Model for Identifying Competencies and Learning Outcomes (MICRA)

Model for Identifying Competencies and Learning Outcomes (MICRA)

Maria José Angélico Gonçalves (Polytechnic of Porto/ISCAP/CICE, CEPESE, Portugal), Álvaro Rocha (University of Coimbra, Portugal), Manuel Pérez Cota (University of Vigo, Spain) and Pedro Pimenta (University of Minho, Portugal)
DOI: 10.4018/978-1-5225-0039-1.ch007
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Abstract

This chapter introduces and describes an innovative model for a thorough, organized and systematic analysis of the educational context – the MICRA model (model for identifying and classifying Competencies and Learning Outcomes), based on the official documents of the Course Units (syllabus and assessment components). The MICRA model was validated by means of a case study. Competencies and Learning Outcomes were identified in the Computer Science Course Units of the Accounting and Business Administration degree at the Institute of Accounting and Administration of Porto (ISCAP/IPP).We are aware that the adoption of this model by different institutions will contribute to the interoperability of learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.
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Background

The idea of a European framework for higher education began to take shape long before 1992, when the Maastricht Treaty was signed. As stated in that Treaty on European Union, one of the main goals of the European Community (today European Union) was the creation of a common market with free movement of workers and students due to the equivalence of curricula (União Europeia, 1992). Though based on a common denominator, this system should reflect each country's social, cultural, political, economic, religious and ethical characteristics. As a consequence of such diversity, however, the mutual recognition of qualifications and degrees among European countries has not always been straightforward, thus jeopardizing cultural exchanges within the free market.

Key Terms in this Chapter

Skills: The ability to apply knowledge and use know-how to complete tasks and solve problems.

Competence: The proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of this work, competence is described in terms of responsibility and autonomy.

Knowledge: The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study.

Syllabus: A document approved by the Technical/Scientific and Pedagogical Boards of the higher education schools.

Interoperability: The ability of a system or a product, whose interfaces are completely understood, to work with other systems or products without any restricted access or implementation and without special effort on the part of the user.

Bologna Process: A collective effort of public authorities, universities, stakeholder associations, quality assurance agencies and international organizations, which the main focus is the introduction of the three cycle system (bachelor/master/doctorate), strengthened quality assurance and easier recognition of qualifications and periods of study in different countries.

Curriculum: Defined as the totality of student experiences that occur in the educational process.

Learning Outcomes: Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies.

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