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• W1550023611 abstract "The dissertation defines for the first time with a holistic design the meaning of eCompetence in the context of technology-driven innovation in higher education. eCompetence is treated in the current scientific discussion as one element in the wider strategic objective of universities to sustainably implement eLearning into their institutional structures and work processes. The study develops a theoretical framework for the concept of eCompetence, and it investigates principles for the methodical design of competence development measures for academic staff. This theoretical framework is validated by the comparative analysis of ICT-related competence development concepts and measures in a number of universities. A specific research focus of this study is placed on innovative competence development concepts and measures which go beyond traditional training for academic staff in universities.The study makes two key assumptions on technology-driven innovation in higher education. First, it assumes that a university as organisation can only successfully steer and implement technology-driven innovation, if its individual members are aware on the need to adapt their work culture to the changing environment, and if they make persistent use of the potential of ICT. The human factor is one important aspect within technology-driven innovation in higher education. Faculty staff plays a decisive role in the strategy of a university to improve and to extend its educational services with help of technology, as academic teachers determine and manage most educational processes within the institution. Second, this study assumes that the development of new competences for academic staff is not primarily achieved by training programs for individual teachers, but relies on wider organisational contexts and conditions.This study applies a qualitative research design. The methodology includes a desktop study of research literature and a systematic analysis and interpretation of empirical project data. Qualitative and interpretative research instruments are used to provide answers to the main research questions and to judge the validity of the key assumptions. The research design chapter includes the main research questions and describes in detail the methodical steps which are taken in each part of this study. The theoretical part discusses in-depth concepts of competence and proposes a conceptualisation for eCompetence. The empirical data is an offspring of the European eCompetence Initiative (http://ecompetence.info/), which has collected competence development measures from 23 European and International higher education institutions. The study applies an interdisciplinary and multi-perspective approach, taking into account research from educational sciences and psychology for the competence and eCompetence parts of the manuscript (chapters 4 and 5), and research from organisational development and business science for the change and HRM measures parts of the manuscript (chapters 6 and 7). The development of ICT competences for academic staff is one important element in strategic plans for organisational change and innovation in universities. Post-graduate training models for young researchers, who enter an academic career, as well as staff development measures for advanced academic teachers need to reflect the growing importance of competences and skills that relate to the proper understanding and application of the potential of ICT as one innovative factor in a changing higher education system." @default.
• W1550023611 created "2016-06-24" @default.
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• W1550023611 date "2007-11-07" @default.
• W1550023611 modified "2023-09-27" @default.
• W1550023611 title "eCompetence Development Measures for Faculty in Higher Education - A Comparative International Investigation" @default.
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