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dc.contributor.authorSánchez Carracedo, Fermín
dc.contributor.authorSoler Cervera, Antonia
dc.contributor.authorMartín Escofet, Carme
dc.contributor.authorLópez Álvarez, David
dc.contributor.authorAgeno Pulido, Alicia
dc.contributor.authorCabré Garcia, José M.
dc.contributor.authorGarcía Almiñana, Jordi
dc.contributor.authorAranda López, Juan
dc.contributor.authorGibert, Karina
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Arquitectura de Computadors
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Teoria i Història de l'Arquitectura i Tècniques de Comunicació
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Enginyeria de Serveis i Sistemes d'Informació
dc.contributor.otherUniversitat Politècnica de Catalunya. Institut de Ciències de l'Educació
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Ciències de la Computació
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Organització d'Empreses
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Enginyeria de Sistemes, Automàtica i Informàtica Industrial
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Estadística i Investigació Operativa
dc.identifier.citationSánchez, F., Soler, A., Martín, C., López, D., Ageno, A., Cabré, J., García, J., Aranda, J., Gibert, K. Competency maps: An effective model to integrate professional competencies across a STEM curriculum. "Journal of science education and technology", Octubre 2018, vol. 27, núm. 5, p. 448-468.
dc.description.abstractCurricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM degree program, and assesses the results of its implementation after four years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by their expected learning outcomes at three domain levels. This model allows careful analysis, revision and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional-competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: 1) students’ grades (classes graduated from 2013 to 2016, the first four years from the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); 2) students’ surveys (answered by students when they finished the degree); 3) the government employment survey, where former students evaluate the satisfaction of the received training in the light of their work experience; and 4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.
dc.format.extent21 p.
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències
dc.subject.lcshEngineering -- Study and teaching (Higher)
dc.subject.lcshCompetency-based education
dc.subject.lcshCurriculum planning
dc.subject.otherSTEM education
dc.subject.otherEngineering education
dc.subject.otherProfessional competencies
dc.subject.otherProfessional skills
dc.subject.otherAcademic programs
dc.subject.otherCurriculum design
dc.subject.otherCompetency maps
dc.subject.otherCompetency units
dc.subject.otherLearning outcomes
dc.titleCompetency maps: An effective model to integrate professional competencies across a STEM curriculum
dc.subject.lemacEnginyeria -- Ensenyament Universitari
dc.subject.lemacDisseny curricular
dc.subject.lemacCompetències professionals -- Ensenyament
dc.contributor.groupUniversitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group
dc.contributor.groupUniversitat Politècnica de Catalunya. GPLN - Grup de Processament del Llenguatge Natural
dc.contributor.groupUniversitat Politècnica de Catalunya. CRAAX - Centre de Recerca d'Arquitectures Avançades de Xarxes
dc.contributor.groupUniversitat Politècnica de Catalunya. GRINS - Grup de Recerca en Robòtica Intel·ligent i Sistemes
dc.contributor.groupUniversitat Politècnica de Catalunya. KEMLG - Grup d'Enginyeria del Coneixement i Aprenentatge Automàtic
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
dc.description.versionPostprint (author's final draft)
local.citation.authorSánchez, F.; Soler, A.; Martín, C.; López, D.; Ageno, A.; Cabré, J.; García, J.; Aranda, J.; Gibert, K.
local.citation.publicationNameJournal of science education and technology

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