References:

Açıkgöz, T., & Babadoğan, M. C. (2021). Competency-based education: Theory and practice. Psycho-Educational Research Reviews, 10(3), 67-95. https://doi.org/10.52963/PERR_Biruni_V10.N3.06
Banta, T. W., & Blaich, C. (2011). Closing the assessment loop. Change: The Magazine of Higher Learning 43(1), 22-27. https://doi.org/10.1080/00091383.2011.538642
Barrie, S., Hughes, C., & Smith, C. (2009). The national graduate attributes project: Integration and assessment of graduate attributes in curriculum. Australian Learning and Teaching Council. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b37560282b963adc5a86ad3998b5346bfa04a1cf
Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver: Tony Bates Associates Ltd.
Bennett, S., & Barp, D. (2008). Peer observation – A case for doing it online. Teaching in Higher Education, 13(5), 559-570. https://doi.org/10.1080/13562510802334871
Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 68-75. https://doi.org/10.1177/1744987107081254
Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York: John Wiley & Sons.
Brunetti, F., Matt, D. T., Bonfanti, A., De Longhi, A., Pedrini, G., & Orzes, G. (2020). Digital transformation challenges: Strategies emerging from a multi-stakeholder approach. The TQM Journal, 32(4), 697-724. https://doi.org/ 10.1108/TQM-12-2019-0309
Cégeps du Québec. (2024). Cégeps. https://www.cegepsquebec.ca/en/cegeps/
Champlain Regional College. (2015). Institutional policy on the management of academic programs. https://champlainsaintlambert.ca/wp-content/uploads/2022/12/Institutional-Policy-on-the-Management-of-Academic-Programs-IPMAP.pdf
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles: Sage Publications.
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Methods and possibilities (pp. 33-52). Springer Link. https://doi.org/10.1007/978-3-319-65442-3_2
Cowan, D. T., Norman, I., & Coopamah, V. P. (2007). Competence in nursing practice: A controversial concept – A focused review of literature. Accident and Emergency Nursing, 15(1). https://doi.org/10.1016/j.aaen.2006.11.002
Creswell, J. W. (2007). Five qualitative approaches to inquiry. In J. W. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five approaches (pp. 53-84). Thousand Oaks: Sage Publications.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks: Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks: Sage Publications.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks: Sage Publications.
Dalhousie University. (n.d.). UGME curriculum map: Introducing CBlue. https://medicine.dal.ca/departments/core-units/undergraduate/current-students/curriculum_map.html
Dawson College. (2019). Institutional policy on the evaluation of programs. https://www.dawsoncollege.qc.ca/wp-content/external-includes/spdocs/documents/bog-sen-01-ipep.pdf
Dillenbourg, P. (2009). Exploring neglected planes: Social signals and class orchestration. Proceedings of the 9th international conference on computer supported collaborative learning: CSCL2009. Volume 2 (pp. 6-7). International Society of the Learning Sciences (ISLS).
Dillenbourg, P. (2012). Design for classroom orchestration. Computers & Education, 69, 485–492. https://doi.org/10.1016/j.compedu.2013.04.013
Dillenbourg P., & Jermann P. (2007). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning. Boston: Springer. https://doi.org/10.1007/978-0-387-36949-5_16
Dillenbourg, P., & Jermann, P. (2010). Technology for classroom orchestration. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Cognition, computers and collaboration in education (pp. 525-552). Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5716-0_26
Dillenbourg, P., Zufferey, G., Alavi, H., Jermann, P., Do-Lenh, S., Bonnard, Q., Cuendet, S., & Kaplan, F. (2011). Classroom orchestration: The third circle of usability. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Proceedings of connecting computer-supported collaborative learning to policy and practice conference: CSCL2011. Volume 1 – Long papers (pp. 510-517). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2011.510
Dodge, L., Bushway, D. J., Long, C. S., & Laitinen, A. (2023). A leader’s guide to competency-based education: From inception to implementation. New York: Routledge. https://doi.org/10.4324/9781003442844
Eldh, A. C., Arestedt, L., & Berterö, C. (2020). Quotations in qualitative studies: Reflections on constituents, custom, and purpose. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920969268
Forero, R., Nahidi, S., De Costa, J., Mohsin, M., Fitzgerald, G., Gibson, N., McCarthy, S., & Aboagye-Sarfo, P. (2018). Application of four-dimension criteria to assess rigour of qualitative research in emergency medicine. BMC Health Services Research, 18(1), 1-11. https://doi.org/10.1186/s12913-018-2915-2
Fullan, M., & Langworty, M. (2014). A rich seam: How new pedagogies find deep learning. International Society for Technology in Education (ISTE). https://staging.oer4pacific.org/id/eprint/5/1/Rich%20seam.pdf
Funa, A. A., & Talaue, F. (2021). Constructivist learning amid the COVID-19 pandemic: Investigating students’ perceptions of biology self-learning modules. International Journal of Learning Teaching and Educational Research, 20(3), 250-264. https://doi.org/10.26803/ijlter.20.3.15
Gale, J. (1995). Preface. In L. P. Steffe, & J. Gale (Eds.), Constructivism in education. New York: Routledge.
Gervais, J. (2016). The operational definition of competency-based education. The Journal of Competency-Based Education, 1(2), 98-106. https://doi.org/10.1002/cbe2.1011
Getha-Taylor, H., Hummert, R., Nalbandian, J., & Silvia, C. (2013). Competency model design and assessment: Findings and future directions. Journal of Public Affairs Education, 19(1), 141-171. https://doi/org/10.1080/15236803.2013.12001724
Glasersfeld, E. von. (1995). A constructivist approach to teaching. In L. P. Steffe, & J. Gale (Eds.), Constructivism in education (pp. 3-15). New York: Routledge. Retrieved from http://www.vonglasersfeld.com/172
Gonczi, A. (1994). Competency based assessment in the professions in Australia. Assessment in Education: Principles, Policy & Practice, 1(1), 27-44. https://doi.org/10.1080/0969594940010103
Gosselin, D. (2017, July 14). Competencies and learning outcomes for workforce preparation. SERC – Science Education Resource Center at Carleton College. https://serc.carleton.edu/integrate/programs/workforceprep/competencies_and_LO.html
Gouvernement du Québec. (2024). Étudier au cégep. https://www.quebec.ca/education/cegep/etudier/a-propos
Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137. https://doi.org/10.1080/01421590120036547
Hunter, M. G. (2012). Creating qualitative interview protocols. International Journal of Sociotechnology and Knowledge Development, 4(3), 1-16. https://doi.org/10.4018/jskd.2012070101
Kertesz, J. (2015). U-Map: Beyond curriculum mapping. Advances in the Scholarship of Teaching and Learning, 2(1), 16-34. Retrieved from https://tlc.suss.edu.sg/research/AdvSoTL-2/pdf/2_U-Map_beyond_curriculum_mapping.pdf
Kilag, O. K. T., Malbas, M. H., Nengasca, M. K. S., Longakit, L. J. H., Celin, L. C., Pasigui, R., & Valenzona, M. A. V. N. (2023). Transformational leadership and educational innovation. European Journal of Higher Education and Academic Advancement, 1(2), 103-109. https://doi.org/10.61796/ejheaa.v1i2.107
Kopera-Frye, K., Mahaffy, J., & Svare, G. (2008). The map to curriculum alignment and improvement. Collected Essays on Learning and Teaching, 1, 8-14. https://doi.org/10.22329/celt.v1i0.3171
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30, 73-84. https://doi.org/10.1002/ev.1427
Lincoln, Y. S., & Guba, E. G. (1994). Paradigmatic controversies, contradictions, and emerging confluences. Handbook of Qualitative Research, 163-188. https://doi.org/10.1111/j.13652648.2005.03538_2.x
MacQueen, K. M., McLellan-Lemal, E., Bartholow, K., & Milstein, B. (2008). Team-based codebook development: Structure, process, and agreement. In G. Guest, & K. M. MacQueen (Eds.), Handbook for team-based qualitative research (pp. 119-136). AltaMira Press/Rowman & Littlefield.
Majerník, J., Kacmarikova, A., Komenda, M., Kononowicz, A. A., Kocurek, A., Stalmach-Przygoda, A., Balcerzak, Ł., Hege, I., & Ciureanu, A. (2021). Development and implementation of an online platform for curriculum mapping in medical education. Bio-Algorithms and Med-Systems, 18(1), 1-11. https://doi.org/10.1515/bams-2021-0143
Makulova, A. T., Alimzhanova, G. M., Bekturganova, Z. M., & Umirzakova, Z. A. (2015). Theory and practice of competency-based approach in education. International Education Studies 8(8). https://doi.org/10.5539/ies.v8n8p183
Marianopolis College. (2019). Program management policy (PMP). https://www.marianopolis.edu/wp-content/uploads/2023/01/Program-Management-Policy-2019.pdf
Martínez-Peláez, R., Ochoa-Brust, A., Rivera, S., Félix, V. G., Ostos, R., Brito, H., Félix, R. A., Mena, L. J. (2023). Role of digital transformation for achieving sustainability: Mediated role of stakeholders, key capabilities, and technology. Sustainability, 15. https://doi.org/10.3390/su151411221
Melillán, A., Cravero, A., & Sepúlveda, S. (2023). Software development and tool support for curriculum design: A systematic mapping study. Applied Sciences, 13(13). https://doi.org/10.3390/app13137711
Meyer, T., & Semark, P. (1996). A framework for the use of competencies for achieving competitive advantage. South African Journal of Business Management, 27(4), 96-103. https://doi.org/10.4102/sajbm.v27i4.814
Mialkovska, L., Redchuk, R., Sushyk, I., Martyniuk, Y., Maiboroda, O., & Savchuk, N. (2023). Social management and digital communications as important components of modern higher education. Brazilian Journal of Education, Technology and Society, 16(1), 143-152. https://doi.org/10.14571/brajets.v16.n1.2023
Miles, M. B. & Huberman, A. B. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks: Sage Publications.
Miller, C. L., & Manderfeld, M. (2021). Maverick learning and educational applied research nexus: Socio-constructivism. Minnesota Libraries Publishing Project. https://mlpp.pressbooks.pub/mavlearn/chapter/socio-constructivism/
Ministère de l’Éducation, du Loisir et du Sport. (2009). Formation générale: Commune, propre et complémentaire aux programmes d'études conduisant au diplôme d'études collégiales. https://numerique.banq.qc.ca/patrimoine/details/52327/1944838
Ministère de l’Emploi et de la Solidarité Sociale. (2024). Composantes de la formation générale: Extraits des programmes d’études conduisant au diplôme d’études collégiales (DEC). https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/cegeps/services-administratifs/Composantes-formation-generale-cegeps.pdf
Ministère de l'Éducation du Québec. (2021). Québec education program. http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17687/29_Technological%20pedagogical%20content.pdf?sequence=1
Namey, E., Guest, G., Thairu, L., & Johnson, L. (2008). Data reduction techniques for large qualitative data sets. In G. Guest, & K. M. MacQueen (Eds.), Handbook for team-based qualitative research (pp. 137-161). AltaMira Press/Rowman & Littlefield.
O’Neill, G. (2010, January 9). A programme wide approach to assessment: A reflection on some curriculum mapping tools [Conference session]. All Ireland Society for Higher Education (AISHE): Valuing Complexity, Dublin, Ireland. http://ocs.aishe.org/aishe/index.php/international/2009/schedConf/presentations
Oliver, B., Ferns, S., Whelan, B., & Lilly, L. (2010). Mapping the curriculum for quality enhancement: Refining a tool and processes for the purpose of curriculum renewal. Proceedings of quality in uncertain times conference: AuQF (pp. 80-88). Australian Universities Quality Agency. https://espace.curtin.edu.au/bitstream/handle/20.500.11937/26655/155120_28216_auqf_proceedings_2010%20Oliver%20Ferns%20Whelan%20Lilly.pdf
Perera, S., Olusola Babatunde, S., Pearson, J., & Ekundayo, D. (2017). Professional competency-based analysis of continuing tensions between education and training in higher education. Higher Education Skills and Work-Based Learning, 7(1), 92-111. https://doi.org/10.1108/HESWBL-04-2016-0022
Perlin, M. S. (2011). Curriculum mapping for program evaluation and CAHME accreditation. The Journal of Health Administration Education, 28(1), 33-53. Retrieved from https://www.ingentaconnect.com/content/aupha/jhae/2011/00000028/00000001/art00003?crawler=true
Rawle, F., Bowen, T., Murck, B., & Hong, R. (2017). Curriculum mapping across the disciplines: Differences, approaches, and strategies. Collected Essays on Learning and Teaching, 10, 75-88. https://doi.org/10.22329/celt.v10i0.4765
Rissi, J. J., & Gelmon, S. B. (2014). Development, implementation, and assessment of a competency model for a graduate public affairs program in health administration. Journal of Public Affairs Education, 20(3), 335-352. https://doi.org/10.1080/15236803.2014.12001792
Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles: Sage Publications.
SALTISE. (n.d. -a). CourseFlow. https://www.saltise.ca/tool/courseflow/
SALTISE. (n.d. -b). Who we are. https://www.saltise.ca/who-we-are/
SALTISE. (2024). Getting started: CourseFlow primer. https://www.saltise.ca/wp-content/uploads/2023/12/Getting-Started_CourseFlow_primer.pptx.pdf
Scheopner Torres, A., Brett, J., Cox, J., & Greller, S. (2018). Competency education implementation: Examining the influence of contextual forces in three New Hampshire secondary schools. AERA Open, 4(2). https://doi.org/10.1177/2332858418782883
Schoch, K. (2020). Case study research. In G. J. Burkholder, K. A. Cox, L. M. Crawford, & J. H. Hitchcock (Eds.), Research design and methods: An applied guide for the scholar-practitioner (pp. 245-258). Thousand Oaks: Sage Publications.
Scivero. (n.d.). Our team. https://scivero.com/en/team/
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.
Suchman, L. A. (1985). Plans and situated actions: The problem of human-machine communication. Palo Alto: Xerox Corporation.
Sumsion, J., & Goodfellow, J. (2004). Identifying generic skills through curriculum mapping: A critical evaluation. Higher Education Research & Development, 23(3), 329-346. https://doi.org//10.1080/0729436042000235436
Tomljenović, Z., & Tatalović Vorkapić, S. (2020). Constructivism in visual arts classes. Center for Educational Policy Studies Journal, 10(4), 13-32. https://doi.org/10.26529/cepsj.913
Toronto Metropolitan University. (n.d.). Curriulum mapping: Curriculum Insights (CI). https://www.torontomu.ca/curriculumquality/resources/curriculum-mapping/#!accordion-1598560758519-mapping-software--curriculum-insights--ci-
Toukola, T., & Ahola, S. (2022). Digital tools for stakeholder participation in urban development projects. Project Leadership and Society, 3(4). https://doi.org/10.1016/j.plas.2022.100053
Treadwell, I., Ahlers, O., & Botha, G. C. (2019). Initiating curriculum mapping on the web-based, interactive learning opportunities, objectives and outcome platform (LOOOP). African Journal of Health Professions Education, 11(1), 27-31. https://doi.org/10.7196/AJHPE.2019.v11i1.1073
Treleaven, L., & Voola, R. (2008). Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30(2), 160-173. https://doi.org/10.1177/0273475308319352
Uchiyama, K. P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33(4), 271-280. https://doi.org/10.1007/s10755-008-9078-8
University of Calgary. (n.d.). Curriculum Links. https://taylorinstitute.ucalgary.ca/curriculum-links
Vanier College. (2019). Program management policy. https://www.vaniercollege.qc.ca/bylaws-policies-procedures/files/Program-Management-Policy.pdf
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks: Sage Publications.
Zouri, M., & Ferworn, A. (2021, January). An ontology-based approach for curriculum mapping in higher education. Proceedings of the 2021 IEEE 11th annual computing and communication workshop and conference: CCWC. IEEE. https://doi.org/10.1109/CCWC51732.2021.9376163
Zubek, J., Johnson, K. M. S., Luttrell, M. J., Bryner, R. W., Choate, J. K., & French, M. B. (2023). Development of the physiology professional skills curriculum mapping tool (PS-MAP). Advances in Physiology Education, 47(1), 117-123. https://doi.org/10.1152/advan.00115.2022