The missing link?! Defining competence in conceptual and empirical approaches in higher education

Conceptual and empirical instruments define competence differently in higher education evaluation and quality management systems. Graduate tracer studies provide empirical evidence on competence development within study programmes. Are the empirical indicators adequate for the competence models used in qualification frameworks? Through confirmatory factor analysis, the empirical findings were tested against three concepts of competence used in the German higher education context. The findings highlight the need for future modifications in the way competence is addressed in the evaluation of study programmes.

19.10.2012 | Bernadette Dilger, Anna Ebert & Mareike Landmann (Köln)