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SeriesForeword; Preface; Chapter 1-Assessment as℗ Learning and℗ Empowerment: Towards Sustainable Learning in℗ Higher Education; Chapter 2-Is University Students' Self-Assessment Accurate?; Chapter 3-Value Co-creation, Collaborative Learning and Competences in Higher Education; Chapter 4-A Model for℗ Implementing Nonspecific Competencies in℗ Degree Studies, Defined Using a℗ Delphi Study in℗ Spanish Universities; Chapter 5-Linking the℗ Development of℗ Teamwork and℗ Communication Skills in℗ Higher Education; Chapter 6-First Contact with℗ the℗ Word of℗ Work: The℗ Competence Built in℗ the℗ Teaching Practices
Chapter 7-Leadership Development Through Experiential Learning in℗ University Studies at Florida Universit© ria Chapter 8-Simulation Games and℗ the℗ Development of℗ Competences: Empirical Evidence in℗ Marketing; Chapter 9-Feedback and℗ Self-Regulated Learning: How Feedback Can Contribute to℗ Increase Students' Autonomy as℗ Learners; Chapter 10-Measuring Competencies in℗ Higher Education: The℗ Case of℗ Innovation Competence; Chapter 11-Three-Dimensionality in℗ Competencies: The℗ Inclusion of℗ Ethics in℗ the℗ Generic Competency of℗ Teamwork and℗ Leadership
Chapter 12-Student Opinion on℗ the℗ Application of℗ Active MethodologiesContents; Chapter 1: Assessment as℗ Learning and℗ Empowerment: Towards Sustainable Learning in℗ Higher Education; 1.1 Introduction; 1.2 Assessment as℗ Learning and℗ Empowerment; 1.3 The Challenges of℗ Assessment as℗ Learning and℗ Empowerment; 1.3.1 Participation, Students as℗ Assessors; 1.3.2 Feedforward; 1.3.3 High Quality Assessment Tasks; 1.4 The Function of℗ Technology in℗ Assessment; 1.4.1 Technology for℗ the℗ Design of℗ High Quality Assessment℗ Tasks; 1.4.2 Technology for℗ Participation; 1.4.3 Technologies for℗ Feedforward
1.4.4 Technology for℗ Assessment Literacy1.5 Conclusions; References; Chapter 2: Is University Students' Self-Assessment Accurate?; 2.1 Introduction; 2.2 The Student's Self-Assessment and℗ Its Accuracy; 2.3 Methodological Design; 2.4 Analysis and℗ Discussion of℗ the℗ Results; 2.5 Conclusions and℗ Future Research; References; Chapter 3: Value Co-creation, Collaborative Learning and℗ Competences in℗ Higher Education; 3.1 Introduction; 3.2 Theoretical Background; 3.2.1 Students' Competences in℗ the℗ EHEA; 3.2.2 Andaluc©Ưa TECH Project; 3.2.3 Value Co-creation in℗ the℗ EHEA
3.3 Value Co-creation Project and℗ Collaborative Learning in℗ Marketing3.3.1 The Project's Initial Phase; 3.3.2 The Development Phase of℗ the℗ Project; 3.3.3 Results of℗ the℗ Project: Value Co-creation and℗ Competences; 3.4 Conclusions; References; Chapter 4: A Model for℗ Implementing Non-specific Competencies (NSCs) in℗ Degree Studies, Defined Using a℗ Delphi Study in℗ Spanish Universities; 4.1 Introduction; 4.2 The Nature of℗ the℗ NSCs; 4.3 Delphi Study; 4.4 Results of℗ the℗ Delphi Study; 4.4.1 Problems in℗ Developing NSCs in℗ Spanish Universities; 4.4.1.1 Problems Related to℗ the℗ Institution
Chapter 7-Leadership Development Through Experiential Learning in℗ University Studies at Florida Universit© ria Chapter 8-Simulation Games and℗ the℗ Development of℗ Competences: Empirical Evidence in℗ Marketing; Chapter 9-Feedback and℗ Self-Regulated Learning: How Feedback Can Contribute to℗ Increase Students' Autonomy as℗ Learners; Chapter 10-Measuring Competencies in℗ Higher Education: The℗ Case of℗ Innovation Competence; Chapter 11-Three-Dimensionality in℗ Competencies: The℗ Inclusion of℗ Ethics in℗ the℗ Generic Competency of℗ Teamwork and℗ Leadership
Chapter 12-Student Opinion on℗ the℗ Application of℗ Active MethodologiesContents; Chapter 1: Assessment as℗ Learning and℗ Empowerment: Towards Sustainable Learning in℗ Higher Education; 1.1 Introduction; 1.2 Assessment as℗ Learning and℗ Empowerment; 1.3 The Challenges of℗ Assessment as℗ Learning and℗ Empowerment; 1.3.1 Participation, Students as℗ Assessors; 1.3.2 Feedforward; 1.3.3 High Quality Assessment Tasks; 1.4 The Function of℗ Technology in℗ Assessment; 1.4.1 Technology for℗ the℗ Design of℗ High Quality Assessment℗ Tasks; 1.4.2 Technology for℗ Participation; 1.4.3 Technologies for℗ Feedforward
1.4.4 Technology for℗ Assessment Literacy1.5 Conclusions; References; Chapter 2: Is University Students' Self-Assessment Accurate?; 2.1 Introduction; 2.2 The Student's Self-Assessment and℗ Its Accuracy; 2.3 Methodological Design; 2.4 Analysis and℗ Discussion of℗ the℗ Results; 2.5 Conclusions and℗ Future Research; References; Chapter 3: Value Co-creation, Collaborative Learning and℗ Competences in℗ Higher Education; 3.1 Introduction; 3.2 Theoretical Background; 3.2.1 Students' Competences in℗ the℗ EHEA; 3.2.2 Andaluc©Ưa TECH Project; 3.2.3 Value Co-creation in℗ the℗ EHEA
3.3 Value Co-creation Project and℗ Collaborative Learning in℗ Marketing3.3.1 The Project's Initial Phase; 3.3.2 The Development Phase of℗ the℗ Project; 3.3.3 Results of℗ the℗ Project: Value Co-creation and℗ Competences; 3.4 Conclusions; References; Chapter 4: A Model for℗ Implementing Non-specific Competencies (NSCs) in℗ Degree Studies, Defined Using a℗ Delphi Study in℗ Spanish Universities; 4.1 Introduction; 4.2 The Nature of℗ the℗ NSCs; 4.3 Delphi Study; 4.4 Results of℗ the℗ Delphi Study; 4.4.1 Problems in℗ Developing NSCs in℗ Spanish Universities; 4.4.1.1 Problems Related to℗ the℗ Institution