Difference between revisions of "KM Self-assessment"
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* Average time for the completion of the programme | * Average time for the completion of the programme | ||
* Involvement in research programmes or projects related to the chosen technical field (mainly for Masters). | * Involvement in research programmes or projects related to the chosen technical field (mainly for Masters). | ||
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| + | '''Source:''' [[Nuclear engineering education: A competence-based approach in curricula development]] | ||
== References == | == References == | ||
==Related articles== | ==Related articles== | ||
[[category:Knowledge processes]] | [[category:Knowledge processes]] | ||
Revision as of 07:14, 12 August 2013
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Contents
Definition
KM Self-assessment is The process of conducting an assessment of knowledge management maturity within the own organization and by its own staff Source: Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations
KM Self-assessment is Template:KM Self-assessment 2 Source: Safety Glossary 2007 Edition
Summary
Description
The IAEA has developed a self-assessment tool to facilitate this process.
Source: Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations
Description
Report
Based on an existing or evolving programme, the faculty or department has a process for preparation a self-evaluation report describing its capacity to deliver an educational programme in a particular technical field or discipline.
The structure of the self-evaluation report should include information on the following elements:
- Period covered by the evaluation;
- Faculty/department presentation and history;
- Accreditation procedure;
- Comparison to national (or international) standards;
- Type and duration of the proposed education programme;
- Involvement of industry in the programme development and implementation;
- Main objectives;
- General and specific competencies of the graduates.
Actions to attract and retain the best staff members and students:
- Capabilities of the academic staff (CV’s, involvement in the teaching, research and administrative activities of the evaluated department, etc.);
- Demography of the staff (age distribution, gender balance), existence of performance review, training and succession plan for the staff;
- Existing infrastructure (laboratories, soft/codes, etc.);
- Curriculum;
- Course and application description;
- Average time for the completion of the programme
- Involvement in research programmes or projects related to the chosen technical field (mainly for Masters).
Source: Nuclear engineering education: A competence-based approach in curricula development
