Title Participants "The qualitative exploration of social competencies and incompetencies on mobile dating applications" "Rebecca Dredge" "German and English corporate mission statements as hybrid internal/external communication: Expressions of competence and HR competencies" "Heidi Verplaetse, Birgitta Meex" "German and English corporate mission statements as hybrid internal/external communication: the expression of competence and HR competencies Heidi Verplaetse and Birgitta Meex – Lessius University College Many different participants are involved in the text type of mission statements, both as referred parties as well as addressees (cf. Stallworth Williams 2008). In these terms the question concerning intended readership arises: are mission statement texts to be interpreted as external or as internal communication, or both? (cf. Cheney and Christensen 2001). In this respect the positive organizational identity claim in mission statements is often aimed at a corporation’s (future) employees, as a guideline for behaviour as well as shared identity. Following Ran & Duimering (2007: 174-175) we argue that identity claims in mission statements may take the form of static existential statements of being or that of dynamic representations of becoming. We will investigate to which extent this process of identification may be complemented by insights from Human Resources Management which screen prospective employees in terms of their competencies, i.e. the dynamic process of adopting a specific corporate identity and the static perspective of identifying with this identity (cf. Lucia and Lepsinger 1999, Van Beirendonck 2001). It is argued in this respect that longer mission statements texts represent a dynamic hybrid form between internal and external communication, i.e. respectively as an identifying device and as a recruiting device. Our analytical methodology is based on a threefold linguistic typology of competence markers, (viz. the interplay between volition and ability as means for achievement on the one hand, and social participant based competences on the other), and their subcategories. The analysis will be complemented by insights concerning competencies for (prospective) employees from Human Resources Management in daily corporate practice. The analysis is based on a corpus of approximately 15,000 words of German and English corporate mission statements. Keywords: internal / external communication - corporate mission statements – competence / competencies – corporate identity - HRM References Cheney, G. and L.T. Christensen (2001). Organizational Identity: Linkages Between Internal and External Communication. In Jablin, F.M. and L. L. Putnam (eds.). The New Handbook of Organizational Communication. Advances in Theory, Research, and Methods. Thousand Oaks, London, New Delhi: Sage Publications. Lucia, A.D. and R. Lepsinger. (1999). The Art and Science of Competency Models: Pinpointing Critical Success Factors in Organizations. Wiley & Sons. Ran, B. and P.R. Duimering (2007). Imaging the Organization: Language Use in Organizational Identity Claims. Journal of Business and Technical Communication 21-2: 155-187. Stallworth Williams, L. (2008). The Mission Statement. A Corporate Reporting Tool with a Past, Present, and Future. Journal of Business Communication. Volume 45, 2, 94-119. Van Beirendonck, Lou ( 2001). Competentiemanagement. The essence is human competence. Acco: Leuven." "Core markers of arithmetic competence in preschool children (Marcadores nucleares de la competencia aritmética en preescolares)" "Lieven Verschaffel" "The numerical and arithmetic skills are critical predictors of academic success. In current studies, it has been questioned what numerical skills relate with arithmetic achievement, whether the non-symbolic numerical magnitudes processing or the symbolic magnitudes processing. In the current study a sample of 104 preschool children was taken. They completed a non-symbolic numerical comparison task, a symbolic numerical comparison task and a dot enumeration task, as well as a standardized arithmetic performance test (TEMA-3). Moreover, general cognitive skills such as intelligence, processing speed, inhibitory control, memory span and visuo-spatial memory, were controlled. To test whether the variables of number processing predict in the absence of the above predictors, it was conducted a hierarchical regression analysis, taking the TEMA-3 as a dependent variable and introducing the other predictors and the numerical processing tasks in next steps. The model explained 65.5% of the variance. But only the symbolic magnitudes comparison and the enumeration contributed to the arithmetic achievement variance in absence of the control variables, while the non-symbolic magnitudes comparison did not contribute significantly. These results suggest that a good knowledge of symbolic numbers is important to the children's mathematical development, being particularly crucial the access to the magnitude from symbolic numbers more than the magnitude representation per se." "Diseño y evaluación de VISP, una aplicación móvil para la práctica de la competencia oral = VISP design and evaluation, a mobile application to practise oral competence" "Ana Ibáñez Moreno, Maria Jordano de la Torre, Anna Vermeulen" "Historical competence: ‘catch-as-catch-can’? Research into the optimization of the didactics for the development of historical competence in ‘professional bachelors in history teaching’" "Pieter Vielfont, Werner Goegebeur, Herlinda Van Looy" "This contribution discusses the need for developing a historical frame of reference. It furthermore pursues the matter of the dimensions and implementation conditions relating to this frame of reference and introduces a potential outline for development." "Connecting Engineering Students’ Perceptions of Professional Competencies and Their Leadership Development" "Denise R. Simmons, Nicholas Clegorne, Madeline Ruth Polmear, Matthew Scheidt, Allison Godwin" "The evolving challenges and demands of engineering require future professionals to have a broad skillset. To be adequately prepared for industry, undergraduate engineering students need to recognize the importance of professional competencies and develop their leadership identities. This sequential explanatory mixed-methods study investigated the connection between ratings of professional competencies that enable leadership (referred to as leadership-coupled professional competencies) and the leadership development process. Cluster analysis was used to identify discrete groupings of undergraduate engineering students based on survey responses indicating their perceptions of the value of 19 leadership-coupled professional competencies to their future careers. A subset of respondents was interviewed to explore their perspectives on skills needed to be successful after graduation, their leadership experiences, and their leadership identity development stage. The quantitative and qualitative analyses were mixed, and suggested that students who place greater value on leadership-coupled professional competencies are at more advanced stages in their leadership identity development. The results indicate the benefit of cultivating professional competencies and leadership identities in the undergraduate engineering experience to increase students' awareness of the leadership development process and their workforce preparation." "Entrepreneurial competencies" "Eva Kyndt, Herman Baert" "Prior research has stated that entrepreneurs and more specifically their competencies are central to the success of small and medium sized organisations. The current manuscript reports two studies. The first study assesses the psychometric quality of a questionnaire assessing competencies considered to be important for entrepreneurs in the literature. In total, 34,968 (aspiring) entrepreneurs were asked to indicate how often they perform selected behaviours as indicators of their competencies. Results demonstrated the psychometric quality and measurement invariance across groups of the instrument. Competency ratings of aspiring entrepreneurs were consistently and significantly lower than those of nascent and experienced entrepreneurs, however effect sizes were limited. The second study examined the predictive value of these competencies for being active as an entrepreneur three to five years after completing the instrument. Administrative data on the status regarding entrepreneurship was retrieved for a subsample of 3239 participants. Results indicated that perseverance and insight into the market contributed positively to being and remaining active as an entrepreneur." "The interrelations between competences for sustainable development and research competences" "Wim Lambrechts, Peter Van Petegem" "Purpose The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach Following a hermeneuticinterpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences. Findings The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing. Research limitations/implications First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields. Practical implications There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development. Social implications Framing research competences within the concept of sustainable development enables a thorough and conscious, rather than coincidental, acquisition of competences for sustainable development. Originality/value The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences." "University teachers as versatile masters : evaluating the effectiveness of a professional development programme on student-centred teaching competencies" "Britt Adams, Laura Thomas, Maxime Moens, Martin Valcke" "In the ever-changing higher education climate, university teachers often rely on traditional, teacher-centred educational practices. While universities worldwide attempt to improve teaching quality by investing in professional development, many university teachers do not receive formal teaching training - even though teaching is often the largest part of their job responsibility. This study explores the effects of an evidence-based professional development programme dealing with student-centred, active learning on the teaching competencies of university teachers. A total of 189 Polish university teachers participated in a five-day study visit at Ghent University (Belgium). The university teachers were invited to complete a pre- and post-questionnaire. The results reveal that, after the study visit, the participants do not only feel more capable in their roles as (a) educational designer, (b) classroom manager, (c) assessor, (d) educational technologist, (e) differentiator, (f) lifelong learner/ innovator, and (g) quality guard, but also effectively plan to change their behaviour regarding these roles and believe significantly more in their importance. The results show that professionalisation initiatives have the potential to change university teachers' behaviour, capabilities and beliefs concerning more student-centred teaching for the better. The article concludes, however, by implying that contextual factors, such as the institution's professionalisation policy, too impact the success of professional development initiatives." "A training intervention to enhance self-management support competencies among nurses : a non-randomized trial with mixed-methods evaluation" "Veerle Duprez, Ilse Vandepoel, Veerle Lemaire, Dorien Wuyts, Ann Van Hecke" "Aim: To evaluate the process and outcomes of INTENSS, a training intervention grounded in Self-Determination Theory to enhance nurses’ competencies for self-management support. Design: Non-randomized intervention study with mixed-methods evaluation approach (2019–2020). Methods: The multifaceted training was implemented in six groups. Cluster-assignment to study arm 1 or arm 2. Arm 1 received a basic training module and arm 2 the basic module with additional video-interaction guidance. Focus groups were held to detect what was helpful in competency enhancement. Intervention effectiveness was determined on trainees’ attitude, motivation, self-efficacy and skills for self-management support (multiple timepoints by self-reports and observations). Results: Trainees (N = 50) indicated the video-interaction guidance, the connectivity within the training group, the constructive feedback from trainers as well as from peers, as helpful for the acquisition of self-management support skills. At 2-month post-training, participants slightly improved in their competencies for the assess (p =.03), agree (p = .02), arrange (p < .01) phase and partnership skills (p < .01). Between the study arms, videotrained participants significantly reduced their use of controlling approaches (p = .03). Observations indicated that trainees mostly used an autonomy-supportive approach, seldom we observed the use of competence supportive, controlling or chaotic approaches. The interviews gave indications that obligatory training in this field needs to be questioned. Conclusion: The outcome evaluation of the INTENNS training indicated most improvement in nurses’ skills for collaborative goal setting and partnership with patients. The mixed-methods evaluation emerges transferable principles to implement the training amongst nurses and, by extension, other healthcare professions. A training intervention involving patient experts can add value to further pave the way towards a true partnership between patients and healthcare professionals. Impact: A training intervention taking into account the complexity of supporting patients towards selfmanagement is available. Important elements for growth are: connectivity within training group, a safe learning climate where ‘failure’ is allowed and video-interaction guidance. Obligatory training participation can be questioned."