Cerrando la brecha de las competencias profesionales genéricas. Un estudio de Teoría Fundamentada
DOI:
https://doi.org/10.35362/rie7511354Palavras-chave:
competencias profesionales, empleadores, educación superior, teoría fundamentadaResumo
One of the main challenges of universities is to train students with the professional skills that the knowledge society demands. These professional competences are, on the one hand, specific competences of their discipline, and on the other, generic competences that include the correct management of interpersonal relationships, social learning and social values. The specialized literature has shown that the employers perceive a gap between the generic competences that the labor market requires and the ones that the recent graduates of the university possess when entering the labor field. However, there is not much literature explaining how these newly graduates “close” the gap. This research, conducted with the Grounded Theory, identified the informal learning process that recent graduates of a higher education institution in the city of Querétaro, Mexico, made to enter and remain in the labor market. Generally speaking, they acquire generic professional skills through an informal learning process consisting of four phases: 1) entry, 2) permanence, 3) commitment and 4) promotion. In each of these phases, these people learn certain specific professional competences, but in all of them they know how to acquire the generic ones. This finding suggests that the design of a formal model of generic professional competences for higher education should emphasize informal learning processes, such as observation, reflection, self-regulation and imitation, but under a process closely linked to work environments.
Keywords: professional competences; higher education; employers; grounded theory.
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Referências
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Marginson, S. (2010). Higher education in the global knowledge economy. Procedia - Social and Behavioral Sciences, 2(5), 6962–6980. https://doi.org/10.1016/j.sbspro.2010.05.049
McClelland, D. C. (1973). Testing for competence rather than intelligence. American Psychologist, 28, 1–14.
McClelland, D. C. (1998). Identifying competencies with behavioral event interviews. Psychological Science, 9(5), 331–339.
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Shepherd, G. (2016). Developing deep group reflection within a Critical Reflection Action Learning set. Action Learning: Research and Practice, 13(3). https://doi.org/10.1080/14767333.2016.1220176
Stewart, D. W., & Shamdasani, P. N. (2014). Focus Groups: Theory and Practice. Thousand Oaks, Calif.: Sage Publications.
Švarc, J., & Dabić, M. (2015). Evolution of the Knowledge Economy: a Historical Perspective with an Application to the Case of Europe. Journal of the Knowledge Economy, 1–18. https://doi.org/10.1007/s13132-015-0267-2
Tadajewski, M. (2016). Focus groups: history, epistemology and non-individualistic consumer research. Consumption Markets and Culture, 19(4). https://doi.org/10.1080/10253866.2015.1104038
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Villa, A., & Poblete, M. (2008). Competence Based Learning. A Proposal for the assessment of generic competences. Bilbao: University of Deusto.
Weber, A. S. (2011). The role of education in knowledge economies in developing countries. Procedia - Social and Behavioral Sciences, 15, 2589–2594. https://doi.org/10.1016/j.sbspro.2011.04.151
Argudín, Y. (2006). Educación Basada en Competencias: antecedentes y nociones. México: Trillas.
Bellocchio, M. (2010). Educación Basada en Competencias y constructivismo: un enfoque y un modelo para la formación pedagógica del siglo XXI. México: Cuaderno de casa ANUIES.
Beneitone, P., Esquetini, C., González, J., Maletá, M., Siufi, G., & Wagenaar, R. (2007). Reflections on and outlook for Higher Education in Latin America. Final Report-Tunning Latin America Project 2004-2007. Bilbao: Universidad de Deusto. Recuperado a partir de http://www.unideusto.org/tuningeu/images/stories/Publications/Tuning_A_Latina_INGL_PR2.pdf
Bohne, C., Eicker, F., & Haseloff, G. (2017). Competence-based vocational education and training (VET): An approach of shaping and networking. European Journal of Training and Development, 41(1). https://doi.org/10.1108/EJTD-07-2016-0052
Boni, A., & Lozano, J. F. (2007). The generic competences: An opportunity for ethical learning in the European convergence in higher education. Higher Education, 54(6), 819–831. https://doi.org/10.1007/s10734-006-9026-4
Bryant, A. (2017). Grounded Theory and Grounded Theorizing: Pragmatism in Research Practice. New York: Oxford University Press.
Bryant, A., & Charmaz, K. (2010). The SAGE handbook of grounded theory. Los Angeles: SAGE.
Casner-Lotto, J., & Barrington, L. (2006). Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce. Recuperado a partir de http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf
Cataldi, S. (2017). A proposal for the analysis of the relational dimension in the interview techniques: a pilot study on in-depth interviews and focus groups. Quality and Quantity. https://doi.org/10.1007/s11135-017-0468-9
CIDAC. (2014). Encuesta de competencias profesionales 2014. Ciudad de México. Recuperado a partir de http://cidac.org/esp/uploads/1/encuesta_competencias_profesionales_270214.pdf
CISCO. (2009). Preparar a cada alumno para el siglo XXI. Recuperado a partir de http://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/GlobalEdWPLatAm.pdf
Dabic, M., Potocan, V., & Nedelko, Z. (2016). Personal values supporting enterprises’ innovations in the creative economy. Journal of the Knowledge Economy, 1–21. https://doi.org/10.1007/s13132-016-0354-z
Escudero, A. (2013). “Responsible trust”: A value to strengthen Active Citizenship. Journal of Social Studies Education Research, 4(2), 27–54. Recuperado a partir de http://www.jsser.org/index.php/JSSER/article/viewFile/148/pdf
Escudero, A. (2014). Identidades e Identificaciones para la cohesión social: Estudio de Teoría Fundamentada sobre programas de voluntariado. En XIV Congreso de Investigación sobre el Tercer Sector. Innovación social y redes de sociedad civil en las agendas global y local. México: Universidad Anáhuac del Norte.
Fradel, L. (2009). Desarrollo de competencias en educación: desde preescolar hasta el bachillerato. México: Inteligencia educativa.
Gibson, B., & Hartman, J. (2014). Rediscovering grounded theory. Beverly Hills (California) [etc.]: Sage.
González, J., & Wagenaar, R. (2003). Tunning Educational Structures in Europe. Bilbao. Recuperado a partir de http://www.unideusto.org/tuningeu/
Holton, J., & Walsh, I. (2016). Classic grounded theory: applications with qualitative and quantitative data. Thousand Oaks, Calif., Calif.: Sage Publications.
Hughes, J. (2005). Bringing emotion to work: emotional intelligence, employee resistance and the reinvention of character. Work Employment & Society, 19(3), 603–625.
Kallioinen, O. (2010). Defining and comparing generic competences in higher education. European Educational Research Journal, 9(1), 56–68. https://doi.org/10.2304/eerj.2010.9.1.56
Kis, V. (2016). Work, train, win: work-based learning design and management for productivity gains (OECD Education Working Papers No. 135). Paris. https://doi.org/http://dx.doi.org/10.1787/5jlz6rbns1g1-en
Luna, M. E. (2011). Elementos contextuales que influyen en los aprendizajes y el desarrollo de competencias. En La formación cívica y ética en la educación básica: retos y posibilidades en el contexto de la sociedad globalizada (pp. 67–83). México: SEP.
Marginson, S. (2010). Higher education in the global knowledge economy. Procedia - Social and Behavioral Sciences, 2(5), 6962–6980. https://doi.org/10.1016/j.sbspro.2010.05.049
McClelland, D. C. (1973). Testing for competence rather than intelligence. American Psychologist, 28, 1–14.
McClelland, D. C. (1998). Identifying competencies with behavioral event interviews. Psychological Science, 9(5), 331–339.
Mengual-Andrés, S. (2013). Rethinking the role of Higher Education. New Approaches in Educational Research, 2(1), 1–2. https://doi.org/10.7821/naer.2.1.1-2
Monje, C. (2011). Metodología de la investigación cuantitativa y cualitativa. Colombia: Facultad de Neiva.
Morita, A., García, M. T., & Escudero, A. (2016). Análisis de la percepción de las competencias genéricas en instituciones de educación superior en México. Revista de Educación y Desarrollo, 38, 69–78. Recuperado a partir de http://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/38/38_Morita.pdf
Navío, A. (2005). Propuestas conceptuales en torno a la competencia profesional. Revista de Educación, 337, 213–234.
OECD. (2005). The definition and selection of key competencies. Executive summary.
OECD. (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. Paris: OECD Publishing. https://doi.org/10.1787/ 9789264204256-en
OECD. (2015). Skills for Social Progress: The Power of Social and Emotional Skills. Paris: OECD Skills Studies Publishing. https://doi.org/10.1787/9789264226159-en
OECD. (2016a). OECD Employment Outlook 2016. Paris: OECD Publishing. https://doi.org/10.1787/empl_outlook-2016-en
OECD. (2016b). Skills Matter: Further Results from the Survey of Adult Skills. Paris: OECD Publishing. https://doi.org/http://dx.doi.org/10.1787/9789264258051-en
Renta Davids, A. I., van Den Bossche, P., Gijbels, D., & Fandos Garrido, M. (2016). The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace. Vocations and Learning. https://doi.org/10.1007/s12186-016-9168-1
Shepherd, G. (2016). Developing deep group reflection within a Critical Reflection Action Learning set. Action Learning: Research and Practice, 13(3). https://doi.org/10.1080/14767333.2016.1220176
Stewart, D. W., & Shamdasani, P. N. (2014). Focus Groups: Theory and Practice. Thousand Oaks, Calif.: Sage Publications.
Švarc, J., & Dabić, M. (2015). Evolution of the Knowledge Economy: a Historical Perspective with an Application to the Case of Europe. Journal of the Knowledge Economy, 1–18. https://doi.org/10.1007/s13132-015-0267-2
Tadajewski, M. (2016). Focus groups: history, epistemology and non-individualistic consumer research. Consumption Markets and Culture, 19(4). https://doi.org/10.1080/10253866.2015.1104038
Tobón, S. (2013). Formación integral y competencias. Pensamiento complejo currículo didáctica y evaluación (4a.). Bogotá: ECOE.
UNESCO. (1998). Declaración Mundial sobre la Educación Superior en el Siglo XXI: Visión y Acción.
Vaca, J., Aguilar, V., Gutiérrez, F., Cano, A. y Bustamante, J. (2015). ¿Qué demonios son las competencias? Aportaciones del constructivismo clásico y contemporáneo. México: Universidad Veracruzana.
Villa, A., & Poblete, M. (2008). Competence Based Learning. A Proposal for the assessment of generic competences. Bilbao: University of Deusto.
Weber, A. S. (2011). The role of education in knowledge economies in developing countries. Procedia - Social and Behavioral Sciences, 15, 2589–2594. https://doi.org/10.1016/j.sbspro.2011.04.151
Como Citar
Morita Alexander, A., Escudero Nahón, A., & García Ramírez, T. (2017). Cerrando la brecha de las competencias profesionales genéricas. Un estudio de Teoría Fundamentada. Revista Ibero-Americana De Educação, 75(1), 45–70. https://doi.org/10.35362/rie7511354
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Publicado
2017-10-30
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Secção
- Educación, trabajo y empleo
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