Browsing by Subject "Competencies"
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Item A qualitative study of technology-based training in organizations that hire agriculture and life sciences students(Texas A&M University, 2007-09-17) Frazier, Leslie JeanTechnological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. Technology-based training, for the purpose of this study, was defined as training that is delivered via the Internet, CD-ROM, or video conferencing either at a distance or in a local setting. A variety of forms of technology-based training were found throughout educational and workforce settings. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations. This study described the technologies that the identified organizations were using to design and deliver technology-based training, the audience to which the organizations were providing training, and the competencies that the identified organizations were seeking in potential employees. Findings from this study revealed a need for individuals with specialization in creating and providing technology-based training. Data suggested seven key skills and competencies needed to work in technology-based training: 1) instructional design, 2) technology/computer skills, 3) the ability to conduct a needs assessment, 4) interpersonal skills, 5) writing skills, 6) planning and organizational skills, and 7) evaluation skills. The identified skills and competencies related to technology-based training mirror those reported in previous research. Based on analysis of the data, it was concluded that students with expertise in these skill and competency areas are more marketable in organizations that hire agriculture and life sciences students.Item Assistive technology competencies for teachers of students with visual impairments: a delphi study.(Texas Tech University, 2008-05) Smith, Derrick W.; Kelley, Pat; Griffin-Shirley, Nora; Maushak, Nancy; Lan, WilliamIndividuals with visual impairments have for centuries relied upon assistive technology (AT) to access information, travel independently, and participate in a variety of experiences. Due to the effectiveness of assistive technologies for individuals with visual impairments, it is imperative that university training programs that prepare teachers of students with visual impairments (TVIs) incorporate assistive technology training into their programs. However, a comprehensive set of assistive technology competencies that universities can use to plan pre-service and in-service professional development currently does not exist. Thus, university programs are currently teaching different assistive technology knowledge and skills at various levels of expertise. Therefore, the major purpose of this study was to identify and develop a comprehensive set of AT competencies that should be attained by individuals who complete a TVI program. Along with developing the AT competencies, a secondary purpose of the study was to develop a framework of level of expertise attainment. This study was conducted using the Delphi Method, a process that assembles the ideas and opinions of a group of individuals considered to be knowledgeable experts in a given professional field. The purpose of a Delphi study is to produce a reliable consensus of opinion through the use of a panel of experts. The panel included 35 experts from various professional areas and geographical locations. The panelists participated in five (5) iterations, or rounds to establish the set of AT competencies and accompanying levels of expertise. The first three rounds were focused on the development of consensus of the AT competencies. These rounds resulted in the panel reaching a high level of agreement on 111 competencies. These competencies were then used in two other rounds wherein the panel established the essential level of expertise for each competency. The final rounds produced a high level of agreement with each competency having a set level of expertise. The results of the study are intended to provide the field of special education for students with visual impairments a comprehensive set of assistive technology competencies by which to develop both pre-service and in-service professional development.Item Desired Competencies of Employees on International Agricultural Development Projects as Indicated by Project Managers: A Qualitative Study(2011-08-08) Sandlin, M'Randa RuthInternational agricultural development institutions previously hired employees based on their technical expertise, and, with little to no formal training in development, were sent to live abroad with one goal: implement the project. Since the development of the Millennium Development Goals in 2000, a spotlight has been placed on the development industry as a whole, and calls for world-wide accountability. The purpose of this study was to identify the desired competencies of project employees on international agricultural development projects as determined by experienced project managers. The population (N=8) for this study were all current or past project managers of international agricultural development projects. The participants engaged in an interview with the researcher, or chose to complete a questionnaire via email or standard mail. The same questions were presented in both situations. The researcher analyzed the data using the constant comparative qualitative method. The finding of this study identified competencies and categorized them into the following domains: cultural awareness, technical training, communication and interpersonal skills, attitudes and behaviors, experience, and organizational skills. The implications this study affect the curriculum development and content of higher education institutions, the hiring and evaluation process of international agricultural development institutions, and self-competency evaluation of potential employees of international agricultural development projects. It is the recommendation of the researcher that further studies be conducted to determine if the value of these competencies differ as per the location of the development project. It is also recommended that institutions of higher education, development institutions, and beneficiaries collaborate to provide opportunities for practical application of knowledge to future and current employees of international agricultural development.Item Important competencies for the selection of effective school leaders : principals' perceptions(2012-05) Cavazos, Arturo Jude; Ovando, Martha N., 1954-; Olivarez, Ruben; Pazey, Barbara; De los Santos, Miguel; Veselka, JohnnyThis study focused on competencies considered important in the selection of principals from the perspectives of effective principals on the Texas–Mexico border. The competencies of effective K-12 principals included in the study were initially advanced by Marzano et al. (2005). Specifically, an attempt was made to determine which competencies are considered important, how these were assessed during the selection of effective principals, and whether differences in importance existed by school level (elementary, middle, and high school). Using purposeful sampling, the principals were selected from a list of high-performing schools from data provided by the Center of Research, Evaluation and Advancement of Teacher Education. A total of 100 principals participated in the study. Data were collected using an electronic survey and analyzed using descriptive statistics. Additionally, emerging data were analyzed using the narratives provided by the respondents in reference to other competencies and other ways the competencies were assessed during the selection process. Findings indicated that whereas all the identified competencies were endorsed to be considered in the selection of an effective school leader, 2 were the most important: communication and visibility. Next highest in importance were focus; involvement in curriculum, instruction, and assessment; and culture. Additional findings indicated 8 emerging competencies, with the premier being data-driven decision making. Findings also indicated that most of the competencies were assessed by means of two types of interviews: interview with the committee or interview with the superintendent or designee. On the other hand, some of the respondents reported the competencies were not assessed, but a few were assessed using other methods, such as checking references, a Gallup survey, and experience in the district. Some were simply appointed to the position. Findings also indicated that the endorsement of the identified competencies differed by school level to some extent. Communication was endorsed as most important by elementary and middle school principals, whereas the high school principals endorsed visibility as the most important competency to consider when hiring a principal. Finally, implications for the selection of effective principals are offered. Moreover, suggestions for further inquiry that might illuminate other aspects of the hiring process are presented.Item The Inclusion and Content of an International Agriculture Education Course at the Post Secondary Level: A Delphi Study(2010-07-14) Kingery, ThomasThe purpose of this study was to determine the inclusion and content of an international agricultural education course at the post-secondary level by answering the following research questions: What disciplines of agriculture should be included in an international agricultural education course at the university level?; What competencies (knowledge, skills, and abilities) in international agriculture are needed by students and should be developed in a course in international agricultural education at the university level?; and How should an international agricultural education class be used in multiple degree programs at the university level?. A three round Delphi procedure was used to solicit expert opinions regarding each of the research questions. The results revealed the most significant disciplines as: extension and education, philosophy, policy, models, program planning, public and private systems, & evaluation; role of agriculture in a developing nation?s economy; social, economic, political issues; and cross cultural communication. The competencies that should be developed identified by the panel were: skills working with other cultures; roles of change agents; environmental, developmental, conservation, sustainability, natural resources issues; extension models; understanding non-governmental organizations; knowledge of basic agriculture; ability to listen, plan and evaluate. The panel suggested the use of such a class in a multiple degree program should be a requirement for a minor in international agriculture. The study found that items not included among the panel consensus were items on practical or technical production practices. Further studies should be conducted to determine if the area of expertise of the panelists focused more on extension since they were in fact more familiar with extension techniques than any other areas, their experiences were based more on educational typology than practical and technical systems, or their placement in those professional positions did not allow them to focus on the skills and trades that were already known to flourish in their geographical region. One recommendation is to develop a more diverse panel of experts that cover more global territory to gain further insight into the research questions. A more diverse panel may bring more variation to the results. A deeper search into the background and identity of each panel member may also be necessary to discover the uniqueness of each expert in gaining diversified responses. If a professional in international agricultural education was in a non-native country and answered the instrumentation questions based on their work in that environment, that may be different than answering the questions based on their activity in a native country. Note: This student obtained a joint doctoral degree from Texas A&M University and Texas Tech University.