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ERIC Number: ED562256
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 19
ISBN: 978-989-8533-18-0
Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program
Rausch, David W.; Crawford, Elizabeth K.
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, TX, Oct 22-24, 2013)
Through this paper, we describe how a doctoral program in Learning and Leadership combines the best of both worlds from theory based programs and applied programs. Participants work from their embedded professional practice underpinned with the theoretical constructs of the program's seven foundational competency domains. Competencies are characterized as behaviors, knowledge, skills and abilities, exhibited in professional practice, and can be objectively measured, enhanced, and improved through learning, both formal and informal. Demonstration of competency (or lack thereof) directly impacts the success of individuals and organizations. Core competencies, for purposes of our program, are areas of focus upon which future learning and professional practice will be developed. Using core competencies as the baseline for a degree program enhances knowledge acquisition and performance. Competencies should not be static, but are continually enhanced through academic engagement, experiential learning and ongoing professional development, and serve as progress indicators for the evaluation and assessment process. The Learning and Leadership Doctoral Program is grounded in the following seven competency areas. Upon completion of the coursework, participants are expected to exhibit demonstrable competence in each area, as well as the ability to synthesize the connections between the seven domains: (1) Learning; (2) Leadership; (3) Research; (4) Measurement; (5) Organizational Effectiveness; (6) Technology and Innovation; and (7) Communication. Using a process of weaving experiential learning with theoretical constructs throughout the program's core coursework, participants demonstrate their competence in the program domains in an ongoing manner that culminates with the Comprehensive Assessment; a presentation of a Digital Portfolio cataloguing their demonstration of competence through Critical Reflections on each of the program domains including artifacts to support the demonstration of competence and related experiential learning. This Comprehensive Assessment is held with a team of at least three faculty members and includes both written and oral components. The session concludes by reviewing lessons learned, best practices, and opportunities for further program development. [For the full proceedings see ED562107.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee