Information management model for competencies and learning outcomes in an educational context

The Bologna Process opened the door to the globalization of higher education, by creating a unified architecture that enhances the potential of higher education and encourages increasing and continuous interconnection among different higher education strategies in the world, and particularly in Euro...

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Bibliographic Details
Published in:Information systems frontiers 2016-12, Vol.18 (6), p.1051-1061
Main Authors: Gonçalves, Maria José Angélico, Rocha, Álvaro, Cota, Manuel Pérez
Format: Article
Language:English
Subjects:
Analysis
Business and Management
Case studies
Control
Curricula
Education
Educational objectives
Globalization
Higher education
Information management
Information systems
Interoperability
IT in Business
Learning
Management of Computing and Information Systems
Mathematical models
Operations Research/Decision Theory
Polypropylenes
Semantic web
Strategy
Students
Studies
Systems Theory
Teachers
Teaching
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Summary:The Bologna Process opened the door to the globalization of higher education, by creating a unified architecture that enhances the potential of higher education and encourages increasing and continuous interconnection among different higher education strategies in the world, and particularly in Europe. This paper introduces and describes an innovative model for a thorough, organized and systematic analysis of the educational context ̶ MICRA (model for identifying and classifying Competencies and Learning Outcomes), based on the official documents of the Course Units (syllabus and assessment components). The MICRA model was validated by means of a case study. Competencies and Learning Outcomes were identified in the Computer Science Course Units of the Accounting and Business Administration degree at the Institute of Accounting and Administration of Porto (ISCAP/IPP). We are aware that the adoption of this model by different institutions will contribute to the interoperability of learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.
ISSN:1387-3326
1572-9419
DOI:10.1007/s10796-016-9623-4