基于胜任力职业和大学课程的兼容性研究毕业论文外文翻译文档格式.docx
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Competences;
Labourmarket;
Jobs;
Professionalprofile;
Universitycurricula;
Formativeprofiles;
DegreeProgrammes;
Compatibilityanalysis.
1.Workactivities,jobsanduniversitycurricula
Theprofessionalcompetencesrequiredinglobal-marketactivitieschangerapidly.Thechangesconcernthetechnicalrefinementofoccupations,i.e.theabilityofworkersinrelatingwithcustomers,dealersandcolleagues,communicatinginternallyandexternallywiththeircompany,workinginateam,solvingproblemsandorganisingtheirownjobandthatofothers.
Thetermcompetencesencompassestheknowledge,skillsandattitudesrequiredtoapplicantsforwork.ThistopicisdealtwithinSection2.Inthefollowingwithoutlossofgenerality,weassumethatschooliswherethecompetences,aspartofaperson’spersonalitycausallyrelatedtosuperiorjobperformances(Spencer&
Spencer,1993),aregrounded.
Ourrelationalmodelbetweenworkactivitiesandcompetencesstemsfromthehypothesisthatthe(bi-directional)linksbetweenthesitesofproduction-reproductionofknowledge,whoseedgeisuniversity,andthoseofeconomicproduction,representedbyprivatecompanies,publicbodiesandprofessionaloffices,areknowledgeandskillsaneducatedpersonhastopossesstocoveraworkrole.Thebasichypothesisoftheselinks,representedinFigure1,isa“competence-based”socialsystem.
Wecandescribethelinksbetweenjobdemandandofferinmathematicaltermsandquantifyitbyfocusinguponthepertinentsocialsegment.Inparticular,eachworkactivityrequirescompetencespeculiartothesizeandactivityoftheconcernedcompanyanditseconomicsector.ThepossibilitytoquantifytherelationshipsrepresentedinFigure1couldallowustopredictandharmonizetheneedsandactionsoflaborandeducationuniverses.
Fromnowon,wewillusetheterms“educationalprofile”,or“formativeprofile”,toindicatethecompetencesachievableatastudyprogrammer.Aformativeprofileisadirectoutputofauniversityprogrammer,evenifastudyprogrammermaygeneratemorethanoneprofileand,onthecontrary,differentprogrammermaygeneratethesameessentialprofile.Sometimes,wewillname“curriculum”theformativepathastudentcangothroughduringhis/heruniversitystudies.Theterms“professionaltasks”and“activities”denotetheworkrolesincompanies.
Theterms“job”,“occupation”and“professionalprofile”aretheworkrolesaperson,throughhis/herinterrelatedcompetencesandculture,canrealize.
Inthefollowing,wediscuss:
○arelationalmodelbetweenworkactivityandprofessionalcompetences(Section2);
themodelisspecifiedinstatisticalandmathematicaltermstomaketherelationshipsbetweenentitiesclear,
○criteriaforidentifyingthecurrentandpossibleworkactivitiesintheeconomicsectorsweareconcernedwith,andthecompetencesassociatedtotheidentifiedactivities.Thecriteriaareextrapolatedfromthecurrentliterature(Section3)anddirectdatacollection(Section4).
InSection5wesummariseouranalysesandsuggestissuesforfurtherresearch.
2.Arelationalmodelbetweenworkrolesandcompetences
Professionalcompetencesarecomposedofknowledge,skillsandattitudesappropriateforworkinginaproductiveenvironment.Knowledgeisthesetofprinciplesandinformationusableatwork.Skillsarethesoundaptitudesthatenableapersontorealiseaworkactivityandmaybeeitherjob-specificorcross-occupational(Befani,2004;
Silvestrietal.,2005).Attitudesrelatetoworkers’positiverelationshipswiththeproductivestructure,thepeopleworkingwiththem,andtheirownprofessionaltasks.
Competencesaretheresultsofacomplexpersonalelaborationoftheeducationalandexperientialinputs(Keagan,2002).Thisprocessimpliesacontinuousmatchingwithindividualvalues,beliefsandaims.Thatiswhywecandefinethecompetencestheprofessionalpersonality,ortheprofessionalstyleofaperson.
Cross-occupationalskillsandpersonalattitudesmaygiveaworkerfivetypesofknow-how:
(i)facingthecomplexityandpickingupfromasituationwhatisnew;
(ii)focusingonsituationsandbehavingconsistently;
(iii)selecting,withreferencetovalues,themostcorrect,appropriate,desirablebehaviour;
(iv)perceivingotherpeople’scompetences;
(v)abstractingoverthecontingentsituationandimaginingalternativescenarios.Thisknow-howhasnorelationshipwithjob-specificknowledge.
Thejob-specificcompetencesdifferaccordingtojob.Theyarecomposedofknowledgeandskillsspecificofacertainjob.Sometechnicalcompetencesarebasic,and,atthehiringstage,itistakenforgrantedthatgraduateswhoapplyforcertainjobspossessthesegeneralcompetences.Fortechnicalandmanagerialpositionscross-occupationcompetencesarethefluencyinEnglish,spokenandwritten,andtheabilitytousethemaincomputerfunctionsandtocorrectlyusethenationallanguage(fordetails,seeSection4).The‘apriori’relevanceattributedtotheseskillsdoesnotimplyallgraduatesatwork(Fabbris&
Visentin,2005)usethem.
Fromamathematicalviewpoint,therelationshipbetweenworkactivitiesandcompetencesmaybeexpressedwiththefollowingdatamatrices:
○competence-by-jobmatrix(Section2.1),
○competence-by-educationalprofilematrix(Section2.2),
○job-byeconomicsectormatrix(Section2.3),
○curriculum-by-universitymatrix(Section2.4),
○job-by-educationalprofilecompatibilitymatrix(Section2.5).
2.1Thecompetence-by-jobmatrix
Amatrixofcompetence-by-jobisarectangular(A×
K)matrix,whereAisthenumberofjobsidentifiedwithinSeconomicsectorsweareconcernedwithandKisthenumberofjob-relatedcompetences:
sZ={szak}(s=1,...,S;
a=1,...,A;
k=1,...,K)
wheretheelementszakvistheamountofcompetencesofk-thtypenecessarytorealisea-thactivity.
TheexpandedformofmatrixsZisrepresentedinFigure2.Eachrow-vectorrepresentsthevarietyofcompetencesusedfora-thactivityandeachcolumnthejobsforwhichk-thcompetencemaybeused.TherelevanceofacompetencetoanoccupationmaybeestimatedwithDelphi-likemethods(Ford,1975).
2.2Thecompetence-by-educationalprofilematrix
ThecompetencesassociatedtoCUniversitycurriculaareorderedina(C×
K)matrix
uZ={uzck}(u=1,...,U;
c=1,...,C;
whosegenericelementuzckrepresentstheamountofcompetencesassociatedtok-thprofileachievablebyattendingprogrammesatuniversityu(u=1,…,U).
TheexpandedformofmatrixuZisrepresentedinFigure3.Arow-vectorrepresentsthecompetencesassociatedtoc-thcurriculum(c=1,…,C)andacolumn-vectorthesetofprogrammeswherek-thcompetenceismodelled.Thecolumnmean
C
uzk=∑uzck/C=1'
uZ/C(u=1,...,U;
2.3Thejob-by-economicsectormatrix
Thejobbyeconomicsectormatrixisoforder(S×
A*),whereSisthenumberofsectorsandA*thatofoccupationsofs-thsector
X={xsa}(s=1,...,S;
a=1,...,A)
wherethegenericelementxasisa0-1indicatoroftheabsence-presenceofa-thoccupationins-thsector.Zerodenotestheabsenceofa-thoccupation,oneitspresence.TheexpandedformofmatrixXispresentedinFigure4.Theonesofarowofthematrixrepresenttheworkactivitiesofs-thsector(s=1,…,S)
andtheonesofacolumnthesectorswherea-thjobisrequired.
2.4Thecurriculum-by-universitymatrix
Thematrixofcurriculum-by-universityisof(U×
C)order,whereUisthenumberofuniversitiesandCthatofdifferentcurricula:
Y={yujc}(u=1,...,U;
c=1,...,C)
whereyucisthe0-1indicatorofthec-thformativeprofilestemmingfromthehomonymousprogrammeatu-thuniversity.
2.5Thecompatibilitymatrix
Therelationshipbetweeneducationalprofilesandoccupationsmaybeorganisedina(A×
C)matrixof“compatibilities”:
P={pac}(a=1,...,A;
whoseelementpacistheamountofcompetencessharedbyc-theducationalprofileanda-thoccupation.ThevaluesofmatrixPvarybetweenzeroandone,zeroindicatingtheabsoluteindependenceofoccupationandeducationalprofileandonebeingitsmaximum.TheexpandedformispresentedinFigure6.
Ifweassumethatcompetencescorrelateeitherwithanactivity,orwithaneducationalprofile,wecouldtransformcolumnsofmatricesuZandsZintotheirindependentlinearcomponents.Apossibilityistodefinea(AC×
K)matrixXwhoserowsarethelogicalproductofrowsofthetwoZmatricesandcolumnsarethecompetences.ThegenericelementofmatrixXmaybeestimatedastheminimumvalueofk-thcompetencepropertobotheducationalandprofessionalprofiles:
xik=min(zak;
zck)(i=1,...,AC;
3.Compatibilityestimation
Todefinetherelationshipsbetweenworkactivitiesandeducationalprofilesitisnecessary:
■torepresentt