Frederick T. Evers

Bases of Competence: A Framework for Facilitating Reflective Learner-Centered Educational Environments

As the business world becomes more complex, the role of professional higher education in the development of “reflective practitioners” becomes more cogent. In this article, the authors argue for the Bases of Competence model, which articulates base competencies required of today’s higher education professional graduates, as a tool in learner-centered, self-reflective pedagogy and self-assessment. The purpose of this article is to describe the Bases of Competence model and to demonstrate its use in two learner-centered, self-reflective course-level initiatives.

Bases of competence: an instrument for self and institutional assessment

The Bases of Competence model provides a general framework for learner‐centred skill development and programme‐focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self‐assessment and institutional outcomes assessment is the focus of this paper. Results from a multi‐year, multi‐course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design.

Food health beliefs and preferences of northern native Canadians

Beliefs about the health value of 22 selected country (native) and store‐bought foods and preference (degree of like or dislike) for these foods were examined among 208 northern native Canadians (Indian and Metis) representing three generations (adolescents and young adults, middle adults, older adults). Ratings were obtained by use of five‐point Likert‐type scales presented in pictorial format. Of the 22 foods studied highest health value scores were assigned to vegetables, fruits, fish, and country meats, and lowest were assigned to modern snack foods. Preference scores were highest for moose, bannock, and caribou, and lowest for luncheon meat. Statistically significant differences (P < 0.05) among the three generations were found in the health scores of 9 foods and in the preference scores of 8 foods. Of the three age groups, older adults were least skeptical of the health value of modern snack foods. Northern native people perceive differences in the health value of foods. Preference for country foods...

Nutrient intakes of native canadians near Wood Buffalo National Park

Abstract Dietary intakes of 178 native Canadian (Indians and Metis) in three age groups (13–24, 25–29, and 50–86 years) living near Wood Buffalo National Park in northern Canada were examined over two seasons (fall and spring). Mean nutrient intakes (not including vitamin supplements) met Canadian recommended levels except for calcium by all groups, vitamin A and folate by middle and older adults, and iron by middle adult females. The probability of inadequate intake was greatest for calcium, vitamin A and folate, followed by vitamin D, vitamin C for men and iron for women. Fat provided 35–38% energy. Dietary fiber intakes were low. More frequent use of country foods (wild game, birds, fish and berries) was associated with higher intakes per 1000 kcal of protein, iron, phosphorus, riboflavin and niacin and lower intakes of fat and calcium. The results support the desirability of increased consumption of traditional and store foods which provide calcium, vitamin A and folate and the wisdom of encouraging the use of country foods by this population.

Accessibility and Quality in Higher Education

Accessibility and excellence in university education in Canada are usually seen as mutually exclusive. This study presents data from two independent studies of student progress which show substantial student development regardless of entry level grades. A talent development ideal, which combines accessibility and student development for all those admitted to university education, is suggested as a way of escaping the dilemma.

Leadership and Dependability

In this chapter we investigate the relationship between leadership and dependability. Dependability is a skill that relates to a number of other workplace skills. The Bases of Competence skills model has been used to capture the skills related to dependability. There are four bases—Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change—made up of individual skills. Three of the bases consist of four skills and one is made up of five skills. The performance of a leader was shown to relate to the skills and other factors. Leadership performance and dependability are presented through several concepts: 360 degree stakeholder interactions, meeting deadlines, credit given to others, trust, mindfulness, and motivation. The difference between leadership in a crisis and in a stable situation is considered. A case study entitled “Saadiyat: A Global Team in Trouble” concludes the chapter.