COMPETENCY-BASED APPROACH IN HIGHER EDUCATION: COMPETENCY-BASED MODEL OF THE ENGINEER FOR THE FOOD INDUSTRY
The competency-based approach in higher education is considered, and in particular, scientific views on the competencies of an engineer for the food industry are studied. A comparative analysis was carried out in order to identify the key competencies necessary for a modern specialist to successfully realize its creative potential in a market economy, information society and innovative technologies. A developed competency-based model for training an engineer in the food industry is proposed.
The object of research is the competency-based approach in the preparation of a food process engineer.
Investigated problem is that engineering education should not only prepare a specialist endowed with knowledge and skills. It should be aimed at creating a competitive specialist and a successful personality. At present, in Ukraine, the food industry does not have a competency system that is common for employers, specialists, and higher education institutions. This study aims to create such a framework in the form of a competence model of an engineer for the food industry.
Main scientific results: the necessary components of the competent model of a modern engineer for the food industry were identified. The essence of the competency-based approach to the professional training of an engineer in the context of modernization of education is revealed. The modern scientific view of the requirements for food engineers is analyzed. The results obtained are adapted to the needs prevailing in the food industry and the field of public catering.
Field of practical use of research results: a comparative analysis allows to systematize scientific views on the desired competencies of scientists, researchers and engineers in the food industry. Which, in turn, will help to better inform students about the sought-after qualities and make a decision on revising the curriculum in the future.
Innovative technological product: developed competency-based model of an engineer for the food industry.
Scope of the innovative technological product: application of the competency-based approach in higher education using the proposed competency-based model of an engineer for the food industry.
Hartel, R. W. (2008). Core Competencies in Food Science: Background Information on the Development of the IFT Education Standards. Journal of Food Science Education, 1 (1), 3–5. doi: http://doi.org/10.1111/j.1541-4329.2002.tb00003.x
Lawlis, T., Coates, A., Iuliano, S. (2019). Nutrition science competencies for Australian undergraduate nutrition science degrees: A Joint NSA and ANT Initiative Nutrition Society of Australia. Canberra, 57–58.
Flynn, K., Ruiz-Bejarano, B., Wahnstrom, E., Echim, C., Quintas, M. A. C. (2013). Profile of currently employed European food scientists and technologists: education, experience and skills. International Journal of Food Studies, 2 (2), 137–149. doi: http://doi.org/10.7455/ijfs/2.2.2013.a1
Flynn, K. M., Ho, P., Vieira, M. C., Pittia, P., Marco, D. R. (2017). Food science and technology students self-evaluate soft and technical skills. International Journal of Food Studies, 6, 129–138. doi: http://doi.org/10.7455/ijfs/6.2.2017.a1
Akyazi, T., Goti, A., Oyarbide, A., Alberdi, E., Bayon, F. (2020). A Guide for the Food Industry to Meet the Future Skills Requirements Emerging with Industry 4.0. Foods, 9 (4), 492. doi: http://doi.org/10.3390/foods9040492
Johnston, L. M., Wiedmann, M., Orta-Ramirez, A., Oliver, H. F., Nightingale, K. K., Moore, C. M. et. al. (2014). Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach. Journal of Food Science Education, 13 (1), 12–21. doi: http://doi.org/10.1111/1541-4329.12024
Dziuba, S. T., Ingaldi, M., Hamplová, E., Cierniak-Emerych, A. (2019). Food Safety and Competencies of Laboratory Employees in Organic Food Processing. System Safety: Human – Technical Facility – Environment, 1 (1), 591–598. doi: http://doi.org/10.2478/czoto-2019-0075
Weston, E., Crilly, J., Mossop, L., Foster, T. (2017). Competencies for food graduate careers: developing a language tool. Higher Education Pedagogies, 2 (1), 101–115. doi: http://doi.org/10.1080/23752696.2017.1366275
Weston, E., Foster, T., Crilly, J., Mossop, L. (2019). Development of a professional competency framework for UK food science graduates. Journal of Food Science Education, 19 (1), 10–25. doi: http://doi.org/10.1111/1541-4329.12173
Solovarova, Yu. N. (2012). Spetsifika formirovaniya organizatsionno-upravlencheskikh kompetentsiy inzhenernoy deyatel'nosti v sfere pishchevykh proizvodstv i biotekhnologicheskoy promyshlennosti. Vestnik Kazanskogo tekhnologicheskogo universiteta, 2012, 262–268. Available at: https://cyberleninka.ru/article/n/spetsifika-formirovaniya-oragnizatsionno-upravlencheskih-kompetentsiy-inzhenernnoy-deyatelnosti-v-sfere-pischevyh-proizvodstv-i/pdf
Topliceanu, L., Bibire, L., Nistor, D. (2015). Professional Competences of the Personnel Working on Quality Control and Food Safety in the Food Industry. Procedia – Social and Behavioral Sciences, 180, 1030–1037. doi: http://doi.org/10.1016/j.sbspro.2015.02.198
FDE (2016). Food Drink Europe. Data and trends of the European food & drink industry. Brussels. Available at: http://www.fooddrinkeurope.eu/publication/data-trends-of-the-european-food-and-drink-industry-2016
Flynn, K., Wahnström, E., Popa, M., Ruiz-Bejarano, B., Quintas, M. A. C. (2013). Ideal skills for European food scientists and technologists: Identifying the most desired knowledge, skills and competencies. Innovative Food Science & Emerging Technologies, 18, 246–255. doi: http://doi.org/10.1016/j.ifset.2012.09.004
Mohr, A. E., Mayra, S. T., Gnant, L., Basile, A. J., Sweaze, K. L. (2020). Nutrition and dietetic students’ knowledge and attitudes regarding food science and technology. Journal of Food Science Education, 1–13. doi: http://doi.org/10.1111/1541-4329.12184
Lazareva, T. A. (2013). Formation of purpose of the professional training of food industry engineers for project activity. Professional Education in Russia and Abroad, 4 (12), 40–45. Available at: https://cyberleninka.ru/article/n/formirovanie-tseley-podgotovki-buduschih-inzhenerov-pischevoy-otrasli-k-proektnoy-deyatelnosti/pdf
Copyright (c) 2020 Anna Radchenko, Galina Dyukareva, Tatyana Afanasyeva, Anastasia Kornitskaya, Sarkis Yakubyan, Stevo Karapandzha
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.