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Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives
Version 1
: Received: 29 December 2023 / Approved: 29 December 2023 / Online: 3 January 2024 (09:54:31 CET)
How to cite:
Abie, A.; Bitew, G. D.; Mengistie, S. M. Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives. Preprints2023, 2023122302. https://doi.org/10.20944/preprints202312.2302.v1
Abie, A.; Bitew, G. D.; Mengistie, S. M. Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives. Preprints 2023, 2023122302. https://doi.org/10.20944/preprints202312.2302.v1
Abie, A.; Bitew, G. D.; Mengistie, S. M. Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives. Preprints2023, 2023122302. https://doi.org/10.20944/preprints202312.2302.v1
APA Style
Abie, A., Bitew, G. D., & Mengistie, S. M. (2024). Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives. Preprints. https://doi.org/10.20944/preprints202312.2302.v1
Chicago/Turabian Style
Abie, A., Getnet Demissie Bitew and Solomon Melese Mengistie. 2024 "Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives" Preprints. https://doi.org/10.20944/preprints202312.2302.v1
Abstract
This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
