the study framework  based on
the articulation of competency-based education into three main concepts and
stages: (a) defining educational objectives and training needs using
competency-based surveys and competency modelling; (b) designing
competency-based  didactics  and 
teaching  methods;  and 
(c) monitoring  learning  (at the individual and at the class level)
throughout the educational program by means of competency-based methodologies
and tools. Each of these stages, and the relevant competency-based tools.

The measurement of the outcomes of MBA education in terms of
competency development is necessary to check what MBA students have learned and
make sure they are prepared to become outstanding managers and leaders.
Systematic information about learning and development is critical in helping
students to concentrate their efforts on the relevant competencies, as well as
in improving and/or redirecting the MBA curriculum. The new, competency-based
CUOA MBA used an articulated methodology for assessing educational outcomes,
which focused on the measurement of the competencies possessed by the students
before, during and at the end of the MBA. The level of possession of the
competencies was evaluated at different times during the one-year program,
using a range of integrated tools. The evaluation scheme applied to the CUOA
MBA program consisted of three distinct processes and methodologies 1)
Self-evaluation – 2) Third-party evaluation -3) Peer evaluation

theoretical framework and the research case study proposed suggested that the
integrated use of competency-based methodologies throughout all the different
stages of a training process can increase the effectiveness of management
education, and hence the value it produces, from a multiple constituency perspective.
Competency modelling on graduates/managers and expert panels of recruiting firms
on expected skills can represent sound methodologies for identifying
educational objectives of a complex management education program like an MBA.
Competency-based methodologies can also play a major role in the design of the
MBA curriculum and in the choice of the teaching methods, provided that the
competencies constituting the educational objectives are classified and worked
out in detail, and each instructor is assigned the mission to develop some of
them within his/her course. From this standpoint, restructuring a curriculum
following a competency-based approach implies a major design effort and strong
commitment of the faculty. Competency-based evaluation (self-evaluation, peer
evaluation and third-party evaluation) allows us to draw an overall map of what
kind of learning and development is taking place in the class as a result of
the educational program, providing documented and timely feedback to students,
firms and instructors .Overall, the major advantage of the proposed framework
resided in the fact that it 

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