Making the case for virtual competency-based education: Building a twenty-first century small business workforce

Abstract

Purpose

The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.

Design/methodology/approach

This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.

Findings

This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.

Research limitations/implications

This is a conceptual model for testing in academic research settings in colleges and universities.

Practical implications

The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.

Originality/value

From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

Citation

Cates, S.V., Doyle, S., Gallagher, L., Shelton, G., Broman, N. and Escudier, B. (2021), "Making the case for virtual competency-based education: Building a twenty-first century small business workforce", Higher Education, Skills and Work-Based Learning, Vol. 11 No. 1, pp. 282-295. https://doi.org/10.1108/HESWBL-12-2018-0139