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More competences http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id494_quest_for_competence.pdf Quoting National Teaching Fellowship Scheme (NTFS) Teachers should " influence students positively, to inspire students and to enable students to achieve specific learning outcomes as defined by the institution and/or the subject area". Compare to From process facilitator role Ensure active participation of all learners. Encourage and motivate students. Create a student-centered environment. From content facilitator role Construct appropriate learning tasks Structure content available to learners (provide scaffolding, signposting; weaving materials) Notice how the Goodyear et Al. Paper is much more detailed than the Hilier, probably because it is a list of competences which is all about breaking tasks down into discrete points as well as being more concrete  see "influence" vs "ensure" or "inspire" vs "structure" for example. The first works well as a statement of intent but the second is a now this  is what you actually have to do... However both papers discuss similar domains, such as what Goodyear et al. Call the content facilitator domain, compare ." innovation in the design and delivery of learning activities; • ability to organise course materials and present them effectively and imaginatively" from the NTFS with "Point to relevant learning resources • Construct appropriate learning tasks" from Goodyear et al. Interestingly  as well the NTFS quote is from a section describing "excellence" whereas the Goodyear paper is from a competence which seems to denote something essential rather than desirable! Later in the Hilier paper she goes on to describe a report by Hilier and Vielba that implies competences in that it emphasises what the teacher can do, although she doesn't break it down into explicitly discrete tasks... "the absence of certain characteristics, particularly those identified in the policy models of quality, could lead to poor quality, but their presence did not suggest excellence" she then describes then how we must somehow describe the positives (read competences) The reports complement each other, although one talks ablution excellence and one about competence they are like the Italian and the Spaniard who meet and discover that although their languages seem different at first they have in common to be mutually intelligible.