The Generic skills challenge for higher education institutions: Experience of public universities in Chile
Abstract
In recent decades in Chile, generic skills have been made explicit in the graduation profiles and curricula of all programs of higher education institutions, following global trends that relate to labor market expectations on the employability of graduates. The institutional characteristics, mission, educational model, and institutional seal condition the choice of the generic skills that are developed. There are no current standards for the process of definition of generic skills sets in the various programs for the different universities. The same is true for the modality of implementation for them. The present article has the purpose of contributing to the knowledge of both the definition and implementation of generic skills inside higher education institutions in Chile. This process becomes relevant in the context of the new demands of students and graduates who face additional employment challenges.
Received: 03 March 2020
Accepted: 05 March 2021
Downloads
References
Abaida, Abdellah, Youssef Lakrari, and Abdeljabbar Abdouni. “An examination of the relationship between competences and wages of higher education graduates: Evidence from Morocco”. Tuning Journal for Higher Education 5, no. 1, 2017, http://dx.doi.org/10.18543/tjhe-5(1)-2017pp75-100.
Amaral, Alberto, Guy Neave, Christine Musselin, and Peter Maassen. European Integration and de Governance of Higher Education and Research, 2009, 3-58.
Andrews, Jane and Helen Higson, “Graduate Employability,‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study.” Higher Education in Europe 33, no. 4, 2008, https://doi.org/10.1080/03797720802522627.
Bain, Ken. Lo que hacen los mejores profesores universitarios. Translated by Oscar Barberá. Valencia: Universitat de Valencia, 2007.
Balcar, Jiří. “Is it Better to Invest in Hard or Soft Skills?” The Economic and Labour Relations Review 27, no. 4, 2016, https://doi.org/10.1177/1035304616674613.
Beneitone, Pablo, César Esquetini, Julia González, Maida Marty Maletá, Gabriela Siufi and Robert Wagennar. Informe Final del Proyecto Tuning América Latina: Reflexiones y perspectivas de la Educación Superior en América Latina. Bilbao, España: Universidad de Deusto and Universidad de Groningen, 2007.
Bennett, Neville; Elisabeth Dunne and Clive Carre. “Skill Development in Higher Education and Employment.” In Differing Visions of a Learning Society. Research Findings Volume 1, edited by Frank Coffield, Bristol, UK: Bristol University Press, 2000.
Bughin, Jacques, Eric Hazan, Sudan Lund, Peter Dahlström, Anna Wiesinger, & Amresh Subramaniam. Skill Shift Automation and the Future of the Workforce. McKinsey Global Institute, 2018, https://www.mckinsey.com/~/media/McKinsey/Featured%20Insights/Future%20of%20Organizations/Skill%20shift%20Automation%20and%20the%20future%20of%20the%20workforce/MGI-Skill-Shift-Automation-and-future-of-the-workforce-May-2018.ashx.
Cano, María Elena. “La evaluación por competencias en la educación superior,” Revista de Currículum y Formación del Profesorado 12, no. 3, 2008, https://www.ugr.es/~recfpro/rev123COL1.pdf.
Carnevale, Anthony P., Cheah Ban and Jeff Strohl. Hard Times: College Majors, Unemployment and Earnings: Not All College Degrees Are Created Equal. Georgetown: Georgetown University, 2013, http://hdl.handle.net/10822/559308.
Clarke, Marilyn. “Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context.” Studies in Higher Education 43, no. 11, 2017, https://doi.org/10.1080/03075079.2017.1294152.
Comisión Nacional de Acreditación, Criterios para la acreditación de carreras. Santiago, Chile: Comisión Nacional de Acreditación, 2016, https://www.cnachile.cl/Criterios%20y%20Procedimientos/DJ%20009-4%20Criterios.pdf.
Corominas, Enric. “Competencias genéricas en la formación universitaria,” Revista de Educación 325, 2001, http://www.educacionyfp.gob.es/dam/jcr:1ba9ac11-1d4a-4679-845f-b0f77109a23f/re3252109962-pdf.pdf.
Crossman, Johanna Elizabeth and Marilyn Clarke. “International experience and graduate employability: stakeholder perceptions on the connection”. Higher Education, 59, 2010, https://doi.org/10.1007/s10734-009-9268-z.
Chowdhury, Tamgid Ahmed and Mohammad Khasro Miah. “Employability Skills for Entry-level Human Resources Management Positions: Perceptions of Students and Employers.” Australian Journal of Career Development 25, no. 2, 2016, https://doi.org/10.1177/1038416216658774.
Deloitte, “Global Human Capital Trends”, 2017, Accessed November 1, 2019, https://www2.deloitte.com/global/en/pages/human-capial/articles/introduction-human-capital-trends.html.
Díaz-Barriga, Ángel, “Competencias en educación. Corrientes de pensamiento e implicaciones para el currículo y el trabajo en el aula”, Revista Iberoamericana de Educación Superior (ries), México, unam-iisue/Universia, vol. II, no. 5, 2011, http://ries.universia.net/index.php/ries/article/view/126.
Fenesi, Bárbara and Faria Sana. “What is your degree worth? The relationship between post–secondary programs and employment outcomes”, Canadian Journal of Higher Education 45, no. 4, 2015, http://journals.sfu.ca/cjhe/index. php/cjhe/article/view/183604/pdf_48.
García, Benilde, Javier Loredo, Edna Luna and Mario Rueda, “Modelo de evaluación de competencias docentes para la evaluación media y superior,” Revista Iberoamericana de Evaluación Educativa 1, no. 3, 2008, http://www.rinace.net/riee/numeros/vol1-num3_e/art8.pdf.
González, Julia, Robert Wagenaar and Pablo Beneitone. “Tuning - América Latina: un proyecto de las universidades” Revista Iberoamericana de Educación, 35, 2004, https://rieoei.org/historico/documentos/rie35a08.pdf.
Harris Richard and Ormond Barbara, Historical knowledge in a knowledge economy – what types of knowledge matter?, Educational Review, 71, no. 5, 2018, https://doi.org/10.1080/00131911.2018.1462764.
Haro, Marta. “Actividades que ayudan a desarrollar las competencias genéricas del ámbito educativo, in Competencias genéricas y transversales de los titulados, Ed. ICE de la Universidad de Zaragoza, Zaragoza: Universidad de Zaragoza, 2008, https://ice.unizar.es/sites/ice.unizar.es/files/users/leteo/publicaciones/col._documentos_08.pdf.
Harvey, Lee. “Defining and Measuring Employability”, Quality in Higher Education 7, no. 2, 2010, http://dx.doi.org/10.1080/13538320120059990.
Harvey, Lee, William Locke, and Alistair Morey. Enhancing employability, recognizing diversity Making links between higher education and the world of work, London: Universities UK, 2002.
Heckman, James J., Jora Stixrud and Sergio Urzúa. “The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior”, Journal of Labor Economics, 24, no.3, 2006, http://www.jstor.org/stable/10.1086/504455.
Hurrel, Scott A. “Rethinking the soft skills deficit blame game: Employers, skills withdrawal and the reporting of soft skills gaps”. Human Relations 69, no. 3, 2016.
Jackson, Denise and Elaine Chapman. “Non-technical Skill Gaps in Australian Business Graduates,” Education + Training 54, no.2–3, 2012, https://doi.org/10.1108/00400911211210224.
Kalfa, Senia and Lucy Taksa, “Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability” Studies in Higher Education 40, no. 4, 2015, https://doi.org/10.1080/03075079.2013.842210.
Kuhn, Peter and Catherine Weinberger. “Leadership Skills and Wages,” Journal of Labor Economics 23, no. 3, 2005, https://doi.org/10.1086/430282.
Ley N° 20901. Diario Oficial de la República de Chile, Chile: Santiago; May 11, 2018.
Ley N° 20904. Diario Oficial de la República de Chile, Chile: Santiago, May, 25, 2018.
Lessard Claude “La réforme du curriculum québécois et son difficile atterrissage”, Revue internationale d’éducation de Sèvres, no. 73, 2016, http://journals.openedition.org/ries/5623.
Miller, Brian. “Skills for sale: what is being commodified in higher education?” Journal of Further and Higher Education 34, no. 2, 2010, https://doi.org/10.1080/03098771003695460.
Moore, Tim and Janne Morton. “The Myth of Job Readiness? Written Communication, Employability, and the ‘Skills Gap’ in Higher Education,” Studies in Higher Education 42, no. 3, 2017, https://doi.org/10.1080/03075079.2015.1067602.
Monckeberg, María O. Con fines de lucro. La escandalosa historia de las universidades privadas de Chile. Santiago, Chile: Debate, 2013.
Moscoso, Fernando and Adela Hernández. “La formación pedagógica del docente universitario: un reto del mundo contemporáneo,” Revista Cubana de Educación Superior 34, no. 3, 2015, http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142015000300011&lng=es&tlng=es.
OECD, The future of education and skills. Education 2030. OCDE, 2018, https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
Palmer, Alfonso, Juan J. Montaño and María Palou. “Las competencias genéricas en la educación superior. Estudio comparativo entre la opinión de empleadores y académicos,” Psicothema 21, no. 3, 2009.
Pey, Roxana and Sara Chauriye. Innovación Curricular en las Universidades del Consejo de Rectores 2000 – 2010. Santiago, Chile: Consejo de Rectores, 2012. https://sct-chile.consejoderectores.cl/documentos_WEB/Innovacion_Curricular/2.Informe_INNOVACION_CURRICULAR.pdf.
Robley, Will, Sue Whittle and Deborah Murdoch-Eaton. “Mapping generic skills curricula: a recommended methodology,” Journal of Further and Higher Education, 29 no. 3, 2005, https://doi.org/10.1080/03098770500166801.
Robs, John. “Education and job match: The relatedness of college major and work.” Economics of Education Review 26, no. 4, 2007, https://doi.org/10.1016/j.econedurev.2006.08.003.
Rodríguez Zambrano, Hernando. “El paradigma de las competencias hacia la educación superior” Revista Facultad de Ciencias Económicas: Investigación y Reflexión, 15 no. 1, 2007.
Rychen, Dominique and Laura H. Salganik (ed.). Key Competences for a Successful Life and Well-Functioning Society. Göttingen, Germany: Hogrefe & Huber Publishers, 2003.
Scott, Fraser J., Pauline Connell, Linda A. Thomson and Debra Willison. “Empowering students by enhancing their employability skills”, Journal of Further and Higher Education 43, no. 5, 2017, https://doi.org/10.1080/030987 7X.2017.1394989.
Sepúlveda Obreque, Alejandro; Opazo Salvatierra, Margarita; Díaz-Levicoy, Danilo, Competencias sello en la universidad: promoción y evaluación en Pedagogía Básica. Cuad. Investig. Educ. Montevideo, v. 9, n. 1, 2018, http://dx.doi.org/10.18861/cied.2018.9.1.2819.
Sin, Cristina and Guy Neave. “Employability Deconstructed: Perceptions of Bologna Stakeholders.” Studies in Higher Education 41, no. 8, 2016, https://doi.org/10.1080/03075079.2014.977859.
Suleman, Fatima and Ana María Costa. “The employability skills of graduates and employers’ options in Portugal: An explorative study of anticipative and remedial strategies,” Education + Training, Vol. 60, no. 9, 2018, https://doi.org/10.1108/ET-10-2017-0158.
Tran Le Huu Nghia. “External stakeholders’ roles and factors influencing their participation in developing generic skills for students in Vietnamese universities,” Journal of Education and Work 31, no. 1, 2017, https://doi.org/10.1080/13639080.2017.1386774.
Villarroel, Verónica and Daniela Bruna. “Reflexiones en torno a las competencias genéricas en educación superior: Un desafío pendiente,” Psicoperspectivas 13, no. 1, 2014, https://dx.doi.org/10.5027/psicoperspectivas-Vol13-Issue1-fulltext-335.
Villa, Aurelio and Manuel Poblete. “Evaluación de Competencias Genéricas: Principios, Oportunidades y Limitaciones,” Bordón. Revista de Pedagogía 63, no. 1, 2011, https://recyt.fecyt.es/index.php/BORDON/article/view/28910.
World Economic Forum. The Future of Jobs Report, World Economic Forum, 2018, https://www.weforum.org/reports/the-future-of-jobs-report-2018.
Yañiz, Concepción. “Las competencias en el currículo universitario: implicaciones para diseñar el aprendizaje y para la formación del profesorado” Red U. Revista de Docencia Universitaria. Num. Monográfico 1º REDU. Revista de Docencia Universitaria, 2008, http://www.redu.um.es/Red_U/m1/.
Yániz, Concepción and Lourdes Villardón. “Modalidades de evaluación de competencias genéricas en la formación universitaria,” Didac, 60, 2012.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
1. Authorship:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
3. Users:
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.
1.jpg)
1.jpg)
.jpg)
1.jpg)
.jpg)
.jpg)
