Abstract:

Introduction:
Innovation is becoming a requirement for competitive advantage in organisations. Therefore, it is an increasingly demanding and important aspect. Promoting the acquisition of innovation competence is one of the aspects to be solved. The current trend in higher education is improving the creativity and individual thought of students to bring them closer to the world and complex problems that they will find. Development of this increasingly important value will help students to gain access to the labour market and adapt to their future jobs in a context of these characteristics. Competency describes what training participants should be able to do at the end of such training. The competence is acquired through various learning objectives to be achieved. Innovation competence is closely related to self-assessment and the development of skills and learning methods, ability to work according to the principles of ethics and social responsibility, ability to work in interactive communication situations, ability to create and maintain connections work, networking capacity, ability to cooperate in a multidisciplinary and multicultural environment, ability to communicate and interact in an international environment, etc.

Objective:
In this paper we develop a method for measuring the innovation competencies in higher education in bachelor and master degrees, by introduction of different levels of mastery and different perspectives that should be considered in the innovation competence, such as, creativity, enterprising, integrating perspectives, forecast and change management.

Conclusion:
This chapter puts forward an evaluation method based on rubrics for the innovation competence in bachelor and master degrees. The literature review allowed us to obtain the learning objectives associated with this competence and to classify them into different perspectives: creativity, entrepreneurship integration, forecasting and managing change.
The proposal facilitates on one hand the evaluation and identification of the relations between learning objectives or different perspectives, and on the other hand the separately analysis provides flexibility and functionality.

Acknowledgement
This research has been carried out under the project of innovation and educational improvement (PIME/2013/A/016/B) 'RECICRE - Rubrics for the Assessment of Innovation, Creativity and Enterprising Competence’ funded by the Universitat Politècnica de València and the School of Computer Science.