
tati
on
of
pro
ject
to
eva
luat
e it
s re
sult
s
Doe
sn’t
mon
itor
impl
emen
tatio
n of
th
e pr
ojec
t.
Mon
itors
im
plem
enta
tion
of
proj
ect,
but
in a
way
th
at d
oesn
’t s
erve
to
eval
uate
res
ults
.
Mon
itors
im
plem
enta
tion
of
the
proj
ect,
ev
alua
ting
resu
lts a
t sa
me
time.
Intr
oduc
es p
ertin
ent
chan
ges
into
pro
ject
as
a r
esul
t of
m
onito
ring
and
eval
uatin
g it.
Cha
nges
intr
oduc
ed
in p
roje
ct a
s a
resu
lt of
mon
itorin
g an
d ev
alua
tion
grea
tly
impr
ove
it.
Mo
nit
ori
ng
m
ater
ialis
atio
n o
f ri
sks
inh
eren
t in
p
roje
ct
Doe
sn’t
kno
w t
he
effe
cts
of r
isk
on
proj
ect.
Kno
ws
the
exis
tenc
e of
cer
tain
ris
ks f
or
the
proj
ect,
but
do
esn’
t re
cord
the
m
whe
n th
ey a
ppea
r.
Mon
itors
m
ater
ialis
atio
n of
ris
ks in
here
nt in
pr
ojec
t.
Mon
itors
m
ater
ialis
atio
n of
ris
ks a
nd in
trod
uces
im
prov
emen
ts in
pr
ojec
t to
hea
d th
em
off.
Mon
itors
m
ater
ialis
atio
n of
ris
ks, s
eein
g th
em a
s op
port
uniti
es t
o im
prov
e pr
ojec
t.
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COMPETENCE: QUALITY ORIENTATION
Description
Quality orientation is a competence that seeks excellence in all aca-demic, personal and professional activity, orienting it towards results and continuous improvement. It is a competence that focuses on doing things well, seeking constant improvement in every activity, trying to perform it the best way possible.
Quality is a philosophy that has spread to all aspects of personal, in-stitutional and social life. It is a requirement that we all make and wish to see in the performance of professionals, products or services that we acquire. People want the things that they buy or acquire to have quality, to work well and do what they are supposed to do. As for professionals, we want them to perform according to professional norms and stand-ards.
Teaching quality orientation as a competence means developing in students a mode of behaviour that becomes habitual, an ordinary style of working and acting based on the meeting of rules and requirements that denote quality performance. It is a systematic behaviour, acquired in a way such that it becomes a performance style that defines and charac-terises the person.
Competency in quality orientation begins with concern for doing things well, with a positive attitude of trying to do everything as well as possible. This builds up habits of attention to detail, planning activity, checking to see what we are doing and how we are doing it. It means giving importance to the process, to the way in which things happen, to the methods and steps taken, to how they are co-ordinated and control-led.
Quality-oriented people are concerned not only with process, but also with results. We can not speak of quality if our results are not up to standard, if they are not as expected, or, in short, if there is no efficiency or effectiveness in what we have done.
Along the continuum of development of this competence, three lev-els of complexity have been defined:
— Improving daily work— Systematically improving own action— Taking the initiative in group continuous improvement processes
The criteria for assessing progress in this competence are set out in the different indicators for each established level. For this competence
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there are eleven indicators, ranging from simple individual behaviour to the complex group behaviour that good development of this compe-tence should foster and promote.
Interaction with other competences, attitudes, interests, values
Acquiring and developing this competence means making use of different attitudes, values and behaviours associated with a range of knowledge and techniques. Therefore, it is a complex competence that requires a view of activity as a whole within the personal and situational context and environment where the action takes place.
The competence of quality orientation is related to other instrumen-tal and interpersonal competences which are essential for it to work well. Quality orientation is, in principle, a personal way of acting that requires thinking in a certain way. It also requires personal availability, without which the competence would be empty of content, and it re-quires having the knowledge and techniques necessary to ensure that one’s performance is appropriate and efficient.
When people fully identify with quality orientation, this competence is associated with self-fulfilment, because it necessarily means doing things as well as possible, feeling satisfaction with the job well done and getting desired results.
Importance of this competence for academic and professional life
As noted earlier, quality has extended so far into all fields of work and the professions that it is difficult to escape. It has become a general requirement in all areas, particularly in the professional world, where there are agencies that control the quality of professionals and entities that carry out different business, commercial, scientific or any other type of task in the working world.
In academic life, quality is not only desirable, it is absolutely essential. It is the ordinary way of conducting science, which requires great care, attention, observation and control of what is happening. This detailed, analytic way of acting, forming syntheses, controlling and weighing the variables that come into play in all academic work, is what students must identify with. They must apply this mode of action in all their academic work and activities. The search for accuracy begins with the use of prop-
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er terminology, which is distinct and specific in each academic or scien-tific field, each of which in turn has its own concepts and terms, princi-ples and theories, and its own specific technical and scientific rules and procedures.
Quality orientation begins in students with the acquisition of this terminological language and continues with a way of acting in accord-ance with certain norms and requirements in the use of scientific, biblio-graphic and technical sources. It means acquiring a set of attitudes and values that are shared by the professionals in each field and constitute their code of professional ethics. But to build up this professional behav-iour, it is necessary to begin learning how to perform in daily work, in the simplest activities, to acquire quality habits.
Academic life is constantly involved in assessing students’ work, and therefore the quality with which it has been done – i.e. quality in the work itself, and in the planning, organisation and management of study. Quality in students’ ways of relating to and working with others, quality in their own academic performance, in which they show how well they have have acquired habits, rules and procedures by respecting them and showing competence in their use.
Learning quality in academic life transcends this setting and is the best preparation possible for a career in business or the professions, where it has become a requisite. The work world will require not only quality per-sonal behaviour, but also the capacity for quality and continuous improve-ment when working with or leading teams or groups. Quality involves all members of an organisation, affecting its processes and results.
How to incorporate it into the academic curriculum
Quality orientation is a competence that can easily be presented and developed in the academic world and will serve as a first step toward acquiring the necessary habits and techniques that will later be applied in any other work and/or profession.
Developing a good quality orientation in academic life fosters and enhances the development of other competences such as planning work, self-motivation and self-fulfilment, as well as problem-solving and decision-making skills.
In short, quality orientation is a competence that can be applied to all academic activities without exception. Its general and specific assess-ment is relatively easy and serves as a good activity for transferring this competence to other aspects of personal, social and institutional life.
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COMPETENCE: QUALITY ORIENTATION
Definition: Seeking excellence in academic, personal and pro-fessional activity, focusing on results and continuous improve-ment
Mastery of this competence is closely related to: Analytical think-ing, critical thinking, planning, self-motivation, problem-solving, decision-making, self-fulfilment, etc.
Levels of mastery:
1. Meeting requirements in daily academic work2. Systematically improving personal work3. Systematically revising own performance
Indicators:
1. Being neat and orderly 2. Structuring, organising work 3. Norms for academic work 4. Working and studying in depth 5. Attention to detail 6. Personal involvement 7. Method, constancy, perseverance 8. Integration of fields 9. Results orientation10. Efficiency (good use of resources)11. Service to others
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Mee
tin
g
req
uir
emen
ts in
d
aily
aca
dem
ic
wo
rk
Pres
enti
ng
wo
rk
that
is n
eat
and
o
rder
ly
Is s
lopp
y an
d ca
rele
ss.
Is c
arel
ess
in
pres
enta
tion
of w
ork.
Pres
ents
wor
k th
at is
ne
at a
nd o
rder
ly.Pr
esen
ts w
ork
that
is
very
nea
t an
d or
derly
.Pr
esen
ts w
ork
that
is
spec
tacu
larly
nea
t an
d or
derly
.
Stru
ctu
rin
g,
org
anis
ing
wo
rk
app
rop
riat
ely
Lack
s st
ruct
ure
in t
he
pres
enta
tion
of w
ork.
Pres
ents
inad
equa
te
stru
ctur
es.
Pres
ents
str
uctu
red,
or
gani
sed
wor
k.St
ruct
ures
wor
k ve
ry
wel
l.O
utst
andi
ng f
or t
he
orig
inal
ity a
nd
appr
opria
tene
ss o
f st
ruct
ure
in w
ork.
Follo
win
g t
he
rule
s g
iven
fo
r ac
adem
ic
wo
rk
Doe
sn’t
tak
e in
to
acco
unt
the
rule
s gi
ven.
Part
ially
fol
low
s ru
les.
Mee
ts b
asic
aca
dem
ic
rule
s.Pr
oper
ly a
bide
s by
all
rule
s.A
bide
s by
all
rule
s an
d pr
opos
es
impr
ovem
ent
of
som
e of
the
m.
Dev
elo
pin
g a
nd
d
elvi
ng
dee
per
into
w
ork
un
der
take
n
Is s
uper
ficia
l in
trea
tmen
t of
top
ics
in
acad
emic
wor
k.
Wor
k is
irre
gula
r in
di
ffer
ent
part
s.D
evel
ops
topi
c w
ell
and
at s
ome
leve
l of
dept
h.
Goe
s ve
ry d
eepl
y in
to
topi
cs in
aca
dem
ic
wor
k.
Dev
elop
s to
pics
wel
l an
d at
eve
r gr
eate
r de
pth.
Sho
win
g in
tere
st
and
att
enti
on
to
d
etai
l
Is v
ery
shod
dy.
Ove
rlook
s im
port
ant
deta
ils.
Pays
att
entio
n to
de
tail
and
aest
hetic
fo
rm in
aca
dem
ic
wor
k.
Pays
met
icul
ous
atte
ntio
n to
det
ail.
Pays
met
icul
ous
atte
ntio
n to
det
ail
look
ing
for
perf
ectio
n in
wor
k.
Sho
win
g p
erso
nal
in
volv
emen
tIs
sup
erfic
ial.
His
/her
wor
k is
not
pe
rson
al.
Wor
k sh
ows
pers
onal
in
volv
emen
t an
d re
flect
ion.
Wor
k sh
ows
pers
onal
in
volv
emen
t an
d de
ep r
efle
ctio
n.
His
/her
wor
k al
way
s ha
s a
pers
onal
sta
mp
of q
ualit
y.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:Sy
stem
atic
ally
im
pro
vin
g
per
son
al w
ork
Bei
ng
met
ho
dic
al in
ap
pro
ach
to
wo
rk
Not
sys
tem
atic
in
appr
oach
to
thin
gs.
Poor
ly o
rgan
ised
in
appr
oach
to
thin
gs.
Met
hodi
cally
ap
proa
ches
thi
ngs
with
a v
iew
to
impr
ovem
ent.
Mai
ntai
ns o
rder
and
lo
gic
in e
very
thin
g he
/she
doe
s.
Out
stan
ding
for
the
pe
rsev
eran
ce a
nd
syst
emat
icity
of
plan
s an
d ac
tions
.
Bal
anci
ng
per
son
al
and
aca
dem
ic li
fe
wit
h q
ual
ity
Can
’t in
tegr
ate
qual
ity in
bot
h pe
rson
al a
nd
acad
emic
life
.
Car
eles
s ab
out
bala
ncin
g qu
ality
in
pers
onal
and
ac
adem
ic li
fe.
Bala
nces
qua
lity
in
pers
onal
and
ac
adem
ic li
fe.
Inte
grat
es w
ith
effe
ctiv
enes
s in
terp
erso
nal a
nd
acad
emic
-pr
ofes
sion
al q
ualit
y.
Out
stan
ding
for
in
tegr
atio
n of
qua
lity
into
inte
rper
sona
l an
d ac
adem
ic-
prof
essi
onal
life
.
Bei
ng
res
ult
s-o
rien
ted
Act
s w
ithou
t th
inki
ng
abou
t re
sults
.U
neve
n re
sults
or
ient
atio
n in
ow
n ac
tivity
.
Focu
ses
on a
chie
ving
go
od r
esul
ts in
ow
n ac
tivity
.
Aim
s fo
r an
d ob
tain
s de
sire
d re
sults
.O
utst
andi
ng r
esul
ts
orie
ntat
ion
and
achi
evem
ents
.
Mak
ing
go
od
, ef
fici
ent
use
of
reso
urc
es
Was
tes
or f
ails
to
mak
e go
od u
se o
f re
sour
ces.
Doe
sn’t
sui
t re
sour
ces
to t
he a
ctiv
ities
tha
t he
/she
wis
hes
to
unde
rtak
e.
Obt
ains
goo
d qu
ality
w
ith a
ppro
pria
te
reso
urce
s.
Opt
imis
es t
he u
se o
f re
sour
ces.
Ach
ieve
s be
st r
esul
ts
thro
ugh
exce
llent
use
of
res
ourc
es.
Payi
ng
att
enti
on
to
o
ther
sLa
cks
inte
rest
in o
ther
pe
ople
and
thi
ngs.
Doe
s th
ings
with
out
thin
king
of
othe
rs.
Take
s ot
hers
into
ac
coun
t in
ow
n ac
tiviti
es.
His
/her
act
iviti
es h
elp
and
supp
ort
othe
rs.
Orie
nts
own
activ
ities
to
war
d a
pers
pect
ive
of s
ocia
l util
ity.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Syst
emat
ical
ly
revi
sin
g o
wn
wo
rk
and
act
ion
s
Syst
emat
ical
ly
revi
sin
g o
wn
m
eth
od
olo
gy
Doe
sn’t
rev
ise
own
wor
k an
d ac
tiviti
es.
Lack
s sy
stem
atic
ity in
re
visi
ng w
ork.
Dra
ws
good
co
nclu
sion
s sy
stem
atic
ally
on
wha
t he
/she
has
do
ne w
ell o
r po
orly.
By s
yste
mat
ical
ly
revi
sing
ow
n w
ork
and
actio
ns, f
ortif
ies
stro
ng p
oint
s.
By s
yste
mat
ical
ly
revi
sing
ow
n w
ork
and
actio
ns, r
educ
es
flaw
s an
d in
trod
uces
im
prov
emen
ts.
Bal
anci
ng
in
terp
erso
nal
re
lati
on
s an
d
acad
emic
-p
rofe
ssio
nal
act
ion
; w
ell-
rou
nd
ed
Igno
res
or d
oesn
’t
see
pote
ntia
l im
bala
nce
betw
een
acad
emic
and
pe
rson
al li
fe.
Is in
cons
tant
in w
ay
of r
efle
ctin
g on
ow
n ac
tions
.
Syst
emat
ical
ly r
evis
es
bala
nce
betw
een
inte
rper
sona
l and
ac
adem
ic li
fe.
Revi
sing
and
co
mpe
nsat
ing
for
imba
lanc
es d
etec
ted
in o
wn
actio
ns.
Out
stan
ding
for
re
visi
on a
nd
com
pens
atio
n of
im
bala
nces
det
ecte
d.
Bei
ng
res
ult
s-o
rien
ted
Doe
sn’t
sys
tem
atic
ally
re
vise
ow
n re
sults
.M
akes
def
icie
nt
revi
sion
of
resu
lts.
Syst
emat
ical
ly r
evis
es
own
resu
lts.
Che
cks
own
prog
ress
to
war
d ob
ject
ives
an
d ta
kes
deci
sion
s ad
just
ing
plan
of
actio
n.
Focu
ses
revi
sion
on
aim
ing
for
and
achi
evin
g re
sults
, and
do
es a
chie
ve t
hem
.
Mak
ing
go
od
, ef
fici
ent
use
of
reso
urc
es
Doe
sn’t
rev
ise
use
of
reso
urce
s.Re
visi
on o
f th
e us
e of
re
sour
ces
is d
efic
ient
.Sy
stem
atic
ally
che
cks
for
effic
ient
use
of
reso
urce
s.
Syst
emat
ical
ly r
evis
es
use
of r
esou
rces
and
im
prov
es o
wn
effic
ienc
y.
Out
stan
ding
for
the
re
visi
on a
nd e
ffic
ienc
y ac
hiev
ed in
use
of
reso
urce
s.
Hav
ing
ser
vice
-to
-o
ther
s o
rien
tati
on
Doe
sn’t
che
ck t
o se
e ho
w o
wn
actio
ns
affe
ct o
ther
s.
Doe
sn’t
sho
w s
ound
re
flect
ion
on t
he
soci
al r
eper
cuss
ions
of
ow
n ac
tions
.
Refle
cts
on t
he
cons
eque
nces
of
own
actio
ns a
s a
serv
ice
to
othe
rs.
Car
eful
ly c
heck
s th
e co
nseq
uenc
es o
f ow
n ac
tions
on
othe
rs a
nd
mod
ifies
beh
avio
ur
acco
rdin
gly.
Orie
nts
own
activ
ities
pr
iorit
isin
g se
rvic
e to
ot
hers
.
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COMPETENCE: ACHIEVEMENT ORIENTATION
Description
Achievement orientation is one of the systemic competences, since a view of an entire process is necessary in order to accomplish desired ends. Indeed, to a certain extent, this competence entails a sense of life in which one strives for achievement in everything – in all the personal, social and professional facets of human endeavour.
Achievement orientation helps to give meaning to what we do when we form a vision of the future, which is what moves and motivates us, marking the road to follow until the desired goal is reached. This is the competence that fosters personal progress and, in general, the progress of groups, organisations and society.
In the development phase of achievement orientation, one must be accustomed to planning, to setting objectives and goals to be reached. Also essential are perseverance in working towards those goals, and certain living habits that help us to achieve what we are aiming for.
Another important aspect of achievement orientation consists in having a certain pragmatic view of things, enabling us not to stray from the path toward achievement. This pragmatic view includes weighing what is important and what is accessory, what is feasible and infeasible, what is realistic and what is idealistic. In short, a practical view that encourages us to take the path toward achieving what we propose. This does not mean renouncing things or searching for the easiest way, but choosing, among one’s highest aspirations, a path that will lead to achievement. Achievement orientation helps us to always have an end in sight, a given purpose for anything we do in any facet of life. Achievement orientation, at least at its highest level, is linked to the desire to improve, where people exert all efforts striving to stand out over others.
Along the continuum of developing this competence, three levels of complexity have been established:
— Orienting daily activities toward the achievement of results— Achieving results in difficult situations— Achieving results whose repercussions go beyond the usual scope
of action
The criteria for assessing progress in this competence are set out in the different indicators for each established level.
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Interaction with other competences, attitudes, interests, values
Generally speaking, achievement orientation is closely associated with two systemic competences: systemic thinking and forward vision. It shares with systemic thought the need for thinking in a holistic way, tak-ing a comprehensive view of things so that all the elements and features of a process can be taken into account.
With the factor of leadership and future vision, achievement orienta-tion shares a tendential feature. That is, it requires a guideline toward achievement, a utilitarian approach aimed at attaining results, at accom-plishing some pre-established goal.
Achievement orientation is a personal competence that can be shared or developed in groups. It is a competence that can be enhanced in working groups where students share the responsibility and need to develop it. Achievement orientation also has a more social dimension, which is to look for the social utility of activities and actions on the job or in a profession. This is important because it might seem that people who are very achievement-oriented work exclusively for their own per-sonal benefit or interest. However, achievement-oriented people can also have a clear and determining social vision and undertake action to achieve results that will benefit or be useful to society.
Importance of this competence for academic and professional life
Achievement orientation is an essential competence in academic life. All students have the goal of getting their degree, completing their stud-ies successfully. In addition to this general aim, each student must set goals as to the type of academic results they wish to achieve, to be at-tained with more or less effort, and this is a clear manifestation of achievement orientation.
Apart from final academic results, students have many other goals in different facets of their lives, and in all of them they must focus their ef-forts on certain achievements. In all aspects of life one must look ahead to the future, and this means having goals that will help us to reach the future we desire.
At work or in professional life, we are constantly faced with activities where we need to achieve results. This is a constant in working life. Each project, plan or activity is always linked to certain objectives. Highly achievement-oriented persons in the working world show their proac-
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tive behaviour for achieving results, manifest enthusiasm and are able to stimulate others with their eagerness to achieve.
How to incorporate it into the academic curriculum
Achievement orientation is a competence that can be developed and assessed through different academic activities. Students can show their achievement orientation from the moment they start planning their work and studies. It is possible to monitor this process to see how they formulate and delimit expected achievements. This competence can be assessed through individual tutorials and evaluation of a project and re-sults. Training in achievement orientation can be exercised in daily life through ordinary personal and family activities, and in the academic set-ting, through assigned coursework and extracurricular work and activi-ties that students choose voluntarily.
Achievement orientation means enhancing students’ perseverance in their activities through expressly stated goals, objectives and purposes. It means having a strong personal desire to achieve results with maxi-mum performance and punctuality, striving to achieve them by overcom-ing difficulties encountered and endeavouring to reach the most chal-lenging heights.
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COMPETENCE: ACHIEVEMENT ORIENTATION
Definition: Undertaking actions conducive to achieving new re-sults successfully
Mastery of this competence is closely related to: Systemic thought, forward vision, profitability, progress, planning, sense of life, so-cial utility, etc.
Levels of mastery:
1. Focusing daily activities on the achievement of results2. Achieving results in complex situations3. Achieving results whose repercussions transcend habitual scope
of action
Indicators:
1. Pragmatism, profitability2. Perseverance3. Desire to do things well4. Ambition, competitiveness5. Motivation, satisfaction
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Focu
sin
g d
aily
ac
tivi
ties
on
th
e ac
hie
vem
ent
of
resu
lts
Bei
ng
pra
ctic
al
abo
ut
init
iati
ves
un
der
take
n
Doe
sn’t
giv
e im
port
ance
to
prof
itabi
lity.
Giv
es li
ttle
im
port
ance
to
the
prac
tical
ity o
f w
hat
he/s
he d
oes.
Beha
viou
r gu
ided
by
a pr
actic
al a
ppro
ach.
Seek
s so
me
kind
of
prof
itabi
lity
in
ever
ythi
ng
unde
rtak
en.
His
/her
pra
gmat
ism
is
cal
cula
ted
and
alw
ays
keep
s an
eye
on
ret
urn
on
inve
stm
ent.
Bei
ng
per
seve
ran
t in
ow
n d
aily
ac
tivi
ties
Show
s in
cons
tanc
y in
ow
n da
ily w
ork.
Has
diff
icul
ty in
fo
cusi
ng o
n th
e w
ork
and
activ
ities
to
be
unde
rtak
en.
Show
s pe
rsev
eran
ce
in w
hate
ver
he/s
he
does
or
unde
rtak
es.
Out
stan
ding
for
co
nsta
ncy
of e
ffor
t in
ev
eryt
hing
he/
she
does
or
unde
rtak
es.
Is n
ot d
ism
ayed
by
obst
acle
s an
d co
nsid
ers
them
a
new
cha
lleng
e.
Stri
vin
g t
o d
eliv
er
wit
h c
are
and
q
ual
ity
Pres
ents
or
does
th
ings
hap
haza
rdly.
Doe
sn’t
pay
att
entio
n to
det
ail o
r to
the
qu
ality
of
resu
lts.
Wor
ks h
ard
to f
inis
h th
ings
nea
tly a
nd
wel
l.
Take
s ca
re t
o de
fine
and
finis
h w
ork
wel
l.O
utst
andi
ng f
or
perf
orm
ance
and
qu
ality
of
wor
k.
Stri
vin
g t
o s
tan
d
ou
t w
ith
hig
h
exp
ecta
tio
ns
of
ach
ieve
men
t
Doe
sn’t
hav
e m
ajor
as
pira
tions
.Sp
irit
of a
mbi
tion
disa
ppea
rs w
hene
ver
he/s
he h
as t
o co
mpe
te w
ith o
ther
s.
Show
s am
bitio
n an
d co
mpe
titiv
e sp
irit
in
proj
ects
.
Enjo
ys c
ompe
ting
with
oth
ers
and
man
ifest
s am
bitio
n to
ac
hiev
e.
Stan
ds o
ut o
ver
othe
rs in
com
petit
ive
spiri
t an
d de
sire
to
achi
eve.
Bei
ng
mo
tiva
ted
by
sett
ing
an
d
ach
ievi
ng
ob
ject
ives
Doe
sn’t
sho
w in
tere
st
in w
hat
he/s
he d
oes.
Show
s lit
tle in
tere
st
in a
chie
ving
res
ults
.Is
mot
ivat
ed b
y ac
hiev
emen
t of
ob
ject
ives
pro
pose
d.
Is s
elf-
mot
ivat
ed a
nd
show
s sa
tisfa
ctio
n at
ac
hiev
ing
wha
t he
/sh
e pr
opos
es.
Mot
ivat
ed b
y ac
hiev
emen
t of
re
sults
and
con
tage
s ot
hers
with
ow
n en
thus
iasm
.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:A
chie
vin
g r
esu
lts
in
com
ple
x si
tuat
ion
s
Bei
ng
pra
gm
atic
in
com
ple
x si
tuat
ion
sG
ets
ratt
led
in
com
plex
situ
atio
ns;
goes
off
on
tang
ents
.
Has
diff
icul
ty in
fin
ding
the
pra
ctic
al
side
of
diff
icul
t si
tuat
ions
.
Show
s pr
agm
atis
m in
si
tuat
ions
of
cert
ain
com
plex
ity.
Show
s pr
actic
al s
ense
m
akin
g it
poss
ible
to
reso
lve
com
plex
si
tuat
ions
.
Out
stan
ding
for
pr
actic
al s
olut
ions
to
diff
icul
t pr
oble
ms.
Mai
nta
inin
g
con
stan
cy in
co
mp
lex
or
dif
ficu
lt
situ
atio
ns
Is in
dole
nt w
hen
face
d by
diff
icul
t,
com
plex
pro
ject
s.
Is in
cons
tant
in
prop
osal
s an
d pr
ojec
ts.
Pers
ever
es w
ith s
pirit
in
the
fac
e of
di
ffic
ultie
s or
com
plex
pr
ojec
ts.
Sees
obs
tacl
es a
nd
diff
icul
ties
as
chal
leng
es, a
nd
over
com
es t
hem
with
sp
irit.
Enjo
ys d
eman
ding
pr
ojec
ts a
nd
unde
rtak
es t
hem
am
bitio
usly.
Des
irin
g t
o d
o
thin
gs
wel
l eve
n in
d
iffi
cult
or
com
ple
x si
tuat
ion
s
Is o
verw
helm
ed b
y di
ffic
ultie
s, a
nd
pres
ents
thi
ngs
haph
azar
dly.
Doe
sn’t
try
har
d en
ough
to
do t
hing
s w
ell w
hen
they
pro
ve
diff
icul
t.
Ende
avou
rs t
o do
ow
n w
ork
wel
l, re
gard
less
of
diff
icul
ties
invo
lved
.
Show
s si
gnifi
cant
si
gns
of w
ishi
ng t
o w
ork
with
qua
lity.
Enjo
ys p
rese
ntin
g w
ell-d
one
wor
k;
seek
s pe
rfec
tion.
Mai
nta
inin
g h
igh
ex
pec
tati
on
s an
d
per
form
ance
in
com
ple
x si
tuat
ion
s
Cho
oses
not
to
deal
w
ith d
iffic
ult
issu
es.
Find
s re
ason
s an
d ex
plan
atio
ns f
or n
ot
tryi
ng h
arde
r th
an
nece
ssar
y.
Ende
avou
rs t
o im
prov
e in
eve
ry
unde
rtak
ing.
Stan
ds o
ut in
ev
eryt
hing
he/
she
does
.
Diff
icul
t, c
ompl
ex
chal
leng
es b
ring
out
his/
her
stre
ngth
s.
Sho
win
g m
oti
vati
on
fo
r re
solv
ing
co
mp
lex
situ
atio
ns
Plag
ued
by s
elf-
doub
t in
situ
atio
ns o
f ce
rtai
n di
ffic
ulty
.
Is e
asily
dis
cour
aged
in
diff
icul
t or
com
plex
si
tuat
ions
.
Whe
n fa
ced
by
com
plex
situ
atio
ns o
r pr
ojec
ts, f
inds
re
ason
s to
for
ge
ahea
d.
Find
s en
ergy
in s
elf
to
feel
mot
ivat
ed a
nd
over
com
e co
mpl
ex
situ
atio
ns.
Alw
ays
finds
rea
sons
to
ove
rcom
e di
ffic
ultie
s, a
nd is
ab
le t
o m
otiv
ate
othe
rs t
o re
solv
e th
em t
oo.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Ach
ievi
ng
res
ult
s w
ho
se
rep
ercu
ssio
ns
go
b
eyo
nd
th
e u
sual
sc
op
e o
f ac
tio
n
Sho
win
g
pra
gm
atis
m a
nd
ac
hie
vin
g
pro
fita
bili
ty in
p
rob
lem
atic
si
tuat
ion
s
Ach
ieve
men
ts n
ever
go
bey
ond
the
ordi
nary
.
Has
diff
icul
ty in
m
akin
g ef
fort
s w
orth
whi
le in
un
usua
l situ
atio
ns.
Effo
rts
wor
thw
hile
in
both
ord
inar
y an
d pr
oble
mat
ic
situ
atio
ns.
Opt
imis
es o
wn
effo
rts
so t
hat
they
tr
ansc
end
ordi
nary
co
ntex
ts.
Out
stan
ding
for
the
be
nefit
s ga
ined
fro
m
effo
rts,
rea
chin
g hi
gh
leve
ls o
f ac
hiev
emen
t ou
tsid
e or
dina
ry
cont
exts
.
Sho
win
g
per
seve
ran
ce in
all
resp
on
sib
iliti
es
acce
pte
d
Is la
zy a
bout
re
spon
sibi
litie
s.Sh
ows
cons
tanc
y in
st
rictly
ess
entia
l ha
bitu
al a
ctiv
ities
.
Show
s pe
rsev
eran
ce
beyo
nd o
wn
ordi
nary
ac
tiviti
es.
Is c
onst
ant
and
tena
ciou
s in
all
wor
k an
d ac
tiviti
es, i
n w
hate
ver
field
.
Out
stan
ding
in a
ll ac
tiviti
es in
any
fie
ld,
show
ing
inde
fatig
able
pe
rsis
tenc
e.
Des
irin
g t
o d
o
thin
gs
wel
l, sh
ow
ing
qu
alit
y in
ev
eryt
hin
g
un
der
take
n
Doe
s w
hat
is s
tric
tly
nece
ssar
y w
ithou
t sh
owin
g in
tere
st in
go
ing
furt
her.
Doe
s w
hat
is
oblig
ator
y; d
oesn
’t
show
suf
ficie
nt e
ffor
t in
ext
raor
dina
ry t
asks
.
Show
s qu
ality
wor
k ha
bits
, eve
n in
are
as
that
are
not
m
anda
tory
.
Out
stan
ding
for
job
wel
l don
e in
eve
ry
area
att
empt
ed.
Enjo
ys w
orki
ng h
ard
and
wel
l in
all f
orm
al
and
info
rmal
are
as.
Sho
win
g a
mb
itio
n
and
co
mp
etit
iven
ess
in a
ll d
imen
sio
ns
of
life
Doe
sn’t
sho
w d
esire
fo
r im
prov
emen
t in
se
lf or
oth
ers.
Bare
ly a
chie
ves
obje
ctiv
es in
ord
inar
y co
ntex
ts.
Ach
ieve
s am
bitio
us
goal
s be
yond
dai
ly
wor
k.
Out
does
oth
ers
in
striv
ing
to a
chie
ve
obje
ctiv
es, e
ven
beyo
nd w
hat
is
requ
ired.
Enjo
ys a
chie
ving
am
bitio
us g
oals
in a
ll fie
lds,
incl
udin
g th
ose
outs
ide
ordi
nary
sc
ope
of a
ctio
n.
Sho
win
g m
oti
vati
on
in
ach
ievi
ng
res
ult
s o
f so
cial
imp
ort
ance
Show
s in
diff
eren
ce
tow
ard
the
soci
al
repe
rcus
sion
s of
ow
n ac
tiviti
es.
Has
diff
icul
ty in
fe
elin
g m
otiv
ated
to
go b
eyon
d or
dina
ry
daily
act
ivity
if t
ask
has
soci
al
repe
rcus
sion
s.
Show
s go
od
incl
inat
ion
and
invo
lvem
ent
in
soci
ally
impo
rtan
t ac
tiviti
es a
nd
proj
ects
.
Show
s co
ncer
n fo
r th
e m
eani
ng o
f w
hat
he/s
he d
oes
and
its
soci
al r
eper
cuss
ions
.
Prom
otes
with
in
itiat
ive
and
mot
ivat
ion
proj
ects
ai
med
at
soci
al
impo
rtan
ce.
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COMPETENCE: LEADERSHIP
Description
Leadership is a systemic competence that requires skill in other areas in order to be exercised effectively. We understand leadership as the ca-pacity to influence individuals and/or groups, anticipating the future and contributing to their personal and professional development. It is a com-plex competence that should be developed in the final years of a degree course. Leadership is the capacity to influence people, bringing out the best in them in order to achieve desired results.
In the above definition, three fundamental traits of leadership are mentioned: capacity to influence, anticipating the future and contribut-ing to the development of others. These traits can be found in many current definitions of leadership drawn from educational and business sources.
The first trait helps to distinguish what is and is not leadership. A leader has the capacity to influence others, to make them feel that his/her opinion, point of view, or consideration matters. If this were not the case, we wouldn’t be speaking of leadership, but instead of authority or management. If people do things because someone above them in a hierarchy orders them to do it, that is not leadership. Leaders have fol-lowers, persons who agree with their ideas and proposals, share them and make them their own.
The second trait is anticipation of the future. This means that leaders need a very important leadership quality, which is capacity of vision. Vi-sion enables people to stay ahead of events; it enables them to see what is going to happen over a more or less lengthy period of time. This pow-er of vision is what makes it possible to orient or guide people and groups toward forward-looking goals and objectives. What mobilises people is the future, and this is why we say that so and so, or such and such an organisation has/doesn’t have a future.
The third characteristic is the leader’s contribution to personal and professional development, to the well-being of others. Leaders must be proactive and willing to serve others. They present ideas and projects not for their own benefit but fundamentally for the common good, for oth-ers to benefit by. Therefore, leadership is the capacity to get the best out of people and try to create the right conditions so that this can hap-pen.
Today much emphasis is placed on leadership with a view to service (service to clients, service to company or organisation, and service to
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employees). This type of leadership means working with a spirit and set of values that stress the importance of contributing something valua-ble. Leaders understand that their own merit lies in their capacity to generate something meaningful in others, rather than providing some-thing significant to themselves, beyond the satisfaction of their own ego.
When we think of leadership, we generally remember outstanding leaders like Gandhi, Churchill, Kennedy, Martin Luther King, etc., and therefore tend to think of leadership as a quality found in very few peo-ple. However, around all of us, in any group of students, in any organisa-tion, there are leaders. Some are waiting in the wings and appear only when the right opportunity or circumstances arise.
Leadership is a competence and as such it can be acquired, devel-oped and polished. This does not mean that there are not certain basic personal qualities that are innate and facilitate the process. However, all people can learn and practice leadership skills in the assurance that they can improve this quality, even though they may never actually become leaders. All students should develop their competency in leadership, as it is so important and relevant to so many jobs.
Along the continuum of development of this competence, three lev-els of complexity have been established:
— Taking initiatives and knowing how to convey them to others— Conveying confidence and moving others to action— Exercising influence in own surroundings so that desired objec-
tives are achieved
The criteria for assessing progress in this competence are set out in the different indicators for each established level.
Interaction with other competences, attitudes, interests, values
Exercising leadership brings into play many mechanisms that are closely associated with other competences. For example, leaders draw on different types of thinking, such as the systemic thought necessary to show a vision of the future; instrumental and interpersonal competences such as interpersonal communication, decision-making, teamwork.
Leadership requires the development of certain attitudes and values such as confidence in others, support and solidarity, an ethical sense that guides all behaviour, a contagious enterprising spirit, an achievement orientation that stimulates all the members of the team.
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True leaders convey their sense of confidence in others, in their own strengths, in their belief that even challenging goals and objectives can be achieved. This is necessary to inject drive into a group, to marshal the sufficient and necessary energy to forge ahead toward results. People aren’t willing to put their effort into something in which they don’t be-lieve or which they think cannot be attained.
Leaders share ideas and values and show their personal influence so that everyone contributes wholeheartedly to achieve desired results.
Importance of this competence for academic and professional life
In the academic field, situations are frequently proposed where lead-ership is required to gain the support and contributions of all members of a team or group for a proposal or initiatives.
Both in academic and professional life, leadership is a very necessary, highly valued competence. Indeed, in surveys of companies and institu-tions, leadership is always ranked among the top ten competences.
To be sure, acquiring and developing the competence of leadership calls for a comprehensive, holistic vision of things, where technical chal-lenges are combined with good interpersonal skills, two aspects that are ordinarily found in the working world.
By exercising leadership, many students change their attitudes and understand how difficult it is to bring together different interests and points of view. They begin to appreciate the need to exchange ideas and arrive at a consensus in order to turn these ideas into shared undertak-ings. And this means evolving as people and gaining personal and group maturity.
On many occasions, the essential difference in certain positions of responsibility lies in knowing how to exercise leadership suited to the situation and to the objectives set.
How to incorporate it into the academic curriculum
Leadership is a competence that can be very aptly developed through assigned group or teamwork, or simply in all ordinary group activities undertaken inside and outside the classroom.
Due to its complexity and the other competences required for its full development, leadership should be taught during the final undergradu-ate years and during master’s courses.
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Leadership training in the academic world is not only possible, but necessary and essential, since in the professional world leadership skills are what make the difference between two good professionals.
Leadership training helps students to assume personal and group responsibilities which would otherwise be difficult to promote and evalu-ate.
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COMPETENCE: LEADERSHIP
Definition: Influencing people and/or groups, anticipating the future and contributing to their personal and professional devel-opment
Mastery of this competence is closely related to: Systemic thought, planning, self-motivation, interpersonal communication, decision-making, teamwork, objectives-based management, innovation, enterprising spirit, achievement orientation, self-fulfilment, confi-dence, support, human dignity, etc.
Levels of mastery:
1. Taking initiatives and communicating them with conviction and integrity, stimulating others
2. Conveying confidence and moving others to action3. Exercising influence in own surroundings to achieve desired ob-
jectives
Indicators:
1. Effective communication.2. Personal consistency 3. Delegation. Empowerment 4. Promoting creativity5. Recognition6. Self-confidence
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Firs
t le
vel o
f m
aste
ry:
Taki
ng
init
iati
ves
and
co
mm
un
icat
ing
th
em w
ith
co
nvi
ctio
n a
nd
in
teg
rity
, st
imu
lati
ng
oth
ers
Co
mm
un
icat
ing
in
itia
tive
s cl
earl
yA
void
ing
or
forg
ettin
g to
co
mm
unic
ate
own
prop
osal
s.
Has
diff
icul
ty in
m
akin
g pr
opos
als
unde
rsto
od.
Com
mun
icat
es
initi
ativ
es w
ith c
larit
y.
Is c
onvi
ncin
g w
hen
conv
eyin
g in
itiat
ives
.En
thus
iase
s ot
hers
w
ith o
wn
initi
ativ
es.
Mai
nta
inin
g
con
sist
ency
b
etw
een
wh
at o
ne
says
an
d d
oes
Evid
ent
inco
nsis
tenc
ies
betw
een
wha
t he
/she
sa
ys a
nd d
oes.
Som
etim
es is
in
cons
iste
nt. (
Show
s so
me
inco
nsis
tenc
ies)
.
Goo
d co
nsis
tenc
y be
twee
n w
hat
he/s
he
says
and
doe
s.
Mai
ntai
ns c
onsi
sten
cy
in c
ritic
al s
ituat
ions
or
whe
n un
der
pres
sure
.
Con
duct
is a
mod
el
of c
onsi
sten
cy a
nd
inte
grity
.
Del
egat
ing
, d
istr
ibu
tin
g w
ork
in
bal
ance
d w
ay
Doe
s ev
eryt
hing
w
ithou
t de
lega
ting
part
of
the
wor
k to
ot
hers
.
Isn’
t go
od a
t di
strib
utin
g ta
sks.
Is g
ood
at d
istr
ibut
ing
wor
k w
ell.
Dis
trib
utes
wor
k ac
cord
ing
to c
apac
ity
of e
ach
team
m
embe
r.
Dis
trib
utes
wor
k co
nvey
ing
conf
iden
ce.
Stim
ula
tin
g o
ther
s to
th
ink,
pro
mo
tin
g
crea
tivi
ty
Isn’
t co
ncer
ned
with
w
hat
othe
rs t
hink
.Is
n’t
muc
h in
tere
sted
in
get
ting
othe
rs t
o co
ntrib
ute
new
idea
s.
Enco
urag
es o
ther
s to
th
ink
for
them
selv
es.
Stim
ulat
es g
ener
atio
n of
idea
s an
d su
gges
tions
thr
ough
di
vers
e pr
oced
ures
.
Than
ks t
o in
fluen
ce
on c
lass
mat
es, t
hey
are
crea
tive
and
impr
ove
the
qual
ity
of w
hat
they
do.
Ap
pro
pri
atel
y ex
pre
ssin
g
reco
gn
itio
n f
or
thin
gs
wel
l do
ne
Fails
to
reco
gnis
e ot
hers
’ ach
ieve
men
ts.
Has
diff
icul
ty in
re
cogn
isin
g th
e m
erits
and
co
ntrib
utio
ns o
f ot
hers
.
App
ropr
iate
ly
expr
esse
s re
cogn
ition
fo
r th
ings
wel
l don
e.
Thro
ugh
reco
gniti
on,
stim
ulat
es s
atis
fact
ion
of g
roup
mem
bers
at
the
wor
k th
ey’v
e do
ne.
With
rec
ogni
tion
fost
ers
the
initi
ativ
e of
oth
ers.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Seco
nd
leve
l of
mas
tery
:C
on
veyi
ng
co
nfi
den
ce a
nd
m
ovi
ng
oth
ers
to
acti
on
Cle
arly
co
nve
yin
g
tho
ug
hts
an
d
mo
vin
g o
ther
s to
ac
tio
n
Spea
ks b
ut d
oesn
’t
spar
k in
tere
st.
Aw
aken
s a
cert
ain
inte
rest
, but
with
out
mov
ing
to a
ctio
n.
Con
veys
tho
ught
s w
ith c
larit
y, m
ovin
g ot
hers
to
actio
n.
Gen
erat
es im
port
ant
cont
ribut
ions
bas
ed
on o
wn
initi
al
prop
osal
s.
Trig
gers
goo
d co
mm
unic
atio
n w
hich
spa
rks
the
initi
ativ
e of
oth
ers.
His
/her
co
nsi
sten
cy
gai
ns
sup
po
rt o
f o
ther
s
Inco
nsis
tenc
ies
gene
rate
lack
of
conf
iden
ce.
Lack
of
cons
iste
ncy
mak
es p
eopl
e he
sita
te.
Gai
ns s
uppo
rt o
f ot
hers
thr
ough
co
nsis
tenc
y.
Gen
erat
es c
onfid
ence
an
d m
oves
oth
ers
to
actio
n th
roug
h co
nsis
tenc
y.
Gen
erat
es
invo
lvem
ent
and
com
mitm
ent
in
othe
rs t
hrou
gh
cons
iste
ncy.
Shar
ing
re
spo
nsi
bili
ties
to
m
oti
vate
oth
ers
Dis
trib
utes
tas
ks
mec
hani
cally
(with
out
payi
ng a
tten
tion
to
peop
le’s
capa
citie
s).
Fails
to
invo
lve
peop
le
whe
n di
strib
utin
g ta
sks.
Del
egat
es
resp
onsi
bilit
ies
to
mot
ivat
e ot
hers
.
Del
egat
es
resp
onsi
bilit
ies
to
spar
k in
itiat
ive
in
othe
rs.
Del
egat
es
resp
onsi
bilit
ies
to
enha
nce
the
capa
citie
s of
eac
h gr
oup
mem
ber.
Stim
ula
tin
g o
ther
s to
pro
du
ce id
eas
for
imp
rove
men
t
Doe
sn’t
stim
ulat
e ot
hers
to
cont
ribut
e.Th
e co
ntrib
utio
ns
elic
ited
don’
t le
ad t
o ac
tion
or
impr
ovem
ent.
Stim
ulat
es o
ther
s ac
hiev
ing
good
idea
s th
at im
prov
e ac
tion.
Ach
ieve
s hi
gh le
vel o
f in
itiat
ive
in e
ach
pers
on.
Obt
ains
an
atm
osph
ere
of f
ertil
e id
eas
and
cont
ribut
ions
tha
t si
gnifi
cant
ly e
nric
h w
ork.
Mo
vin
g o
ther
s to
ac
tio
n t
hro
ug
h
reco
gn
itio
n o
f m
erit
Expr
esse
s re
cogn
ition
ar
bitr
arily
or
irreg
ular
ly.
His
/her
for
m o
f re
cogn
ition
doe
sn’t
ha
ve a
mot
ivat
ing
effe
ct.
His
/her
rec
ogni
tion
of
actio
ns m
oves
oth
ers
to a
ctio
n.
Cre
ates
an
atm
osph
ere
of
mut
ual r
ecog
nitio
n th
at g
ener
ates
co
hesi
on a
mon
g th
e m
embe
rs o
f th
e gr
oup.
His
/her
rec
ogni
tion
cont
ribut
es t
o a
feel
ing
of
iden
tific
atio
n an
d be
long
ing
to t
he g
roup
, ac
hiev
ing
com
mitm
ent
to
com
mon
obj
ectiv
es.
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Leve
ls o
f M
aste
ryIn
dic
ato
rsD
escr
ipto
rs
12
34
5
Thir
d le
vel o
f m
aste
ry:
Exer
cisi
ng
infl
uen
ce
in o
wn
su
rro
un
din
gs
to
ach
ieve
des
ired
o
bje
ctiv
es
Co
mm
un
icat
ing
d
ecis
ion
s w
ith
co
nvi
ctio
n t
o
ach
ieve
gro
up
o
bje
ctiv
es
Avo
ids
com
mun
icat
ing
grou
p ob
ject
ives
.
Fails
to
com
mun
icat
e gr
oup
obje
ctiv
es w
ith
conv
ictio
n.
Com
mun
icat
es
deci
sion
s w
ith
conv
ictio
n to
arr
ive
at
grou
p ob
ject
ives
.
Kee
ps g
roup
in
form
ed o
f al
l ste
ps
take
n an
d th
eir
effe
ct
on g
roup
obj
ectiv
es.
Is a
ble
to e
nthu
se
grou
p in
the
pur
suit
of c
omm
on
obje
ctiv
es.
Dem
and
ing
th
e sa
me
thin
g f
rom
se
lf a
s fr
om
oth
ers
to a
chie
ve
ob
ject
ives
Rem
ains
alo
of f
rom
gr
oup
obje
ctiv
es.
Requ
ires
othe
rs t
o m
eet
obje
ctiv
es,
with
out
gett
ing
pers
onal
ly in
volv
ed.
Dem
ands
the
sam
e th
ing
from
sel
f as
fr
om o
ther
s to
ac
hiev
e ob
ject
ives
.
Prom
otes
in t
he
grou
p a
leve
l of
mut
ual,
shar
ed
exig
ency
.
Cre
ates
gro
up
awar
enes
s an
d ge
nera
tes
self-
disc
iplin
e in
or
ient
atio
n to
war
d co
mm
on o
bjec
tives
.
Del
egat
ing
in o
rder
to
ach
ieve
tar
get
ed
ob
ject
ives
Doe
sn’t
del
egat
e to
ar
rive
at c
omm
on
obje
ctiv
es.
Dis
trib
utes
tas
ks, b
ut
with
out
rela
ting
them
to
com
mon
ob
ject
ives
.
Del
egat
es in
ord
er t
o ac
hiev
e pr
opos
ed
obje
ctiv
es.
Not
onl
y de
lega
tes,
bu
t em
pow
ers
othe
rs
to t
ake
initi
ativ
es t
o ar
rive
at c
omm
on
obje
ctiv
es.
Con
veys
ent
husi
asm
so
tha
t ot
hers
will
m
ake
outs
tand
ing
cont
ribut
ions
tow
ard
grou
p ob
ject
ives
.
Mak
ing
oth
ers
thin
k o
f at
tain
ing
am
bit
iou
s o
bje
ctiv
es
Ove
rlook
s co
ntrib
utio
ns o
f gr
oup
mem
bers
.
Cou
nts
on o
ther
s to
at
tain
obj
ectiv
es, b
ut
does
n’t
stim
ulat
e th
em t
o pr
oduc
e id
eas.
Stim
ulat
es o
ther
s to
th
ink
abou
t ac
hiev
ing
ambi
tious
obj
ectiv
es.
Syst
emat
ical
ly
stim
ulat
es o
ther
s to
co
ntrib
ute
idea
s an
d in
itiat
ives
.
His
/her
col
labo
rato
rs
are
conf
iden
t th
at t
hey
can
and
shou
ld d
evel
op
new
idea
s to
co
ntrib
ute
to
atta
inm
ent
of g
roup
ob
ject
ives
.
Rec
og
nis
ing
th
e co
ntr
ibu
tio
ns
of
oth
ers
in a
ttai
nin
g
ob
ject
ives
Take
s ot
hers
’ co
ntrib
utio
ns f
or
gran
ted,
with
out
poin
ting
out
the
spec
ific
mer
it of
eac
h.
Trie
s bu
t do
esn’
t m
anag
e to
invo
lve
othe
rs in
the
spi
rit o
f at
tain
ing
obje
ctiv
es.
Reco
gnis
es t
he
cont
ribut
ions
of
othe
rs in
the
at
tain
men
t of
ob
ject
ives
.
Gen
erat
es a
n at
mos
pher
e of
ho
nest
, ope
n m
utua
l re
cogn
ition
am
ong
grou
p m
embe
rs.
Indi
vidu
ally
stim
ulat
es
each
col
labo
rato
r to
pu
rsue
and
iden
tify
with
com
mon
ob
ject
ives
.
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Final considerations
We have concluded a period of reflection and study. The results can be seen in this volume, which is designed to provide professors in higher education with ideas on generic competences.
In order to arrive at the adjustment called for in the Bologna Declara-tion on European convergence, two points of support are offered: the credits system that is to be used in “measuring” learning, and compe-tences. These are closely related instruments and together will enable higher education to respond to the needs of society. With regard to competences, the diagram in figure 4 outlines the process to follow in choosing the ones that should be worked on in each degree course.
Competences map
Competences profile
Employability demandsin society
Academic Profesional Profile
Specificcompetences
Genericcompetences
Legislation University strategiesand objectives
Figure 4Origin of competences
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Responding to demand and employability, in accordance with minis-terial guidelines and pursuing the strategy of each university or group of universities, academic and professional profiles must be drawn up for each degree course to be offered. From these profiles, the university or universities must deduce the specific and generic competences that are to distinguish all professionals trained there. The resulting competences profile must then be distributed by year and by subject or module over the length of the degree course. This distribution constitutes the compe-tences map of each degree.
In drawing up their competences profiles and maps, universities must decide the generic competences that will distinguish the professionals graduating from their classrooms. At first, no more than ten or twelve competences should be chosen, so as not to overburden the curriculum with “new” contents and to keep them from becoming competences on paper only, with no real place in the academic curriculum.
Figure 5 shows the structure underlying the conception of matrices or tables devised for each of the competences described in this volume as the point of departure for addressing each one of them.
First level ofproficiency
Indicators
Descriptors
Indicators
Definitions
Development of generic competences
Descriptors
Indicators
Descriptors
Second level ofproficiency
Third level ofproficiency
Implications
Figure 5Competence assessment structure
This diagram can also be used to organise the assessment of specific competences, if a detailed development of modules or subjects is de-sired.
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As part of the comprehensive training of citizens and professionals demanded today by society, generic competences constitute a novelty for lecturers, who now must consider them as part of what their teach-ing load. Incorporating them into the teaching-learning process means planning how to develop the competences in question in students, how to nourish them in tutorials and finally, how to assess them. This is one of the reasons why the authors of this study have devoted two and a half years to the work of organising and writing these pages. Introducing generic competences into the academic curriculum is undoubtedly one of the factors that will contribute to the success of the changes pro-posed by European universities.
Provisionality of the tool
The assessment system presented in this work may seem artificial and even just an appendix to something that should be worked on more naturally as part of the specific competences of each subject. With time, however, the incorporation of generic competences into higher educa-tion will surely have occurred in a way that will make their presence, in-tentional development and assessment seem natural and something that has always been there.
Nevertheless, experience with them is now just beginning. Since the path is largely new, we will need support and aid to help in training both lecturers and students in new approaches to teaching and learning.
Clearly, the innovative teaching required to accomplish the objec-tives of the declaration of Bologna (1999) and the creation of the Euro-pean Higher Education Area is both a need and an opportunity to pro-pose alternative ways of evaluating the progress of students’ learning. The main educational proposal arising from this analysis is that we must start with what is known, transfer it and gear the process toward au-tonomous, permanent, independent learning, toward students taking responsibility as the prime stakeholders in the process. This means a change in the role of lecturers, in their approach to teaching and their view of learning. In short, it means a change in mentality, regarding the implicit theory underlying their teaching practice. It is one of the most promising modern lines for renovating teaching and one that will favour university learning.
So training in competences means a change in mentality. It means working hard and co-operatively to learn, acquiring an education that reaches into our daily lives. It involves progressing from a concept of
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credits based on the work of teachers to a view of credits based on the effort and work of students, going from a syllabus based on contents to a syllabus based on competences. Designing and developing a compe-tence-based curriculum involves being aware of how teaching must now veer sharply toward learning outcomes, based on student evidence. Working on competences means focusing teaching on students’ learn-ing. Lecturers therefore become facilitators of this process.
Learning is thought of as a way of knowing, understanding, manag-ing and demonstrating each professional action. Universities are there-fore institutions where the creation, transmission and management of knowledge are combined. They are centres where people are taught to think and where they learn how to learn. Moreover, they are endowed with new assessment systems consistent with the new planning and development of the curriculum (Hernández et al., 2005).
As for students, their role is to become more involved and dedicated to their own learning, which must now be less dependent and more autonomous, as they progress from their first to last years in the univer-sity, in a context where it is no longer a question of guessing the right answer, but of knowing how one arrives at that answer.
Many job profiles for positions of responsibility in diverse fields, in-cluding hospitals, schools and companies, are formulated in terms of explicitly generic competences (it being taken for granted that university graduates have the necessary specific competences). Selection interviews devote most of their time to verifying whether candidates possess these generic competences. Universities must guarantee the professional com-petence of graduates and facilitate their employability or usefulness to society. The educational system as a whole must guarantee the integral education of citizens, achieving at least a satisfactory level as far as em-ployability is concerned.
There are lecturers who argue that generic competences have al-ways been valued. This is true. However, it may have been done some-what selectively and subjectively, on the basis of students’ interest, class attendance, neatness of work, willingness to co-operate with the lec-turer, etc.
The system presented in this volume seeks to make the assessment process more comprehensive and objective by specifying criteria for eval-uating levels of development of each competence. By using them, lec-turers can systematically monitor this progress and conduct specific indi-vidual and/or group tutorials.
Clearly and as noted by others, some of the concepts dealt with here, including “competence”, mean different things to different peo-
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ple, depending on whether one adopts a functional, behavioural or con-structivist approach. In this volume we have tried to incorporate the most positive contributions of each approach, arriving at an accepted definition that facilitates communication in such a new area as that of competences. Allowing for future improvements, we trust that the con-sensus in the present work will make it possible to move forward.
The same thing can be said of the definition offered for each of the generic competences. Much care has been taken to express them in terms of competence, rather than mere capacity, knowledge, ability, skill, attitudes or values. We consider that in addition to evidence of their development, integration of the different elements involved is funda-mental.
So we are setting off on a path that has not been taken before. To do so, we have taken advantage of experiences in different fields, trying to incorporate them with common practical sense. After all, this is how new paths are always forged. On publication of this volume, a period will begin of experimentation and improvement of this instrument. Over the medium term, with the contribution of professional educators who will help with their suggestions, we expect to have a powerful tool. It should be said that the matrices of some of the competences have al-ready been used by University of Deusto lecturers to test their validity and worth. However, we cannot yet speak of wide, systematic experi-ence.
Working with this competence assessment tool also requires a pro-found change in learning processes, through the incorporation of alter-native methodologies designed to ensure student participation and ac-ceptance of responsibility for their learning. It is crucial to see that assessment is meaningful if it helps students to learn and if they feel in-volved in the process. Assessment must be planned transversally when planning teaching modality and methods, as well as the specific work and activities expected of students. It must be integrated in them, so that it will be consistent with expected learning outcomes and the proc-ess followed to these ends (De Miguel, M. 2006).
Flexible assessment
One contribution of particular importance is the progressive partici-pation of students in their own assessment. Referring to a different group, Ashford (1989) noted the need to develop the capacity to ob-serve and consistently evaluate oneself, comparing one’s conclusions
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with those of others (teachers, classmates). After all, there is a social sense to most, if not all, of our professional actions.
Self-evaluation is a very important way of enhancing personal and professional development. It brings into play key factors for maturity, such as self-criticism, self-knowledge and self-regard, objectivity about oneself, and suitability. Regularly having to make a self-assessment means questioning one’s own motives for attitudes and behaviours.
The assessment tables presented here offer the possibility of making a self-assessment based on the matrices provided directly or through questionnaires derived from them; or (as at the UD), they can be used to computerise different assessment modalities – i.e. self-assessment, peer-assessment and assessment by the lecturer.
Speaking in terms of competences, there are some aspects, beyond the purely conceptual, about which information cannot be gathered or that cannot be observed directly by the lecturer. In the new paradigm, students also learn outside the classroom, working with their classmates, and gain practice outside the walls of the university.
So other sources must be called on, including students themselves, and information from others such as classmates, lecturers, practicum tu-tors etc. (Villa and Poblete, 2006). For the education of students, having the opinion of others is important because it will help to correct the bias of subjectivity and to reach realistic conclusions, which in turn will help students to develop behaviours better suited to situations (Cardona and García-Lombardía, 2005).
Logically speaking, if the main movement in the convergence proc-ess is the paradigm shift from teacher-centred learning to student-cen-tered learning, and assessment is infused into learning, then assessment processes must become more flexible concerning:
— strategies — techniques to be used,— persons involved— time frames
Therefore, student accompaniment is fundamental at the individual and group level, making sure that immediate feedback is given on the evaluation made of their progress. So assessment is no longer a value judgement, a grade, but instead becomes an indicator, a sort of ther-mometer telling us the state of health of students’ learning at all times, and is of prime interest to the students themselves. The value judgement
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that they receive at the end (their grade) will be in tune with the work that they know they have done.
Importance of tutorials
Effective assessment requires giving new importance to tutorial work, well beyond traditional tutorials. Coaching is a new function that can emphasise the work of the lecturer, who assumes a more symmetri-cal role with that of students than in traditional teaching.
As tutors, lecturers plan their work (teaching) and “help” students to plan their work (learning). They help students to find, in their own expe-rience or background, meaning in the subject matter being taught. They get students to reflect on the knowledge and intentionality of the com-petences to be developed within a module or subject. They provide re-sources for students to incorporate along with others that they find else-where. They orient the meaning of the knowledge and background being acquired by students, so that they can generate their own knowl-edge and convictions. They facilitate the creation of a team “culture” in the classroom, where people share interests, knowledge, thoughts, ex-periences. They participate in moderating discussion and debates. They monitor and support students’ learning processes, and finally they assess and guide this process.
Without work in this regard, competences will most likely never be developed or evaluated, and if this is the case, no progress will be made toward convergence as required in creating a European Higher Educa-tion Area.
With the publication of this volume, the group working on compe-tence-based learning now opens its doors to the entire university com-munity. By placing this instrument at the community’s disposal, we wish to foster exchanges that will help to further the convergence process in which we are all engaged.
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Dr. Aurelio Villa Sánchez obtained his PhD in Education Sciences (Pontifical University of Salamanca, Spain) in 1983, and was Director of the Institute of Education Sciences for 10 years: Since 2000, he has been Deputy Vice-Chancellor for Innovation and Quality at the Deusto University (Spain) where he is also Professor of Research Methods at the Faculty of Philosophy and Education Sciences.Dr. Villa is the author and editor of several publications and a member of the editorial board of various education journals. He is Chief Scholar and Co-ordinator of the INNOVA research team, currently involved in the research project: «Innovation, Organisational Development and Service Assessment in Educational Institutions».
Dr. Manuel Poblete Ruiz holds a BA and PhD in Psychology (from the Complutense and Barcelona Universities, Spain respectively) and graduated in Education from the Pablo Montesinos School of Madrid (Spain). He currently lectures on Psychology (Labour and Organisational Psychology) at Deusto University (Spain) where he is a member of the University Teaching Innovation team, under the Deputy Vice-Chancellor for Innovation and Quality. In the last 10 years, Dr. Ruiz has co-ordinated and participated in several research projects on the development of higher education competences. He has co-authored various books on the subject, several articles in management journals and presented numerous papers at national and international conferences. A
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Competence-based learningA proposal for the assessment of generic competences
One of the core themes of the Tuning Project is the issue of generic competences as a requirement for inclusion in the syllabus design update. This book contains a set of 35 generic competences defi ned and divided into 3 levels with indicators for their assessment. This will save you time and effort when selecting those which best suit each degree programme, adapting them to the context to attain the expected academic and professional profi le.
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University Press
Deusto
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