University job competences and their challenges in complex times

Magda Francisca Cejas Martinez, Edith Josefina Liccioni, Ivan Fabricio Benítez Obando, María Gabriela González Bautista

Article ID: 4676
Vol 8, Issue 7, 2024

VIEWS - 62 (Abstract) 20 (PDF)

Abstract


This study focused on the topic of competences and challenges faced by university teachers in Ecuadorian higher education. The objective of this study was to identify the essential competences that university teachers must possess to confront the current challenges in the Ecuadorian educational field. A mixed research methodology was utilized. A concurrent triangulation design (DITRIAC) was applied. The data collection technique was through documentary study and focus groups. Eight experts in Ecuadorian higher education participated as key informants. Among the findings, there was a consensus on 7 key competences (disciplinary mastery, pedagogical competences, technological skills, research and continuous updating, critical thinking development, ethical and social commitment, flexibility and adaptability to change). It was concluded that Ecuadorian higher education requires teaching professionals who not only master their disciplines and possess advanced pedagogical and technological skills, but who are also leaders in research, promoters of critical thinking, and exemplify ethical commitment and adaptability.


Keywords


university professor; competences; university; Ecuador

Full Text:

PDF


References


Adetoro, R. A. (2014). Inclusive Education in Nigeria—A Myth or Reality? Creative Education, 05(20), 1777–1781. https://doi.org/10.4236/ce.2014.520198

Ahmed, F., Fattani, M. T., Ali, S. R., et al. (2022). Strengthening the Bridge Between Academic and the Industry Through the Academia-Industry Collaboration Plan Design Model. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.875940

Aros, L. H., & Mejía, A. B. (2018). Contributions of an intervention model in response to the social problems of young people completing the state support internship (Portuguese). Revista Científica Hermes-Fipen, 21, 230–249. https://doi.org/10.21710/rch.v21i0.427

Baker, L. R., Phelan, S., Woods, N. N., et al. (2021). Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Advances in Health Sciences Education, 26(3), 1045–1058. https://doi.org/10.1007/s10459-021-10036-z

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., et al. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-021-00312-8

Bengson, J., Cuneo, T., & Shafer-Landau, R. (2022). Philosophical Methodology. Oxford University Press.

Betti, E. (2021). Hermeneutics as a General Methodology of the Sciences of the Spirit. Routledge.

Bhattacharyya, S., & Guha, D. D. (2017). Scholastic excellence of Nalanda and Nalanda contemporary (415 A.D.-1200 A.D.) Al-Qarawiyyin: A comparative evaluation. International Journal of Applied Research, 3(8), 249–252.

Blanchard, S., Lamarre, P., & Painchaud, G. (2022). Teacher competencies for the 21st century: A systematic review. 48(4), 489–508.

Brabazon, T. (2016). The University of Google. Routledge.

Brauer, S. (2021). Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles. Education + Training, 63(9), 1376–1390. https://doi.org/10.1108/et-07-2020-0216

Bruner, J. (1963). The Process of Education, Revised Edition. Harvard University Press.

Burke, J. (1989). Competency Based Education and Training. Routledge.

Burns, R. W., & Klingstedt, J. L. (1973). Competency-based Education: An Introduction. Educational Technology.

Capilla, A. (2021). Iberoamerican University 2030: the OEI’s proposal for higher education in Iberoamerica (Spanish). Revista Española de Educación Comparada, 37, 111. https://doi.org/10.5944/reec.37.2021.27715

Cejas, M., Morales, J., Quiñónez, M., et al. (2020). Sustainable risk management and rural tourism as a development and strategic factor of the reventador Parish-Ecuador. Journal of Environmental Management and Tourism, 11(8). https://doi.org/10.14505/jemt.v11.8(48).18

Cheruvalath, R., Abdul Hameed, H., & Bakilapadavu, G. (2023). “Summative evaluation” as a teaching method: An opportunity to reduce confirmation bias. The Journal of Educational Research, 117(1), 1–11. https://doi.org/10.1080/00220671.2023.2288840

Claus, A. M., & Wiese, B. S. (2019). Development and test of a model of interdisciplinary competencies. European Journal of Work and Organizational Psychology, 28(2), 191–205. https://doi.org/10.1080/1359432x.2019.1567491

Colby, R. L. (2017). Competency-Based Education: A New Architecture for K-12 Schooling. Harvard Education Press.

Creswell, J. W. (2021). A Concise Introduction to Mixed Methods Research. SAGE Publications, Inc.

Crossman, J., & Bordia, S. (2021). Handbook of Qualitative Research Methodologies in Workplace Contexts. Elgaronline.

Daverne‐Bailly, C., & Wittorski, R. (2022). Research Methodology in Education and Training. Wiley-ISTE.

de Sousa, A., Lima Maciel, J., Santos Silva, P. P., & Coelho, P. C. do N. (2018). Higher Education System in Mercosur (Spanish). Arandu Utic, 5(1), 181–202.

Delpit, L. (2021). Teaching When the World Is on Fire: Authentic Classroom Advice, from Climate Justice to Black Lives Matter. The New Press.

Dodge, L., Bushway, D. J., & Long, C. S. (2018). A Leader’s Guide to Competency-Based Education. Routledge.

Furtschegger, D. (2024). The Rise of the Individual Learner: Sociological Insights on the History of Student-Centred Learning. History of Education, 53(1), 106–125. https://doi.org/10.1080/0046760x.2023.2291567

Goyal, M., Krishnamurthi, R., & Yadav, D. (2021). E-learning Methodologies: Fundamentals, technologies and applications. Institution of Engineering and Technology. https://doi.org/10.1049/pbpc040e

Haddad, W. D. (1990). Education for all. Prospects, 20(4), 525–536. https://doi.org/10.1007/bf02195125

Hammersley, M. (2021). Classroom Ethnography. Routledge.

Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age of Insecurity. Teachers College Press.

Hernandez, R., & Mendoza, C. (2018). Research methodology: Quantitative, qualitative and mixed routes (Spanish). En McGraw Hill.

Inamorato dos Santos, A., Chinkes, E., Carvalho, M. A. G., et al. (2023). The digital competence of academics in higher education: Is the glass half empty or half full? International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-022-00376-0

Islam, M. R., Khan, N. A., & Baikady, R. (2022). Principles of Social Research Methodology. Springer Nature Singapore.

Keengwe, J., & Gikandi, J. W. (2023). Competence-Based Curriculum and E-Learning in Higher Education. IGI Global.

Khushik, F., & Diemer, A. (2021). Using the iSDG Model as a Policy-Making Guiding Tool to Achieve SDG 4 in Developing Countries: A Case Study on Pakistan. Modern Economy, 12(01), 227–246. https://doi.org/10.4236/me.2021.121012

Lamarra, N. F. (1987). Teaching competence and teacher training (Spanish). Paidós.

León, K., Rogers, P. M., Quezada, R. L., et al. (2024). A justice oriented examination of teacher education through the lens of deans’ innovations and leadership in schools of education. Journal of Education for Teaching, 50(2), 233–249. https://doi.org/10.1080/02607476.2023.2296446

Lin, C. J.-Y. (2023). General education competencies from students’ perspectives: a case study of a sports university in Taiwan. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-02344-z

Maffini, N. D., & González, F. A. I. (2023). International Borders, Integration and Economic Development: Evidence from Argentina. Journal of Economic Integration, 38(4), 545–570. https://doi.org/10.11130/jei.2023.38.4.545

Mendoza, D., Barreiro, L. M. A., Chica, T. K. M., et al. (2024). Resilience in vulnerable university groups: An analysis of social work intervention strategies from the perspective of social inclusion. The Education and Science Journal, 26(1), 82–102. https://doi.org/10.17853/1994-5639-2024-1-82-102

Velazco, D. J. M., Cejas, M. N., Martinez, M. F. C., et al. (2021). Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic. European Journal of Educational Research, 10(3).

Mihut, G., Altbach, P. G., & Wit, H. de. (2017). Understanding Global Higher Education: Insights from Key Global Publications. Springer.

León Morejón, Y., & Nuñez Mitjans, Y. (2021). The TIC in the Sciences of the Education. International Journal of Sustainability Management and Information Technologies, 7(2), 48. https://doi.org/10.11648/j.ijsmit.20210702.13

Muni, J. L. A., & Naranjo, M. J. M. (2018). Competencies in the context of Ecuadorian Higher Education. Atenas, 2(42), 108–121.

Mutiah, D. (2023). Improving cognitive social-skills by behavior modification techniques: a study on Islamic primary school students in Indonesia. At-Ta’dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 2, 144–152.

Pérez, A., Marín, V. I., & Tur, G. (2018). Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education. @tic Revista d’innovació Educativa, 21, 31. https://doi.org/10.7203/attic.21.12134

Rokhim, H. R. W., Habiddin, N. C. E. Setyawan, Parlan, A. B. et al (2022). Development website of planning, writing, and publication of scientific articles based on Classroom Action Research (CAR) to increase teacher’s pedagogical competence. En Improving Assessment and Evaluation Strategies on Online Learning. Routledge.

Thomas, G. (2021). Research Methodology and Scientific Writing. En Research Methodology and Scientific Writing. Springer.

Umesh, B., & Dubey, D. (2022). Research Methodology. En Research Methodology. Chapman & Hall.

Vare, P., Lausselet, N., Rieckmann, M. (2022). Competences in Education for Sustainable Development. In: Sustainable Development Goals Series. Springer International Publishing.

Yılmaz, O., Demir, E. M., & Atay, B. (2023). Task-related competencies: knowledge, skills, and abilities of the helping professionals. International Journal of Lifelong Education, 42(5), 487–500. https://doi.org/10.1080/02601370.2023.2262149




DOI: https://doi.org/10.24294/jipd.v8i7.4676

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Magda Francisca Cejas Martinez, Edith Josefina Liccioni, Ivan Fabricio Benítez Obando, María Gabriela González Bautista

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.