Communication Skills: The skill that allows graduates to convey their idea as an individual or as a group member and to include a variety of backgrounds in order to reach a good decision, solution, and negotiation (Chauhan, Begum & Saiyad, 2023)). Communication skills mean one’s ability to apply active listening, writing skills, oral communication, presentation skills, questioning, and feedback skills to achieve effective communication (QCA, 2002; SQA, 2003; Washer, 2007; and Jones, 2009).
Numeracy: Numeracy is one of the core competence domains that are essential for conducting clinical research. Numeracy refers to the ability to use and understand numbers, data, and mathematical concepts in various contexts and situations (Washer, 2007; Zalizan Mohammad Jelas et al., 2006). Numeracy skills include calculating, interpreting, analyzing, and presenting quantitative information. Numeracy is important for designing, conducting, and evaluating clinical trials, as well as for communicating the results and implications of the research. Numeracy can also help researchers critically appraise the quality and validity of existing evidence and apply it to their own practice (Washer, 2007).
Information Technology: Information technology is one of the core competence domains that are essential for many professions and fields of study. Information technology refers to the use and development of computer systems, software, networks, and devices to create, store, process, and communicate information. Information technology skills include the ability to use various hardware and software tools, such as operating systems, applications, databases, programming languages, web design, cyber-security, and cloud computing (SQA, 2003; Washer, 2007). Information technology is important for enhancing productivity, efficiency, innovation, and collaboration in various domains and contexts. Information technology can also help professionals and learners to access, analyze, and evaluate information from various sources and to create and share knowledge (Hadiyanto, 2010).
Learning how to learn: Learning how to learn is a core competence domain that involves the ability to seek, acquire, retain, and apply knowledge and skills in various contexts (Washer, 2007; Zalizan Mohammad Jelas et al., 2006). It is also the ability to understand how one learns best and to use effective strategies and techniques to enhance one’s own learning process. Learning how to learn can help one achieve personal, academic, and professional goals, as well as adapt to changing situations and challenges (European Commission, 2018; QCA, 2002).
Problem Solving: Problem solving is a core competence domain that involves the ability of the individual, group, or nation to think in depth and perform well to achieve a goal by overcoming obstacles using various unusual strategies and techniques (QCA, 2002; SQA, 2003; Dunne,;Bennett, & Carre, 2000; Washer, 2007; Zalizan Mohamad Jelas et al., 2006). It is also the ability to analyze a problem, identify its cause, and evaluate and select the best solution. Problem solving is a frequent part of most activities, as humans exert control over their environment through solutions. Problem solving can be applied to simple personal tasks or complex issues in business and technical fields.
Working with Others: Working with Others is a core competence domain that involves the ability to effectively interact, cooperate, collaborate, and manage conflicts with other people in order to complete tasks and achieve shared goals (QCA, 2002; Washer, 2007; Zalizan Mohammad Jelas et al., 2006). It is also the ability to understand and work within a team or organization’s culture, rules, and values (QCA, 2002; SQA, 2003). Working with others requires many skills, such as communication, conflict management, consensus building, problem solving, decision-making, and respect for diversity.
Subject-Specific Competencies: Subject-Specific Competencies is a core competence domain that involves the knowledge of theories, concepts, and techniques as well as their application to specific fields (Chauhan, Begum, & Saiyad, 2023). It is also the ability to demonstrate proficiency and excellence in one’s chosen subject area. Subject-specific competenciess are essential for academic and professional success, as they enable one to master the content and methods of a discipline, and contribute to its advancement (Washer, 2007)
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Research Competence: Research competence is one of the core competence domains that are essential for conducting and disseminating high-quality research in any field (Ciraso-Calí et al., 2022). According to the European Commission, (2018), research competence is defined as "the ability to create new scientific and technological knowledge, products, processes, methods and systems, and to design and manage complex projects and research activities in a systematic and ethical manner" (Yu et al 2020). Research competence can be divided into seven sub-areas, each with its own set of learning outcomes and proficiency levels (Yu et al., 2020; Jamieson & Saunders, 2020). These are: (1) Cognitive abilities: the ability to apply critical thinking, creativity, problem-solving, and analytical skills to research problems; (2) Doing research: the ability to design, plan, implement, and evaluate research projects using appropriate methods, tools, and techniques. (3) Managing research: the ability to manage research activities, resources, data, and risks in compliance with ethical and legal standards and regulations. (4) Managing research tools: the ability to use and develop research tools, such as software, hardware, databases, and instruments, to support research processes and outputs; (5) Making an impact: the ability to communicate, disseminate, and exploit research results, and to foster innovation and social change through research. (6) Working with others: the ability to collaborate and network with other researchers, stakeholders, and users and to respect diversity and intercultural differences; (7) Self-management: the ability to manage one’s own professional development, learning, and well-being, and to cope with uncertainty and ambiguity in research.
Research competence can be developed through various means, such as formal education, training, mentoring, and practice (Rao, 2013, Ciraso-Calí et al., 2022). Some examples of activities that can enhance research competence are: participating in research projects, workshops, seminars, and conferences; Reading and reviewing scientific literature and publications; writing and publishing research papers, reports, and proposals; applying for research grants and funding; Engaging in peer review and feedback processes; developing and maintaining a research portfolio and a personal research plan; Seeking and providing guidance and support from and to other researchers; exploring and exploiting research opportunities and collaborations; using and creating research tools and platforms; Communicating and disseminating research findings and implications to various audiences and media; Translating and applying research knowledge and skills to real-world problems and contexts.
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Report writing skills: Report writing skills are one of the core competence domains that are essential for creating and presenting high-quality reports in any field. Report writing skills are “abilities that help professionals write brief documents about a topic." These skills are applicable for several jobs that may require writing, editing, and researching(Cer, 2019; Kim, Yang, Reyes & Conner, 2021). To write an effective report, one should identify the readers, define the scope, craft a thesis statement, group information logically, use headings, bullets, charts, photos, and other tools, write an enticing introduction and a compelling conclusion, and apply the rules of Standard English. The report should adhere to the specifications of the report brief analyze relevant information, structure material in a coherent order, present in a consistent manner, and draw appropriate conclusions.
Report-writing skills can be divided into five sub-areas, each with its own set of learning outcomes and proficiency levels (Graham, & Alves, 2021). These are: (1) Research: the ability to find, evaluate, and use relevant and reliable sources and data to support the report topic and purpose. (2) Planning: the ability to organize the report content and structure and to create an outline and a timeline for the writing process. (3) Writing: the ability to communicate effectively with words, using clear and concise language, appropriate tone and style, and correct grammar and spelling. (4) Visual aids: the ability to use and create charts, tables, graphs, and other visual elements to illustrate and enhance the report content and message. (5) Editing and revising: the ability to review and improve the report draft, checking for accuracy, clarity, coherence, and consistency, and incorporating feedback from others.
Report-writing skills can be developed through various means, such as formal education, training, mentoring, and practice. Some examples of activities that can enhance report-writing skills are: Reading and reviewing examples of reports from different fields and purposes Writing and publishing reports for different audiences and contexts, such as academic, professional, or personal. Applying for report writing grants and awards; participating in report writing competitions and challenges; Engaging in peer review and feedback processes, both as a reviewer and a writer; Seeking and providing guidance and support from and to other report writers, such as mentors, tutors, or colleagues; and Exploring and exploiting report writing opportunities and collaborations, such as online platforms, communities, or networks (Solomon et al., 2021; Chauhan, Begum & Saiyad, 2023).
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Value-semantic orientation and personality improvement competence: Value-semantic and personality improvement competence is one of the core competence domains that is essential for developing and enhancing one’s personal values, meanings, and goals in life. According to Epanchintseva, Bukhtiyarova, & Panich (2021), value semantic and personality improvement competence is defined as "the ability to form and realize one’s own value-semantic orientations, to overcome value-semantic barriers and conflicts, to achieve personal growth and self-actualization."
Value, semantics, and personality improvement competence can be divided into four sub-areas, each with its own set of learning outcomes and proficiency levels (Madin et al., 2022; Nikolenko et al., 2020). These are: (1) Value awareness: the ability to identify, understand, and appreciate one’s own and others’ values, beliefs, and motivations, and to recognize how they influence one’s behaviour and choices. (2) Value development: the ability to critically evaluate, revise, and create one’s own value system and to align one’s actions and goals with one’s values. (3) Value communication: the ability to express, share, and negotiate one’s values with others and to respect and tolerate different value perspectives and worldviews. (4) Value integration: the ability to integrate one’s values into one’s personality, identity, and life purpose and to achieve harmony and balance between one’s values and one’s environment.
Value-semantic and personality-improvement competence can be developed through various means, such as formal education, training, mentoring, and practice. Some examples of activities that can enhance value-semantic and personality-improvement competence are: Reading and reflecting on philosophical, ethical, and spiritual texts and literature; Writing and presenting essays, speeches, and stories about one’s values and life experiences; Participating in value clarification and value education programmes and workshops; Engaging in self-assessment and feedback processes, such as personality tests, value inventories, and coaching sessions; Seeking and providing guidance and support from and to other value seekers, such as mentors, counsellors, or engineers, Exploring and exploiting value-added semantic and personality improvement opportunities and collaborations, such as online platforms, communities, or networks, Grit and perseverance, self-control, motivation and goal setting, and personal identity development are also part of this core competence domain.
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Leadership competence: is one of the core competency domains for graduates’ competence development in universities. Leadership is the ability to guide, influence, and inspires others to accomplish tasks and achieve a common goal. Leadership competencies are the specific skills and attributes that make a graduate an effective leader (Kragt & Day, 2020). Some of the leadership competencies that are important for graduates to develop are: (1) Integrity: This is the quality of being honest, ethical, and consistent in one’s actions and decisions. Integrity helps leaders build trust and credibility with their followers, peers, and stakeholders. Leaders with integrity uphold the values and beliefs of their organization, admit their mistakes, and prioritize the well-being of others. (2) Self-discipline: This is the ability to control one’s emotions, impulses, and behaviors, and to overcome any personal challenges. Self-discipline helps leaders to focus on their goals, manage their time and energy, and commit to self-improvement. Leaders with self-discipline are aware of their strengths and areas for development and seek out feedback and opportunities to learn. The foundation on behalf of the entire set of leadership competencies is good self-leadership. (3) Empowerment: This is the ability to delegate authority and responsibility to others and to support them in achieving their potential. Empowerment helps leaders foster a culture of collaboration, innovation, and accountability. Leaders who empower others encourage them to self-organize, promote connection and belonging, and provide them with the resources and guidance they need. (4) Experimentation: This is the ability to embrace change, uncertainty, and ambiguity and to try new ideas and approaches. Experimentation helps leaders to adapt to the changing environment, solve problems creatively, and learn from failures. Leaders who experiment are open to feedback, willing to take risks, and committed to the professional and intellectual growth of themselves and others. (5)Teamwork: This is the ability to form and organize small supplementary and complimentary groups with delegating specified authority and responsibility for accomplishing the assigned tasks or innovative initiatives and achieving their goals that leads the organization or the nation towards competitiveness and success. Leaders need to have the skill of working with others while maintaining respect, dignity, transparency, participation, openness, and being people-oriented. (6) Project management: This is the ability of the leader to plan, organize, direct, staff, coordinate, review, and budget strategic initiatives with large or small-scale investments within the organization or nationwide. Risk-taking and handling various source conflicts in the process of project design, implementation, and evaluation of outcomes are also crucial competencies of leadership and project managers.
Developing the eleven core competencies in the classroom and outside the classroom will help students become more effective and independent learners during their studies, as well as enhance their employment prospects upon graduation. As a result, the graduate of a university comes out with three major outcomes: employability, life-long learning, and good citizenship (QCA, 2002; Hadiyanto, 2006; Star & Hamer, 2007; Washer, 2007).