Search

Problemformulering: Ledares uppfattning om vad som utgör digitala kompetenser relaterat till den strategiska kompetensförsörjningen av dessa kompetenser. Syfte: Att beskriva vad ledare inom industribranschen anser vara digitala kompetenser och betydelse ledare ger åt dessa kompetenser i relation till industriföretags strategiska kompetensförsörjning. Metod: Då studien baseras på digital kompetens i den relativt outforskade kontexten av industri samt att ingen universell lista för digital kompetens fungerar oavsett person och situation tillämpas en induktiv ansats. För att besvara om ledares uppfattning kring den digitala kompetensen används en fallstudiedesign. Studien utgår från kvalitativa och semistrukturerade intervjuer med dessa ledare som genomförts på deras arbetsplats, via telefon och via Skype. Empirisk insamling: Insamlad empiri består av fem intervjuer med ledare från företag inom industribranschen. Slutsats: Baserat på studiens empiriska data har vi kunnat beskriva digital kompetens utifrån fyra olika kompetenser. Det kan konstateras att inget av de företag som deltar i studien har en tydlig plan eller strategi för att hantera kompetensskiftet från tidigare kompetenser till digital kompetens. Däremot påtalas att E-learning ses som en kompetensförsörjningsmetod som central i relation till företagens förmåga att tillgodose sig med digital kompetens. Vi har identifierat ett behov av att industriföretag implementerar en lärandestrategi som matchar interna och externa krav på digitalisering för ett kontinuerligt lärande som främjar digital kompetens idag såväl som i framtiden. Question: Leaders' perception of what constitutes digital competence related to the strategic competence supply of these competencies. Purpose: To describe what leaders in the industrial sector consider to be digital competence and importance leaders give to these competencies in relation to the industrial companies' strategic competence supply. Method: Since the study is based on digital competence in a relatively unexplored context of industry and that no universal list for digital competence works regardless of person and situation, an inductive approach is applied. A case study design is used to answer a leader's perception of the digital competence. The study is based on qualitative and semi-structured interviews with these leaders who have been carried out at their workplace, by telephone and through Skype. Empirical framework: The collected empirical data consists of five interviews with leaders from companies in the industrial sector. Conclusion: Based on the study's empirical data, we have been able to describe digital competence based on four different competencies. It can be stated that none of the companies participating in the study have a clear plan or strategy for managing the shift of skills from previous competencies to digital competence. On the other hand, it is stated that E-learning is regarded as a competence supply method that is central in relation to the companies' need for digital competence. We have identified a need for industrial companies to implement a learning strategy that matches internal and external requirements for digitization for continuous learning that promotes digital competence today as well as in the future.

The purpose of this study is to examine and classify existing methods of student outcomes assessment in American higher education. Institutional administrators are currently being asked by state legislatures and regional accrediting associations to prove institutional effectiveness in the teaching-learning process through outcomes assessment; however, a majority of institutional practitioners have indicated that the> do not know what, or how, to evaluate. With assessment now being regarded as a dominant element in the criteria for reaffirmation of accreditation, and with state and federal funding becoming more dependent on proof of effectiveness, institutions must know what methods are being used in order to formulate effective strategies for their own campuses. This study examines current and future methods of student outcomes assessment in American higher education relative to Carnegie classification, regional accrediting association membership, enrollment and institutional type (public or private).