As a consequence, it largely depends on the quality of the employed instrument. The act of evaluating digital competencies is, from a theoretical perspective, a measurement task. The latter is particularly important not only for diagnosing the educational community, but also to verify the extent to which an intervention program has been effective. Higher education institutions play an essential role in this context, that is, by integrating different strategies to provide these digital competencies to their educational community and building coherent evaluation processes and instruments. For this reason, it is essential that professionals have sufficient ICT skills and competencies, adapting to the demands of the modern working world.
In a world governed by Information and Communication Technologies (ICTs), most of the essential processes of modern society are automatized in one way or another. In addition, we estimate that the probability of finding studies with acceptable or good reporting practices increases over time. We found that studies in which several areas of digital competence were measured were more likely to report quality assessments. In general, the studies had a moderate to high depth of evidence on the assessments performed. 36% of the studies did not report any quality assessment, while less than 50% covered both groups of reliability and validity assessments at the same time. The studies were mostly published in low tier journals. Ad hoc, self-reported questionnaires measuring various digital competence areas were the most commonly used method for data collection. The results indicate that most of the studies focused on medium to large samples of European university students, who attended social science programs. 73 primary studies were selected from the published literature in the last 10 years in order to 1) characterize the literature, 2) evaluate the reporting practice of quality assessments, and 3) analyze which variables explain such reporting practices. Along the way, the book offers a critique of current uses of the idea of biopolitics in the work of Giorgio Agamben and Nikolas Rose.In this study, we report on a Systematic Mapping Study (SMS) on how the quality of the quantitative instruments used to measure digital competencies in higher education is assured. Such a response is not about life escaping power or a retreat from life, but rather involves critical work on the conditions of production of population life (becoming collective). Going beyond lamentation at the horrors of biopolitical domination, the book develops a positive-critique of biopolitical experience: offering explanations as to the enormous appeal of biopolitical discourse and cultivating an affirmative, ethical and productive response to the technologies of biopolitical racism and securitization.
It explores the relevance of what we might call 'biomentality' for understanding class and nationalism, neo-liberal education policy, cultural racism and 'the problem of racism' in the history of present 'western' feminism. Biopolitical Experience situates the idea of 'biopolitics' in the context of Foucault's earlier work on the historicity of life and in relation to a broad problematic of understanding structures, or foyers, of (limit) experience.
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