Analysis on the Competency Model of the Lecturers in the

Analysis on the Competency Model of the Lecturers in the
Application Oriented University
TAO Qiuyan, HE Qin
School of Management, Beijing Union University, P. R. China, 100101
[email protected]
Abstract: The recruitment and selection of the new lecturers, and the development of the in-service
lecturers are the key elements to ensure the high education quality which in turn influences the sound
development of the university. On the basis of the analysis of the working activities of the lecturers in
the application –oriented universities, the paper is aimed to make analysis on the competency elements
of the lecturers, and to establish the competency model. The analysis outcomes of the competency
model can be applied in the management and development of the teaching staff, esp. in the training need
analysis and the curriculum development of the further development of in-service lecturers.
Key Words: Competency Model, Lecturers, Application-oriented University
1 Introduction
David Clarence McClelland, former professor of psychology of the Harvard University, firstly published
the article titled “Testing for Competence rather than for Intelligence”, and brought up a concept of the
competency to replace the traditional intelligence test in 1973. After that, the definition of the
competency attracted lots of attentions of the researchers, and is applied in the activities of the human
resource management and development.
2 Reviews on the competency mode of the college teachers
According to the definition from Boyatzis, Richard E, Competencies are characteristics that are causally
related to effective and/or superior performance in a job or an organization. This means that the
possession of the competency/characteristic precedes and leads to effective and/or superior performance
in that job. The competency is a potential and implicit coherence which is measurable to differentiate
between the perfect performance and the common performance, maybe the motivation, personality, self
image, attitude , values, knowledge, cognition or performance[1]. It is significant for the educational
field to lead into the concept of the competency to establish an effective management and development
system to fulfill the activities of the job analysis, recruitment and selection, training and development,
promotion, performance appraisal, remuneration management, and career planning and development for
the lecturers in the application-oriented university. Wang Yi (2006) indicated that the competencies of
the college teachers consist of the logic thinking, relationship establishment, achievement orientation,
personal relationship, information retrieval, responsibility, creation and innovation[2]. Zhang Yiyuan, Ma
Jianhui 2006 indicated that the competencies of the lecturers in the higher vocational col1ege should
include
professional
competency(professional
knowledge
and
skills),
psychological
competency(achievement orientation, initiation, adaptability, cooperation, vocational ethics,
responsibility and organizational loyalty ), and performance pattern competency(influence, consultation,
personal relationship)[3]. French expert Arthur applied the concept of the competency into the
management system of the teachers in the middle schools, indicated that the competencies can be
classified into 3 aspects, i.e. the know-why, know-how and know-for-whom. The characteristics of the
know-why are closely collaborated with individual vocational motivation, values, conviction,
organizational recognition and loyalty. The characteristics of the know-how consist of the skills, abilities,
specification, contents, knowledge. The competency of the know-for-whom is the relationship network
between the individual with the higher authorities, subordinate and industrial sectors [4-6].
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3 Characteristics of the Working Activities of the Lecturers in the
Application-Oriented Universities
The development strategy of the application-oriented universities is to offer the applied academic
researches, education and training for the regional economic and social development based on the
flexible and lifelong learning. The teaching staff of the application-oriented university is the key element
to realize its functions under the specific educational mission. The characteristics of the working
activities of the lecturers in the application-oriented universities are analyzed as the following 4 aspects,
i.e. diversification of the roles, complexity of the responsibility, multi-dimensions of the knowledge and
competency structure, and professional of the personal character.
3.1 Diversification of the roles
The role played in the educational and training activities of the lecturers in the application-oriented
universities has been converted from the traditional external authority to the modern internal authority;
from the traditional deliver of the knowledge and competency to the promoter for the personal
development of the college students [7]; from the traditional class manager to the moderator for
motivating the students. The lecturers in the application-oriented universities are not only the knowledge
deliver, but also the knowledge creator, disseminator; and practitioner.
3.2 Complexity of the responsibility
The main activity of the faculty is to conduct the teaching and learning activities. As the selection of the
educational methodologies is more and more complicated, the lecturers should instantly and creatively
develop the educational activities according to the educational target, contents, environment, and the
technical changes. In addition to the educational activities, the lecturers should undertake the
responsibilities of the application-oriented academic researches, curriculum development, professional
competency assessment, enterprises cooperative education, social services, and other activities.
3.3 Multi-dimensions of the knowledge and competency structure
The knowledge structure of the lecturers of the application-oriented university should include
multi-dimensional knowledge of the professional knowledge in the theoretical and practical level,
modern educational philosophy and methodologies, and the professional ethics. The lecturers should
possess the working experiences in the industry, or vocational certificate.
The competency structure of the lecturers of the application-oriented university consists of different
competency elements of the education, information processing, academic research, social service,
innovation, self-improvement and personal development.
3.4 Professional of the personal character
Personal character of the lecturer is described as the excellent emotion and willpower, reasonable
philosophy, stable ethics consciousness and performance. For the purpose of exerting an influence on
the students, the personal character of the lecturer should be healthy, harmonic, comprehensive
development, honest, positive, tolerant, and full of the professional interest.
The above-mentioned characteristics of the working activities of the lecturers in the application-oriented
universities demonstrate that the competency model, which is different from the general theoretical
lecturer, should be established on the basis of the detail job analysis.
4 Methodology for the Construction of the Competency Model
The general methodologies of the job analysis are the documents retrieval, interview, observation,
participant diary, expert panel discussion, seminar, critical incident technique and questionnaire. As the
characteristics of the working activities of the lecturers, the main methodologies adopted in the paper are
documents retrieval, interview, and expert panel discussion and the critical incident technique. The
procedure of the construction of the competency model can be classified into the following 6 steps:
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4.1 Carrying out the job analysis
Based on the analysis of the educational mission, strategy, environment of the university, the
relationship between the lecturers and students, the characteristics of the teaching and learning, the
working tasks and responsibilities of the lecturers are analyzed.
4.2 Determining the competency standard
The job specification, performance description, and the perfect competency standards are described on
the basis of the categorizing the working tasks and activities.
4.3 Selecting the competency sample
The competency samples are selected for the deep interview and seminar. The research contents should
include the basic information, critical accident, personality, quality, performance pattern, knowledge,
and competency.
4.4 Extracting the competency elements
As the concept of the competency reflects not only the external knowledge, capabilities, skills and
behaviors, but also the internal role orientation, value, motivation and similar mental factors. The
competency elements should be extracted by integrating information from different resources.
4.5 Analyzing the structure of the competency model
Based on the identification, definition, description of the competency element, the relationship between
the competency elements should be analyzed. And the structure of the competency model can be
correspondingly constructed.
4.6 Testing and revising of the competency model
The competency model should be tested, corrected and verified through the practice experiments and
observation.
5 Structure of the Competency Model
According to the above-mentioned research procedure, the competency elements are identified, the
structure of the competency model of the lecturers in the application-oriented university is constructed.
As shown in the Fig1, the competency model consists of the following 4 dimensions, i.e., personal
quality, educative competency, R&D competency, and collaborative competency.
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Educative
Competency
Personal
Quality
R& D
Competency
Collaborative
Competency
Fig1 The Competency Model of the Application-Oriented University Teachers
The personal quality located in the center of the model is an internal characteristic, is an integrated
reflection of the implicit coherence, such as the personal motivation, personality, self-consciousness
social role. The educative competency, R&D competency, and collaborative competency are external
and Explicit characteristics, such as , the knowledge, skills, and competency.
The table1 demonstrates the detail information of the competency elements and performance
requirement of the lecturers of the application-oriented university.
，
6 Conclusion
The competency model of the lecturers in the application-oriented university is constructed by 4
dimensions, i.e., personal quality, educative competency, R&D competency, and collaborative
competency.
Table1: Competency Dimension and Elements of the Lecturers in the Application-Oriented University
Competency
Description of the Behavior
Dimension
Elements
Influence
full of the inspiration and energy
Logic
clear and logic thinking
Personal Quality
Etiquette
Professional dress and languages
Behavior
Professional educational behavior
1000
Self-renewal
personal
development
and
Planning
Organization
Delivery
Educative
Competency
Communication
Motivation
Assessment
Theoretical
Research
Applied research
R&D Competency
Job analysis
Curriculum
development
Innovation
Public relation
Consultancy
Collaborative
Competency
Social service
International
communication
Courage and ability of the Self-renewal and personal development,
knowledge structure of the innovation and reform, new knowledge and
new skills.
Analysis of the students remand;
design the teaching process
Organizing the education process including the theoretical and
practical curriculum, material preparation
Selection of the teaching methodology and techniques for conducting
the education activities
Communication with the Verbal and body languages
Attracting the students attention,
motivating the learning interest
Design the assessment activity for evaluating the learning outcome,
and improving the education activity.
Participating the Research project with theoretical significance
Application-oriented research in collaboration with the industry and
business.
Investigation and job analysis in the labor market, industry and
vocation field
Curriculum design according to the standard curriculum development
process
Self learning and improving to keep the innovation
Team building, establishing the social relationship with the industry,
business, government, association.
Professional suggestions and vocational consultancy for personal
development of the students
Offer the social service of the problem solution, diagnosis, training for
the enterprises
Possessing the ability of the international communication and
cooperation
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