The issue of defining high level competence in higher education and the development of a new competency model

This study aims; to analyse the competencies defined by universities for doctoral programs in the field of Curriculum and Instruction (CI) covering context of the levels and fields determined by the Turkish Qualifications Framework for Higher Education (TQFHE), focusing the competencies to be gained, and developing a new model based on expert opinions. The research is two-stage qualitative research. A basic qualitative research method was used in the first stage. The competencies in the Bologna pages of 35 universities, with CI doctoral programs and active student admissions, were examined through researcher's document review form to collect data for descriptive analysis at the first stage. The analysis was carried out in comparison with the defined competency levels and fields in the TQFHE. The data gathered at the second stage were collected through three rounds of Delphi questionnaires from 29 doctorate degree experts in the field of CI registered at universities recruiting students in CI at the doctoral degree. In the first Delphi round, open-ended questions were asked to define the competencies in the field of CI. Content and descriptive analysis techniques were used in the analysis of the data obtained. In the content analysis process, the opinions expressed in words, phrases, or sentences by the experts were divided into sub-codes (opinions) reflecting the meaning. These sub-codes were classified and brought together according to semantic similarities and transformed into codes (competencies), and then sub-themes (sub-competencies). In the descriptive analysis process; the competency expressions were gathered under the competence areas (themes) of knowledge, skills, competence, attitudes and values. Delphi 2nd and 3rd round questionnaires consist of competencies obtained through the analysis of the 1st round questionnaire. Experts were asked about their level of competencies participation through 7-points Likert form. Central tendency and distribution calculations were made in the analysis of Delphi 2nd and 3rd round questionnaires. A total of 22 competency statements model, 5 of which are knowledge, 10 of which are skills, and 7 of which are attitudes and values, is proposed in CI following the research. The knowledge competency area of the model consists of two sub-competencies; consolidation of knowledge and deepening knowledge. The sub-competencies forming skill competence areas are teamwork and leadership, sharing and disseminating knowledge, working independently and autonomy, problem-solving and critical thinking, and innovative and analytical thinking. Professional sensitivity and professionalism, lifelong learning, and commitment to ethical principles and values constitute sub-competence areas of attitude and values competence.