Constructive alignment between holistic competency development and assessment in Hong Kong engineering education

Abstract

Holistic competencies comprise various holistic skills (e.g., communication) and positive values and attitudes (e.g., empathy). There have been increasing efforts worldwide to foster students' holistic competency development within engineering curricula. While recent studies indicate a positive shift, it remains unclear whether such efforts are driven by only a handful of individuals or more widely supported by systemic changes to constructively align competency development with the engineering curriculum.