Análisis de la mejora del nivel de empleabilidad de los universitarios mediante la mejora de competencias transversales y habilidades//Analysis of the increase of the employability level in university students through the improvement of transversal

Abstract

RESUMENLas soft-skills o competencias transversales se consideran imprescindibles hoy en día para la formación en cualquier campo de conocimiento. Sin embargo, en los servicios de orientación profesional para universitarios todavía no se han incorporado de forma general. El objetivo de la investigación es conocer cómo influye el recibir orientación profesional por competencias transversales en el nivel de empleabilidad de los universitarios-egresados y comprobar si existen diferencias significativas según sexo, edad o situación laboral.Se utiliza un diseño cuasiexperimental pretest-postest con grupo control-experimental. Se lleva a cabo una intervención de orientación por competencias, La muestra es de 748 universitarios-egresados que solicitan orientación profesional y participan en programas subvencionados por la Unión Europea dentro de los programas de los Agentes Sociales de Aragón. Obtenemos la información a través de cuestionarios, entrevistas y de grupos de discusión elaborados (ad hoc). Los datos cuantitativos son analizados con el programa estadístico SPSS y los datos cualitativos son analizados a través de categorización predefinidas y emergentes por segmentos o unidades de análisis y textos transcritos con el software Nvivo.Se halla que la orientación profesional por competencias mejora el nivel de empleabilidad de los universitarios. Recibir orientación profesional por competencias contribuye positivamente a la mejora del nivel de empleabilidad de los universitarios en general y al desarrollo de las competencias transversales y del manejo de los recursos y las herramientas de un modo particular. Existe una clara correlación entre los universitarios-egresados que reciben orientación profesional por competencias y una coyuntura laboral satisfactoria en los mismos.ABSTRACT Soft skills or transversal competences are considered essential for training in any field of knowledge. However, professional guidance services for university students have not yet been incorporated. The aim of the research is to know how professional orientation by transversal competences influences the level of employability of university-graduates and to check if there are significant differences according to sex, age or employment situation.For the research, a quasi-experimental pretest-posttest design with a control-experimental group was used, as well as a competency orientation intervention. The sample was compound of 748 university-graduates who request professional guidance and were enrolled in programs subsidized by the European Union within the programs of the Social Agents of Aragon. Information was obtained through questionnaires, interviews and discussion groups. Quantitative data are analyzed with SPSS statistical program and qualitative data are analyzed through predefined and emerging categorization by segments or units of analysis and transcribed texts using Nvivo software.It is found that professional orientation by competences improves the employability level of the university students. Receiving professional guidance by competences contributes positively to the improvement of the employability level of university students in general and to the development of transversal skills and the management of resources and tools. There is a clear correlation between the university-graduates who receive professional guidance by competencies and a satisfactory working conjuncture in themselves.

Key Soft Skills in the Orientation Process and Level of Employability

“…While men sustain success with factors related to organization and planning, proactivity and the capacity for analysis and problem solving, women focus on maintaining success through aspects related to communication, quality, useful decision-making and capacity for adaptation. Both men and women agree on the importance of self-knowledge and balance in decision-making [12]. Below, we show some of the reflections from the interviews that reflect this distinction between genders: "Participant 24: Based on the 12 years of experience I have as a counselor I have realized that I and the men I guide focus on eminently practical issues such as organization, management and planning.…”

“…Based on this finding, we can state that women have a preference for intuitive decision-making, while men have a preference for analytical decision-making. These competencies are transferable and are learned, and they are equally prone to being unlearned if they are not constantly worked on from a standpoint of flexibility and effort [12]. Some of the improvements proposed by the counselors were developing a greater understanding of the decision-making process and working on communication by elaborating on discourses that could help in a job interview or in the advancement of a product or project.…”

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

“…An education in which the development of competencies is especially present. The different phases of the process drive the development of key competencies that are vital for students while being underrepresented in current university curricula [ 55 – 58 ]. The method’s most important contribution is its ability to develop the creativity of students, as well as their interest in undertaking projects and providing original, unique and authentic solutions, as reflected in other research [ 59 , 60 ].…”

Vínculos entre la timidez y las habilidades sociales: análisis de tendencias entre grupos de edad y sexo

“…El ámbito educativo es, sin duda, uno de los principales contextos para favorecer el desarrollo integral de los niños y niñas (Sette et al, 2016). Asimismo, varios autores (Gutiérrez y Expósito, 2015) inciden en la importancia de incluir programas específicos en el currículum educativo para trabajar estas competencias, pues a través de ellos se impulsaría la formación del alumnado para adquirir las habilidades cognitivas, emocionales y sociales necesarias para hacer frente a las diferentes situaciones y toma de decisiones que se les presentarán a lo largo de la vida (Álvarez, 2019;Rodríguez et al, 2019).…”