Title: Conceptual foundations and strategic approaches for eCompetence

Authors: Dirk Schneckenberg

Addresses: Strategy and Marketing Department, ESC Rennes School of Business, 2 rue Robert d'Arbrissel, 35065 Rennes CEDEX, France

Abstract: eCompetence combines the motivation and capability of faculty members to use Information and Communication Technologies (ICT). This paper develops a theoretical framework for the concept of eCompetence of academic staff, and it explores principles for the design of respective faculty development measures. A literature review identifies key components and assembles them into a model of action competence which serves as the basis for developing an approach to eCompetence. The concept of eCompetence is specified by contextual factors that teachers face in eLearning scenarios. The paper finally discusses portfolio models to increase the motivation of faculty to use learning technologies for their courses. The main managerial implication of this paper for involved higher education stakeholders is that universities have to create holistic portfolios for faculty development which considerably extend both the scope and the breadth of traditional training measures.

Keywords: eCompetence; conceptual foundations; strategic approaches; motivation; capability; faculties; faculty members; ICT; information technology; communications technology; staff development; action competences; contextual factors; teachers; portfolio models; learning technologies; managerial implications; higher education; stakeholders; universities; holistic portfolios; traditional training; e-learning; electronic learning; innovation; continuing education; life-long learning; electronic competence; e-competence; lecturers; academic staff.

DOI: 10.1504/IJCEELL.2010.037047

International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.3/4/5, pp.290 - 305

Published online: 22 Nov 2010 *

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