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A phenomenographic analysis of the implementation of competence-based education in higher education
ARTICLE

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TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

After one decade of Competence-Based Education (CBE), the need arises to investigate the experiences and implementation of CBE in contemporary higher education. A phenomenographic analysis using interviews was conducted with three different groups of stakeholders, namely curriculum coordinator, teachers and students at 26 different educational institutions, providing three different types of educational programmes (ICT and Media, Management, Teacher Education). Results suggest that CBE is emerging and that the majority of the institutions designed their education through a mix of traditional and competence-based teaching and assessment methods. Nevertheless, some obstacles appeared as restrictions to succeeding in the further implementation of CBE.

Citation

Koenen, A.K., Dochy, F. & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 1-12. Elsevier Ltd. Retrieved December 5, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.001

Keywords