[ { "key": "MVIBEF22", "version": 11, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/MVIBEF22", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/MVIBEF22", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Boyatzis", "parsedDate": "2008-01-04", "numChildren": 1 }, "data": { "key": "MVIBEF22", "version": 11, "itemType": "journalArticle", "title": "Competencies in the 21st century", "creators": [ { "creatorType": "editor", "firstName": "Richard", "lastName": "Boyatzis" }, { "creatorType": "author", "firstName": "Richard E.", "lastName": "Boyatzis" } ], "abstractNote": "", "publicationTitle": "Journal of Management Development", "publisher": "", "place": "", "date": "2008-01-04", "volume": "27", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "5-12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1108/02621710810840730", "citationKey": "", "url": "http://www.emeraldinsight.com/doi/abs/10.1108/02621710810840730", "accessDate": "2016-07-14T04:57:10Z", "PMID": "", "PMCID": "", "ISSN": "0262-1711", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "PU83NM6W", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "W3VZ5PXD", "version": 10, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/W3VZ5PXD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/W3VZ5PXD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "W3VZ5PXD", "version": 10, "itemType": "attachment", "linkMode": "imported_file", "title": "2002,Rausch et.al.,AssessingCompetenices.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "2002,Rausch et.al.,AssessingCompetenices.pdf", "md5": "96cedebc70c77021882ba090a3ba2c71", "mtime": 1469118757000, "tags": [], "collections": [ "PU83NM6W", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "BVWRH627", "version": 9, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/BVWRH627", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/BVWRH627", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Nodine", "parsedDate": "2016-04-01", "numChildren": 2 }, "data": { "key": "BVWRH627", "version": 9, "itemType": "journalArticle", "title": "How did we get here? A brief history of competency-based higher education in the United States", "creators": [ { "creatorType": "author", "firstName": "T.r.", "lastName": "Nodine" } ], "abstractNote": "Background\n\nCompetency-based education (CBE) programs have spread briskly in higher education over the past several years and their trajectory continues to rise. In light of the spread of competency-based models, this article provides a brief history of CBE in the United States.\n\n\nMethods\n\nThis article is based on a review of the literature of competency-based programs in higher education and an analysis of current trends.\n\n\nFindings\n\nCompetency-based approaches have been integrated in US higher education programs for half a century, since reforms of teacher training and vocational education first established the early contours of CBE in the 1960s and 1970s. Prior to that, several developments in K-12 education—regarding outcomes-based learning and mastery learning—set the stage for CBE implementation in postsecondary education. The current phase of CBE development is characterized by a wide range of colleges and universities planning or implementing CBE programs, many of which are taking advantage of online or hybrid models, advances in adaptive learning technology, or direct assessment.\n\n\nConclusion\n\nThe recent increases in CBE programs can be traced to both supply-side and demand-side dynamics. Most of the models have been in operation less than 5 years and there remains a substantial variety of approaches, suggesting that the current phase of CBE development is transitional.", "publicationTitle": "The Journal of Competency-Based Education", "publisher": "", "place": "", "date": "April 1, 2016", "volume": "1", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "5-11", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Competency-Based Education", "DOI": "10.1002/cbe2.1004", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/cbe2.1004/abstract", "accessDate": "2016-07-20T05:56:43Z", "PMID": "", "PMCID": "", "ISSN": "2379-6154", "archive": "", "archiveLocation": "", "shortTitle": "How did we get here?", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2016 Western Governors University", "extra": "", "tags": [ { "tag": "competency", "type": 1 }, { "tag": "mastery", "type": 1 }, { "tag": "online", "type": 1 } ], "collections": [ "8P54GUJV", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "Z8K77JBR", "version": 9, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/Z8K77JBR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/Z8K77JBR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Ordonez", "parsedDate": "2014-10-01", "numChildren": 2 }, "data": { "key": "Z8K77JBR", "version": 9, "itemType": "journalArticle", "title": "Competency-Based Education: Changing the Traditional College Degree Power, Policy, and Practice", "creators": [ { "creatorType": "author", "firstName": "Bonnie", "lastName": "Ordonez" } ], "abstractNote": "Higher education is going through a time of change. The United States federal government and its Department of Education are calling for reform as student debt has increased and the cost of college tuition has risen steadily to unattainable levels. In the next decade, the number of jobs requiring a college degree will increase to 70% of all new jobs. Competency-based education is currently being explored as an alternative to a traditional college degree. Under this umbrella, students will be assessed on what they know rather than how much time they will spend seated in a classroom. Competency, rather than credit, is now being given serious consideration by federal and state agencies. This literature review examines the research and provides an overview of competency-based education. New and existing programs demonstrate a variety of formats and approaches to competency-based education. The literature also addresses various types direct assessments including prior learning assessments, formative and summative assessments. It is increasingly evident that there is a need for an alternative to the traditional, expensive college degree.", "publicationTitle": "New Horizons in Adult Education and Human Resource Development", "publisher": "", "place": "", "date": "October 1, 2014", "volume": "26", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "47-53", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "New Horizons in Adult Education and Human Resource Development", "DOI": "10.1002/nha3.20085", "citationKey": "", "url": "http://onlinelibrary.wiley.com.ezaccess.libraries.psu.edu/doi/10.1002/nha3.20085/abstract", "accessDate": "2016-07-09T16:26:37Z", "PMID": "", "PMCID": "", "ISSN": "1939-4225", "archive": "", "archiveLocation": "", "shortTitle": "Competency-Based Education", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company", "extra": "", "tags": [], "collections": [ "8P54GUJV", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "TKBH565F", "version": 8, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/TKBH565F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/TKBH565F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Mitchell", "parsedDate": "2015-09-22", "numChildren": 1 }, "data": { "key": "TKBH565F", "version": 8, "itemType": "blogPost", "title": "Guidance for Competency Based Education Experimental Site Released", "creators": [ { "creatorType": "author", "firstName": "Ted", "lastName": "Mitchell" } ], "abstractNote": "The Obama Administration has worked steadily to increase access to and completion of high quality degrees for students of all ages and backgrounds. One specific thrust has been to remove barriers that stand in the way of innovation in higher education, including those that prevent promising new educational models from expanding. Competency based education (CBE)Continue Reading", "blogTitle": "ED.gov Blog", "websiteType": "", "date": "2015-09-22T13:52:55-04:00", "DOI": "", "citationKey": "", "url": "http://blog.ed.gov/2015/09/guidance-for-competency-based-education-experimental-site-released/", "accessDate": "2016-07-20T06:49:15Z", "ISSN": "", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "H4IKDA3K", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "MVIKE3UB", "version": 7, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/MVIKE3UB", "type": "application/json" }, "alternate": { "href": 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607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/QKPKA34H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/QKPKA34H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Bashook", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "QKPKA34H", "version": 7, "itemType": "journalArticle", "title": "Best practices for assessing competence and performance of the behavioral Health workforce", "creators": [ { "creatorType": "author", "firstName": "Philip G.", "lastName": "Bashook" } ], "abstractNote": "", "publicationTitle": "Administration and Policy in Mental Health and Mental Health Services Research", "publisher": "", "place": "", "date": "05/2005", "volume": "32", "issue": "5-6", "section": "", "partNumber": "", "partTitle": "", "pages": "563-592", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10488-005-3265-z", "citationKey": "", "url": "http://link.springer.com/10.1007/s10488-005-3265-z", "accessDate": "2016-07-09T15:50:56Z", "PMID": "", "PMCID": "", "ISSN": "0894-587X, 1573-3289", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "2D9U5GEC", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "UJN9CM2K", "version": 7, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/UJN9CM2K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/UJN9CM2K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Scholtz et al.", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "UJN9CM2K", "version": 7, "itemType": "journalArticle", "title": "A Comprehensive, Competency-Based Education Framework Using Medium-Sized ERP Systems", "creators": [ { "creatorType": "author", "firstName": "Brenda", "lastName": "Scholtz" }, { "creatorType": "author", "firstName": "Charmain", "lastName": "Cilliers" }, { "creatorType": "author", "firstName": "André", "lastName": "Calitz" } ], "abstractNote": "Graduates with industry-relevant ERP competencies are highly sought after. This requirement is due to a dominance of Enterprise Resource Planning (ERP) systems and the positive affect which good quality ERP specialists have on the success rate of ERP system implementation projects. Universities are therefore increasingly pressurised to supply graduates with the appropriate competencies and as a result have adopted a hands-on approach to teaching ERP systems in Information Systems (IS) degree programmes. Whilst several frameworks for ERP education have been proposed, they are not comprehensive and do not link the competencies required for ERP specialists with an appropriate approach to ERP adoption in the IS curriculum. A comprehensive, competency-based education framework for ERP education is proposed and implemented at a South African university. Analysis of the results reveals that the students enjoyed the hands-on use of the ERP system and that there was a positive improvement in self-efficacy and the competencies of the students. [PUBLICATION ABSTRACT]", "publicationTitle": "Journal of Information Systems Education", "publisher": "", "place": "", "date": "Winter 2012", "volume": "23", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "345-358", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.proquest.com.ezaccess.libraries.psu.edu/docview/1432294260/abstract/6CBD98B268394D3DPQ/1", "accessDate": "2016-07-09T16:42:41Z", "PMID": "", "PMCID": "", "ISSN": "10553096", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Copyright EDSIG Winter 2012", "extra": "", "tags": [ { "tag": "Case studies", "type": 1 }, { "tag": "Computers--Electronic Data Processing", "type": 1 }, { "tag": "Education--Computer Applications", "type": 1 }, { "tag": "Enterprise resource planning", "type": 1 }, { "tag": "HIGHER education", "type": 1 }, { "tag": "Software", "type": 1 } ], "collections": [ "H4IKDA3K", "TVGPD7W2" ], "relations": {}, "dateAdded": "2016-07-21T16:32:34Z", "dateModified": "2016-07-21T16:32:34Z" } }, { "key": "EZT3TKD6", "version": 7, "library": { "type": "group", "id": 607341, "name": "IACETCompetency-Based Education and Training", "links": { "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/607341/items/EZT3TKD6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iacetcompetency-based_education_and_training/items/EZT3TKD6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3201011, "username": "AileenZaballero", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aileenzaballero", "type": "text/html" } } }, "creatorSummary": "Palan", "parsedDate": "2014-01-06", "numChildren": 1 }, "data": { "key": "EZT3TKD6", "version": 7, "itemType": "book", "title": "Competency Management: A Practitioner's Guide", "creators": [ { "creatorType": "author", "firstName": "Dato’ R.", "lastName": "Palan" } ], "abstractNote": "Understanding Competencies, Creating\nthe competency, implementing competency,\nSustaining competency, competency\ndictionaries, Boyatzis model, Functional\ncompetences, Core competencies, Levels of\ncompetencies,\n\nApplying competencies. 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While entry level practitioners' expertise and skill sets will improve with time, competencies set the standards for proficiency and inform learners and other stakeholders of the expectations for individuals trainers in a profession (Albanese et al. 2008) p.

\n

Given the continuous change along with the continuing paradigm of competency-based education where the curriculum are organized around re-defined abilities or outcomes (Frank et al, 2010), IACET/R&A plans to undertake a comprehensive review process, discuss key changes.

\n

 

\n

 

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A job competency as defined by Klemp (1980) is \"an underlying characteristics of a person which results in effective and/or superior performance in a job\" (in Boyatzis, 1982, p. 21) ... later Boyatzis stated \"a job competency is an underlying characteristic of a person in that it may be a motive, trait, skill, aspect of ones self image or social role, or a body of knowledge which he or she uses.\" (1982, p. 21).

\n

Competencies is individual behaviors that are observable, measurable and critical to success.

\n

Boyatzis provided the following definition of a competency: \"A competency is defined as a capability or ability. It is a set of related but different sets of behaviors organized around an underlying construct, which we call the 'intent.' The behaviors are alternate manifestations of the intent, as appropriate in various situations or times (2008, para. 3).

\n

The field of psychology offers much insight into the foundational thoughts and theories that form the basis for the applications of competencies in human resource management practices. The foundation of competencies has a strong foundation and is deeply rooted in theories of psychology. David Clarence McClelland (1951, 1955, 1973, 1985, 1996) had a tremendous impact on the field of psychology. His work has also had a profound effect on the business world and is regarded as the founder of a different way of approaching the human resource needs and challenges of businesses – by applying competencies to the functions or processes of human resources.

\n

Robert W. White, Harvard psychologist helped promote personality theory and studied motivation. White (1959), in his classic article, Motivation Reconsidered: The Concept of Competence, suggested the concept of competence as the ability of an organism to interact well with its environment and defined competence as 'the ability to interact effectively with the environment' (Dewey, n.d. para 2). p. 19

\n

David McClellland (1951, 1955, 1973, 1985, 1996) was another of the Harvard psychologists who was interested in personality and motivation and is recognized as the founder of the competency approach in human resource practices. He asserted that various tests such as IQ as well as personality tests, which were often ued as part of the hiring process at the time, were not effective as predictors of competence. He suggested that individuals have three types of motivational needs including: achievement, power, and affiliation.  In the January 1973 issue of The American Psychologist, Testing for Competence Rather than for Intelligence, McClelland challenged the current thinking that intelligence test were predictors of competence. He suggested that although intelligence influences performance, there are other characteristics such as motivation and self-image that are differentiators of successful performance.

\n

Spencer, McClelland, and Spencer (1994, p. 3) noted \"that traditional academic aptitude and knowledge content tests, as well as school grades and credentials\" were not predictors of either job performance or predictors of success in life (McClelland, 1973) and were often biased (Fallows, 1985).

\n

Grounded in theories of psychology and motivation, the concept of competencies and, in turn, performance, are a foundational element of the body of knowledge of the human competency movement.

\n

Competency Studies (p.44

\n

The 1996 American Compensation Association (ACA) Study in Cooperation with Hay Group, Hewitt Associates, Towers Perris, and William M. Mercer, Inc. conducted a research study of competency-based HR applications. The purpsoe of the study was to examine and document emerging issues in compensation in North America

\n\n

(page 52-54) The 1998 Development Dimensions International (DDI) Job/Role Competency Practices Study conducted a survey of HR benchmark on the topic of job/role competencies and their applications. The objective of the study: investigate the ways in which organizations identify job/role competencies ; and examine the ways in which the applications affect organizational outcomes. Cook and Bernthal explained that competenices basically fall into three basic categories (1998, p. 1):

\n\n

(page 55-58) The 1999 - 2000 William M.Mercer Inc. Study involving competency based HR applications. Interviews were conducted with over 130 HR executives. The following factors were listed for drivers to introduce competencies to an organization:

\n\n

(page 58) The 1999 Behavioral Technology Study conducted a survey of 134 people working in diverse organizations. The topic was on the design and use of competency systems.

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(page 61) The 1997 -2003 Canadian Council of Human Resources Association (CCHRA) and Canadian Federal Government (Human Resource Development) Study: to establish credibility adn to increase the market value of the designation and establish a common standard assessment of CHRP candidates throughout Canada

\n

Four Phase of Canadian Council of Human Resources Association:

\n
    \n
  1. Literature Review
    2. \n
  2. Subject matter expert involvement
    3. \n
  3. Focus Group
    4. \n
  4. Assessment
    5. \n
\n

Standards for the profession were launched in March 2003 and framework for re-certification was created.

\n

The term \"capabilities and \"competencies\" was used.

\n
    \n
  1. define a body of work for human resources
    2. \n
  2. increase the expectations of practitioners
    3. \n
  3. establish credibility
    4. \n
  4. enhance the market value of CHRP designation
    5. \n
  5. establish a standard assessment for CHRP candidates
    6. \n
\n

Worked with Canadian Federal Government 4 phases:

\n
    \n
  1. Developed an outline for capabilities to meet the requirements of both Canadian clients and employers\n\n
    2. \n
  2. SME developed assessment standards
    3. \n
  3. Development of a pilot assessment centre
    4. \n
  4. Development to establish national assessment processes and build support structure of SHRP
    5. \n
\n

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Programs were now expected to define measurable practice skills links to a set of mandated competencies and also devise multiple measures to evaluate competency attainment.

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Competency-based education began to gain prominence in American education only in the late 1960's, based on concerns that schools were not preparing students with necessary life skills (Malan, 2000). One of the key features of CBE included a flexible time-frame for students to master the necessary skills requiring instruction to be self-paced, learner-centered, and sufficiently flexible so that students could retake assessments until they demonstrated competence (p. 582). However, time-based programs (credit hours) became the standard for determining eligibility not only for academic achievement but also continuing education. Therefore, credit hours, rather than preparedness, ultimately became the requirement for high school, college and continuing education units, although there is limited evidence of a correlation between time and learning.

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 Frank et al. (2010) noted that there is no clear or widely accepted definition of CBE in the health professions other than its emphasis on outcomes rather than process.

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There have been numerous and sometimes heated debates in the literature about a variety of issues related to accreditation. These have included concerns about the accreditation process being outdated and unable to keep pace with contemporary changes in the profession, a perceived lack of rigor, standards that impeded innovation and fail to ensure effectiveness, overly prescriptive accreditation standards, the ongoing failure to develop our own knowledge, based, an overreliance on theories and methods from other disciplines, unreasonable challenges associated with the curriculum mandates, a lack of emphasis on preparing students.

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