Improving Employability Through Stakeholders in European Higher Education: The Case of Spain

Caballero, Gonzalo; Vázquez, Xosé H.; Quintás, María Á.

doi:10.1016/j.lrp.2015.09.005

Cited by 20 publications

(37 citation statements)

References 44 publications

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“…The individuals who succeed in reaching this completeness will, without doubt, achieve tenacity, the ability to deliver, perseverance, and determination to overcome challenges during key moments such as graduating, entering the workforce, and inclusion as active and productive members of society. These skills will translate into other spheres of their lives and to future challenges throughout their professional careers and their search for well-being and personal happiness (Heck and Johnsrud, 1994; Gibbs, 2010; Woods, 2012; Mocanu and Zamfir, 2014; Poortman et al, 2014; Caballero et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

“…Currently, however, such a paradigm is not sufficient. It is necessary to climb up one more step in the conception of higher education and in the models of learning, considering that ICT can be an equally valid model for the construction of knowledge and for the acquisition of emotional competences (Boza et al, 2014; Gu et al, 2014; Andres and Marieta, 2015; Caballero et al, 2015; Cuenca et al, 2015; Scheepers and Maree, 2015). …”

Section: Introductionmentioning

confidence: 99%

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Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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“…Caballero et al (2015) identified 10 groups of stakeholders: teachers, university governors, alumni, students, administrative staff, employers, public administration, trade unions, the media and local community members (including students’ families). All those stakeholders can play different roles and can contribute to graduate employability.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students must be made aware of the central importance of soft skills in their career path and so strive to acquire and develop them: ‘A degree, once a bonus or differentiator, is now almost seen as a prerequisite for a job’ (Tymon, 2013: 848). Alumni can add ‘value to students’ professional qualifications through their job market experience’ (Caballero et al, 2015: 9). In fact, alumni can act as role models to help students develop the skills they need to increase their employability: they might also help HEIs in the construction of curricula adapted to the labour market needs.…”

Section: Literature Reviewmentioning

confidence: 99%

University curricula and employability: The stakeholders’ views for a future agenda

Pereira¹,

Vilas-Boas

Rebelo

2020

Industry and Higher Education

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This article explores which measures are perceived by European key stakeholders (students, employers and academics) as crucial for the development of curricula that provide graduates with working-life competences and key skills that may increase their employability. It also seeks to identify measures that may strengthen cooperation between companies and universities. This was achieved through the application of 1734 questionnaires to key stakeholders in five European countries which are part of the European project #Europehome. The most popular measure identified by all stakeholders was the internship. More specifically, internships are considered of great importance to increase graduates’ employability as well as being the best means of cooperation between universities and companies. In addition, the study identified a range of best practices and measures that may help lay the foundations and sustain the development of well-planned curricula.

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“…Teaching staff could also become involved in the institutionalisation of improvement groups according to the Kaizen philosophy or could organise quality circles that encourage participation by final‐year students and graduates in the drafting of teaching programmes for the degree they studied. This would help meet the demands of employers and would avoid overlapping between different subjects (Caballero et al., 2015).…”

Section: Implications For Practicementioning

confidence: 99%

Responsibility of the University in Employability: Development and validation of a measurement scale across five studies

López‐Miguens

Caballero

Álvarez‐González

2020

Business Ethics Env & Resp

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This paper develops and validates, at a confirmatory level, a second-order scale to measure Responsibility of the University in Employability (RUE). First, the literature on the components of RUE is explored and a formative conceptual model is proposed to underpin its measurement using extant research in the field of organisational responsibility and employability. At the empirical level, the second-order RUE model considers the reputation of the university, the teaching staff, and the matching activities with employers as components of RUE. This model is based on five empirical studies. The first is a small-sample study based on the opinions of experts (n = 5) and the rest are based on representative samples of university students (n = 816, n = 1,082, n = 1,088, and n = 1,203). A very good fit between model and data were revealed (CFI = 0.975; RMSEA = 0.039; standardised X 2 = 2.676). The results indicate that matching activities with employers and teaching staff generate more RUE than university reputation. Guidelines are offered for managing the responsibility of the university in employability.

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Improving Employability Through Stakeholders in European Higher Education: The Case of Spain

Cited by 20 publications

References 44 publications

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

University curricula and employability: The stakeholders’ views for a future agenda

Responsibility of the University in Employability: Development and validation of a measurement scale across five studies

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