Title:	FACE THE HUMAN FACTOR - THE ROLE OF eCOMPETENCE IN THE FUTURE OF HIGHER EDUCATION
Author(s):	Dirk Schneckenberg
ISBN:	978-972-8924-58-4
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2008
Edition:	V I, 2
Keywords:	eCompetence, eStrategy, Faculty Development, Organisational Learning, University Innovation
Type:	Full Paper
First Page:	98
Last Page:	105
Language:	English
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Paper Abstract:	This paper assumes that the sustainable use of eLearning technologies in higher education depends on the ability of university leadership to actively involve faculty in the innovation process. The motivation and capability of academic teachers to effectively use Information and Communication Technologies (ICT) in teaching and learning relates to a portfolio of both competence development measures and wider institutional incentives that universities offer. Two essential preconditions have to be met to actively involve faculty in eLearning innovation: faculty members need to become aware on the current technology-driven changes; and they need to develop eCompetence, which is the capability to efficiently use ICT in their personal work routines and teaching practices. Based on the findings of a large-scale survey on eCompetence measures for faculty in 23 European and International universities, this paper argues that traditional or conventional training courses for teachers are not sufficient in scope to generate the required ICT competences for academic staff members. Universities need to create innovative approaches for eCompetence development, which combine formal training and additional measures for non-formal competence development. These non-formal measures have to be integrated into the work environment of faculty, in which teachers develop ICT-related competences on-the-job or near-the-job in communities of practice, peer groups or networks. Integrative and participative eLearning integration approaches are better suited to develop eCompetence of faculty, because they influence not only the cognitive, but also the motivational and attitudinal components of competence. In contrast to the perception of learning as the mere transmission of subject-matter knowledge, competence is a holistic concept which requires holistic learning measures. This is why integrative eLearning approaches require a whole set of comprehensive measures which need to be taken both at leadership and at faculty levels – a coherent organisational approach is to set clearly defined innovation targets, to establish strong institutional incentives for professors to use learning technologies, to share roles, responsibilities and work processes amongst faculty, and to establish and moderate learning processes in peer groups. Meanwhile the empirical data of the survey provides not a single example for innovation management of this design and scope, a number of cases, which have developed elements for an integrative eLearning strategy approach, are amongst the group of universities with an advanced stage of ICT implementation.
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