Chapter 2: Instructor Competencies Development Model

We would need to go back in time at least 50 years ago if we wanted to find a time that predates the use of competencies and competency models. In the ensuing years, competencies have become expected practice in many fields, as indicated by the proliferation of definitions, tools, models, and applications (Vazirani, 2010). Despite sector- and context-specific perspectives resulting in differing views on the concept of competency, there are some convergent perspectives (Salman et al., 2020). A review of how researchers and practitioners operationalize the term competency by Arifin and colleagues (2017, p. 1204) identified these three main definitional positions: