Competency Framework in Higher Education: A Bibliometric Analysis from 2000 to 2023

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Competency Framework in Higher Education: A Bibliometric
Analysis from 2000 to 2023
Competency Framework in Higher Education
Ellysa Tjandra
Department of Informatics, Faculty of Engineering,
University of Surabaya, Surabaya, Indonesia,
Department of Electrical Engineering and Information
Technology, Gadjah Mada University, Yogyakarta,
Indonesia
ellysa@staff.ubaya.ac.id
Ridi Ferdiana*
Department of Electrical Engineering and Information
Technology, Gadjah Mada University, Yogyakarta,
Indonesia
ridi@ugm.ac.id
Noor Akhmad Setiawan
Department of Electrical Engineering and Information
Technology, Gadjah Mada University, Yogyakarta,
Indonesia
noorwewe@ugm.ac.id
Sri Suning Kusumawardani
Department of Electrical Engineering and Information
Technology, Gadjah Mada University, Yogyakarta,
Indonesia
suning@ugm.ac.id
ABSTRACT
is study performs a bibliometric mapping analysis of the com-
petency framework in higher education research utilizing the Sco-
pus database using the Search, Appraisal, Synthesis, and Analysis
(SALSA) technique. Our study comprehensively outlines the com-
petency framework research from 2000 to 2023. We analyze and
synthesize previous works to uncover topic areas, highlight prospec-
tive research subjects, and identify common trends and paerns.
We collected all journal and conference publications from 2000
to 2023, from which 366 papers were examined further using the
VOSviewer soware to determine the co-authorship coupling be-
tween documents and discover the most frequently used keywords.
is study nds that the competency framework is still being re-
searched worldwide and shows an increasing trend, signicantly
from 2019 and culminating in 2021 and 2023. Competency frame-
work research is primarily explored in Social Science, Medicine,
Nursing, Computer Science, Business, Management, and Account-
ing. It is performed in 63 countries, mainly in developed countries:
the United States, the United Kingdom, and Canada. is paper also
nds the main contributors to competency framework studies. We
discovered that studies on competency framework are grouped into
six clusters of keyword co-occurrences, and the highest linked key-
words are ”human,” ”humans,” ”article,” ”curriculum,” ”education,”
”medical education,” and ”clinical competence.” We also provide
further analysis and nd the newest related keywords that can be
used as a basis for future studies.
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ICEMT 2024, June 22–24, 2024, Tokyo, Japan
© 2024 Copyright held by the owner/author(s). Publication rights licensed to ACM.
ACM ISBN 979-8-4007-1761-1/24/06
https://doi.org/10.1145/3678726.3678736
CCS CONCEPTS
•Applied computing; • Education; • Learning management
systems;
KEYWORDS
Bibliometric Analysis, Competency, Competency Framework,
Competencies-Based Education, Higher Education
ACM Reference Format:
Ellysa Tjandra, Ridi Ferdiana*, Noor Akhmad Setiawan, and Sri Suning
Kusumawardani. 2024. Competency Framework in Higher Education:
A Bibliometric Analysis from 2000 to 2023: Competency Framework in
Higher Education. In 2024 e 8th International Conference on Education and
Multimedia Technology (ICEMT 2024), June 22–24, 2024, Tokyo, Japan. ACM,
New York, NY, USA, 7 pages. https://doi.org/10.1145/3678726.3678736
1 INTRODUCTION
Higher education must respond to industry globalization and the
social, economic, and environmental technological revolution. As
a result, many universities compete to enhance students’ educa-
tional experience while developing the professional competencies
that many industries and stakeholders need to achieve workplace
success [
1
]. Competency is equivalent to skills, aptitude, ability,
knowledge, and understanding [
2
]. It can also be dened as an
output function or the performance requirements of a job role.
erefore, competencies are needed to guarantee that a task is
completed successfully [
2
]. us, a framework is needed to ensure
these competencies are fullled and meet standards, especially in
higher education institutions [
3
], [
4
]. Competency frameworks
are still becoming an emerging topic in education and are still be-
ing researched worldwide. e competencies-based framework
is currently still being developed in various areas, for example,
in Engineering [
5
]–[10], Medical and Health [
11
]–[14], Account-
ing [
15
]–[18], Pharmacy and Medicine [
19
]–[21], and other elds
[
22
], [
23
]. However, the competency framework requires further
examination to identify emerging topics for future research.
262

ICEMT 2024, June 22–24, 2024, Tokyo, Japan Ellysa Tjandra et al.
Bibliometric analysis is a statistical approach applied to scien-
tic data using metadata from earlier research documents [
24
]–[27].
is technique is oen used to analyze research trends of previous
research papers and provide visualization; thus, it can determine
the research’s state of the art, current works, and future oppor-
tunities or emerging research topics [
27
]. It is accomplished by
the systematic analysis and interpretation of massive documents.
Hence, bibliometric analysis can provide solid foundations for re-
search and future work. It can portray a comprehensive review,
nding research gaps, topics, and new subject areas for further in-
vestigation [
26
]–[28]. is technique is still widely and frequently
used in many research education elds, such as online learning [
26
],
[
29
]–[31], academic employability [
32
], [
33
], education concepts
and practices [
25
], [
34
], classroom teaching and strategy [
35
], [
36
],
learning style detection [37], curriculum and learning design [38],
and student entrepreneurship [
39
]. erefore, our study aims to
perform bibliometric analysis of competency framework due to
its ability to produce visual representations of the relationships
between keywords and terms so other researchers can identify
the historical background and trends of competency framework in
higher education, the relationships between keywords, and pos-
sible future research developments by using mapping tools for
visualization.
Hence, this study set out to perform a bibliometric mapping
analysis of research studies of competency framework in the Scopus
databases to determine knowledge gaps and possible future research
topics. is paper is focused on answering the following questions:
RQ1. What are the trends of publication in the competency
framework?
RQ2. Which subject areas of competency frameworks were most
commonly used?
RQ3. Which countries conduct the most research on competency
framework?
RQ4. Which authors are the main contributors to the competency
framework research studies?
RQ5. Which competency framework keywords are most fre-
quently used?
2 RESEARCH METHOD
Many researchers use the Search, Appraisal, Synthesis, and Anal-
ysis (SALSA) method to perform bibliometric analysis [
40
]–[42].
is paper uses the SALSA method to perform bibliometric review
and analysis. e Scopus database is a trusted source of all research
papers, so we collected all documents from Scopus for this research.
We performed this search on March 9, 2024. Aer we extracted all
the papers, we used the VOSviewer application as a helping tool to
conduct further analysis. is technique includes nding several
papers in databases using a particular string (Search). en, the lit-
erature evaluation also entails selecting and evaluating documents
to ensure quality (Appraisal). e following stage involves extract-
ing and classifying the data, known as synthesis. Next, the analysis
is nally performed to explain the ndings and provide conclusions.
According to Figure 1, we use the most frequently used phrases in
our study’s initial stage. We select only journal papers and con-
ference proceedings from 2000 to 2023. en, we limit our results
further by only considering English documents in the nal stage
Figure 1: Research Method using SALSA Technique
because English is an international language that can understood
by all researchers globally. Finally, we employ VOSviewer for a
bibliometric evaluation to conduct additional analysis.
3 DATA COLLECTION
First, as shown in Figure 1, a search is conducted using the keywords
for the title, abstract, and author using the terms (”competency
framework” OR ”competencies framework” OR ”competencies-
based framework” OR ”competency-based framework”) AND
(”higher education” OR ”college” OR ”universities” OR ”univer-
sity” OR ”undergraduate”), yielding 495 documents. is search
was conducted on March 9, 2024. e next stage is to restrict the
result papers, which only include journal articles and conference
proceedings between 2000 and 2023, resulting in 381 documents
found during this search. To narrow the results, we only used arti-
cles published in English and were in the nal stages of publishing,
yielding 367 papers. We also removed duplicate papers, resulting
in 366 papers overall. VOSviewer was used to conduct additional
analysis on these 366 documents. Next, we use bibliographic data
to analyze co-authorship and keyword co-occurrences.
4 RESULT AND DISCUSSIONS
is section overviews the general data from the 366 documents
selected from the Scopus database. We will present our results
and discuss all research questions. First, we show competency
framework trends from 2000 to 2023. Next, we present a results
visualization based on bibliographic data using VOSviewer soware.
At last, we present our conclusion to provide further research pro-
jections in the competency framework.
263

Competency Framework in Higher Education: A Bibliometric Analysis from 2000 to 2023 ICEMT 2024, June 22–24, 2024, Tokyo, Japan
Figure 2: Article Publication Trend
RQ1. What are the trends of publication in the competency
framework?
We investigate the paern of competency framework publication
in all Scopus-indexed journal articles and conference proceedings
from 2000 until 2023 (331 journal articles and 35 conference pro-
ceedings). e paern of competency framework publications, as
shown in Figure 2, began in 2001, increased signicantly from 2019,
and peaked in 2021 and 2023 (45 documents).
RQ2. Which subject areas of competency frameworks were most
commonly used?
Research in competency frameworks was commonly used in
26 subject areas. As seen in Figure 3, the top 15 subject areas of
competency frameworks are Social Science (195 articles), Medicine
(113 articles), Nursing (50 articles), Computer Science (42 articles),
Business, Management, & Accounting (36 articles), Health Profes-
sions (28 articles), Engineering (24 articles), Psychology (16 articles),
Pharmacology, Toxicology & Pharmaceutics (9 articles), Environ-
mental Science (9 articles), Economics, Econometrics & Finance (9
articles), Decision Sciences (7 articles), Energy (6 articles), Dentistry
(5 articles), and Arts & Humanities (5 articles).
RQ3. Which countries conduct the most research on competency
framework?
is paper investigates the fact that researchers worldwide per-
formed competency framework research in 63 countries. Figure 4
lists the top 15 countries signicantly contributing to competency
framework studies. ese countries are mainly developed countries.
With 90 papers, the United States leads the world in competency
framework research studies. e United Kingdom comes in second
with 66 papers, Canada with 56 papers, Australia with 34 papers,
the Netherlands with 18 papers, Malaysia with 15 papers, South
Africa with 15 papers, Spain with 14 papers, Germany with 12 pa-
pers, Singapore with ten papers, China with eight papers, Ireland
with eight papers, Saudi Arabia with seven papers, Belgium with
six papers, and France with six papers.
RQ4. Which authors are the main contributors to the com-
petency framework research studies?
e main contributors in competency framework studies are
examined using the VOSViewer co-authorship feature. In this
study, we use a maximum of 25 authors per document, and the
minimum number of papers for each author is two, resulting in 89
Figure 3: Top 15 Subject Areas
Figure 4: Top 15 Research Countries
authors meeting the threshold of 1459 authors. Our bibliometric
analysis started with determining links between authors. It is clear
from Figure 5 that the top 5 authors with the highest link strength
are ”akel, m.” (22 links), ”hajj, a.” (22 links), ”sacre, h.” (22 links),
”salameh, p.” (22 links), and ”zeenny, r.m.” (22 links), so these authors
are considered the main contributors to competency framework in
higher education.
We only select authors with relationships for further examination
using overlay visualization, as displayed in Figure 6. Table 1 shows
three clusters of co-authorship: the rst cluster has six items, the
second has ve items, and the third has three items.
RQ5. Which competency framework keywords are most frequently
used?
We use bibliographic data to analyze co-occurrences of keywords
linked to competency framework research. Keywords are essential
for communicating important information about a research study
[
27
]. Studying keywords in-depth within particular study domains
allows for thoroughly comprehending research trends and variances
264

ICEMT 2024, June 22–24, 2024, Tokyo, Japan Ellysa Tjandra et al.
Table 1: Clusters Based on Co-authorship
Cluster Number of Items Authors
1 6 eckstrand, k.l.; englander, r.; frank, j.r.; metzl, j.m. ; rourke, j. ; sherbino, j.
2 5 bandiera, g.; langhan, t.; lee, r. ; penciner, r. ; woods, r.a.
3 3 ashiru-oredope, d.; courtenay, m.; mcewen, j.
Figure 5: Top 15 Co-authorship
Figure 6: Overlay Visualization of Co-authorship
in the eld. Keyword co-occurrence analysis is commonly used to
determine the degree of correlation between dierent keywords
inside numerous documents [
27
]. We can understand a topic’s in-
ternal structure and composition by examining the co-occurrence
correlations among terms. is examination can also show the
research frontiers of this topic. Hence, keyword co-occurrence
analysis has consequently gained popularity as a research tech-
nique.
Based on bibliographic information (keyword co-occurrences)
obtained from the Scopus database, we analyze using the full count-
ing method and a minimum threshold of ve terms (occurrences),
resulting in 212 relevant keywords. Figure 7 shows the top 20
keywords with the highest total link strength. We can see that key-
words with total link strength over 1000 links are ”human” (2676
links), ”humans” (2235 links), ”article” (2135 links), ”curriculum”
(1566 links), ”education” (1546 links), ”medical education” (1255
links), and ”clinical competence” (1176 links). ere are six clusters
related to competency framework research in higher education:
cluster 1 (51 items), cluster 2 (39 items), cluster 3 (34 items), cluster
4 (30 items), cluster 5 (29 items), and cluster 6 (29 items).
We also generated a network visualization of keyword co-
occurrences, as seen in Figure 8. Competency framework research
keywords are grouped into six clusters. e red color represents
the rst cluster, the green color represents the second cluster, the
blue color represents the third cluster, the yellow represents the
fourth cluster, the purple represents the h cluster, and the cyan
represents the last cluster. Furthermore, we analyze the data us-
ing an overlay visualization schema to obtain the newest research
keyword. We also display overlay visualization of all keyword co-
occurrences in Figure 9. e brighter colors indicate the newest
keyword co-occurrences of these studies. e keyword ”compe-
tency framework” is represented in the brightest color (yellow),
indicating that this keyword has been used recently. For further
analysis, we obtained more information using the keyword with
the highest total link strength displayed in Figure 7 ”human.” Figure
10 shows that the most related keyword to ”human” is ”competency
framework,” which is still considered new and needs further investi-
gation. Furthermore, we examine keywords related to ”competency
framework,” as seen in Figure 11, resulting in the recently related
keywords: ”human experiment,” ”higher education,” ”pharmacist,”
and ”students.” Hence, these keywords indicate emerging topics
that can be explored in future studies.
5 CONCLUSIONS
As seen from the previous sections, this study oers a comprehen-
sive summary of prior works on competency framework in higher
education, examining all papers published between 2000 and 2023.
Using the prior articles’ bibliographic data, we also investigate re-
search areas and documents co-authorship from the previous works,
resulting in 366 papers from journal and conference papers. Our
study nds that the competency framework trend in higher educa-
tion began in 2001 and increased signicantly from 2019, peaking
in 2021 and 2023.
We also discovered that competency framework research is
mainly explored in Social Science, Medicine, Nursing, Computer
Science, Business, Management, and Accounting. It was performed
in 63 countries, most of which are developed countries. e pri-
mary contributors to competency framework studies are the United
States, the United Kingdom, Canada, Australia, and the Nether-
lands. According to the bibliographic analysis, we nd that contrib-
utors with the strongest links in competency framework studies
were ”akel, m.”, ”hajj, a.”, ”sacre, h.”, ”salameh, p.”, and ”zeenny,
r.m.” Furthermore, we also discovered that studies on competency
frameworks from 2000 to 2023 focused on six clusters of keyword
co-occurrences, and the highest linked keywords in competency
framework in higher education are ”human,” ”humans,” ”article,”
265

Competency Framework in Higher Education: A Bibliometric Analysis from 2000 to 2023 ICEMT 2024, June 22–24, 2024, Tokyo, Japan
Figure 7: Top 15 Highest Total Link Strength of Keyword Co-Occurrences
Figure 8: Network Visualization (All Keywords)
Figure 9: Overlay Visualization (All Keywords)
Figure 10: Overlay Visualization (”human”)
Figure 11: Overlay Visualiation (”competency framework”)
”curriculum,” ”education,” ”medical education,” and ”clinical compe-
tence.” We also perform further analysis using the highest total link
266

ICEMT 2024, June 22–24, 2024, Tokyo, Japan Ellysa Tjandra et al.
keyword (”human”) and nd that the newest related keywords of
”competency framework” are ”human experiment,” ”higher educa-
tion,” ”pharmacist,” and ”students,” indicating that these keywords
have a vast opportunity to be explored in the future.
We know it is essential to identify the limitations of our study.
is research used particular search phrases in the Scopus database
to nd journal and conference articles. us, there may be limita-
tions to the extent of our study. is study did not consider text
data analysis (article’s abstract and titles) a potential analysis vari-
able. Although our study has several limitations, it provides a solid
foundation for understanding the trends and current state of com-
petency framework research and publishing in higher education.
Also, it oers the possibility for future investigation into compe-
tency frameworks in higher education curricula, such as research
including human experiments, especially in medical education and
the pharmacist eld.
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