Likewise, Vision and Change in Undergraduate Biology Education (AAAS, 2011) outlines core competencies and disciplinary practices as well as core concepts.
A certain level of complexity in assessment may be acceptable in higher education, particularly for trans-disciplinary courses aimed at competency building.
We feel supported by Geraedts et al. ([2006]), p. 311 who wrote: …recontextualizing a concept, skill, or competency to other disciplinary or daily-life contexts requires an understanding of the nature of the (disciplinary) context in which it is acquired.
In contrast to role development, which occurs within dynamic disciplinary boundaries, role substitution entails competencies required to perform activities that are usually considered to be outside traditional practice scopes.
And a teachers' union that refuses to allow its members to be tested for competency and has such convoluted disciplinary procedures that it takes years to remove bad teachers is, in fact, a job-protection organization.
The final column in Table 4, labeled "familiarity" shows that junior researchers in our study are highly familiar with Epidemiology (87%) and Environmental Health (74%) and least familiar with Health Economics in disciplinary categorization, however the least familiar sub-competencies are not from Health Economics.
How to conceptualise our core competencies and value across our internal disciplinary differences?
Since disaster training must integrate multi-disciplinary training with different levels of training, a cross-cutting competency approach can serve as a valuable starting point.
Moreover, current practitioners come from different disciplinary backgrounds underlining the need to define common core skills and competencies.
These competencies reflect specific goals of education, but also express institutional, disciplinary, or national priorities.
