Stakeholders involved in the competences profile of veterinary education
Abstract
In the context of the movement for competences development in academic and work milieus, within the globalization processes of the last three decades, there are two notions dominating the meaning and representation of competences: one that concerns their association with standardized performance criteria, and the other one regarding their ambivalent or bimodal nature, which is common to conceptual research frameworks in the field. Considering both notions, but not limited to them, the main purpose of this article, which is based on a qualitative research, is to expand the knowledge of veterinary competences with respect to the interests and roles of different stakeholders involved in their promotion, acquisition, exercise, and benefits. The research was based on three elements of analysis: a) the conceptual framework provided by a set of 18 definitions related to individual and group competences; b) a sample of 27 curricula, from an equal number of veterinary education institutions; and c) three areas of research and analysis that, in turn, serve as sections and define the structure of the article’s content. Ten types of stakeholders were identified, linked to the competences profile of veterinary education, within three circles of participation. In this framework, it is concluded that the knowledge of stakeholders —separately and as a whole— directly related to veterinary competences provides a valuable platform to establish better policies and initiatives of veterinary education in specific situations.
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