Desarrollo de competencias transversales de los egresados universitariosel programa de movilidad Galeuropa

  1. Mar Lorenzo-Moledo 1
  2. María José Ferraces-Otero 1
  3. Ígor Mella-Núñez 1
  4. Jesica Núñez-García 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2023

Título do exemplar: Construcción de políticas y generación de conocimiento en educación

Número: 400

Páxinas: 295-322

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2023-400-579 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Resumo

The development of transversal skills, beyond those that are strictly academic, has become one of the central pillars of university education today. It is supported by the formation of the European Higher Education Area. This means that it is useful to identify all of the educational possibilities that help in the development of competences beyond the set curricula and activities in the university system, such as non-formal education programs. The objective of this study is to determine whether university students’ participation in a mobility program (Galeuropa) helps them to improve their transversal skills that are fundamental for employability. It also aims to identify the profile of university students who benefit the most from participation in this program. A questionnaire was applied to 439 young people (graduates participating in Galeuropa and final year university students). The results showed that the participants in the program demonstrated the greatest development of transversal competences (proactivity and personal adaptability, intercultural competence, and leadership). Non-formal education (particularly in mobility programs) helps reinforce academic education, especially in terms of youth employability.

Referencias bibliográficas

  • Almeida, J., Fantini, A. E., Simões, A. R., y Costa, N. (2016). Enhancing the intercultural effectiveness of exchange programmes: formal and non-formal educational interventions. Intercultural Education, 27(6), 517-533. https://dx.doi.org/10.1080/14675986.2016.1262190
  • Barrie, S. C. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, 51(2), 215-241. https://doi. org/10.1007/s10734-004-6384-7
  • Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5), 9-49. https://doi. org/10.1086/258724
  • Becker, G. S. (1994). Human Capital: A theoretical and empirical analysis with special reference to education. The University of Chicago Press.
  • Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, H., y Teichler, U. (2006). The professional value of ERASMUS mobility. International Centre for Higher Education Research.
  • Brown, P., y Hesketh, A. (2004). The Mismanagement of Talent. Employability and Jobs in the Knowledge Economy. Oxford University Press.
  • Cheng, D. X., y Zhao, C. M. (2006). Cultivating multicultural competence through active participation: extracurricular activities and multicultural learning. Journal of Student Affairs Research and Practice, 43(4), 13- 38. https://doi.org/10.2202/1949-6605.1721
  • Colom, A. (2005). Continuidad y complementariedad entre la educación formal y no formal. Revista de Educación, 338, 9-22.
  • Comisión de las Comunidades Europeas. (2003). El papel de las universidades en la Europa del conocimiento. https://eur-lex.europa. eu/ES/legal-content/summary/the-role-of-universities-in-the-europeof- knowledge.html
  • Comisión de las Comunidades Europeas. (2009). Una estrategia de la UE para la juventud: inversión y capacitación. Un método abierto de coordinación renovado para abordar los desafíos y las oportunidades de los jóvenes. https://eur-lex.europa.eu/legal-content/ES/TXT/ PDF/?uri=CELEX:52009DC0200&from=EN
  • Consejo de la Unión Europea. (2011). Recomendación del Consejo de 28 de junio de 2011. Juventud en Movimiento — Promover la movilidad en la formación de los jóvenes. https://eur-lex.europa.eu/legalcontent/ ES/TXT/PDF/?uri=CELEX:32011H0707(01)&from=EN
  • Consejo Europeo de Lisboa. (2000). Conclusiones de la Presidencia. https://www.europarl.europa.eu/summits/lis1_es.htm
  • Davis, K. A., y Knight, D. B. (2021). Comparing students’ study abroad experiences and outcomes across global contexts. International Journal of Intercultural Relations, 83, 114-127. https://doi. org/10.1016/j.ijintrel.2021.05.003
  • Devlin, M. (Ed.) (2017). Learning mobility, social inclusion and nonformal education: Access, processes and outcomes. European Commission and Council of Europe.
  • Escámez, J., y Sanz, J. R. (2017). La misión actual de la universidad en la construcción ética de la ciudadanía. En M. A. Hernández (Ed.), Educación para la vida ciudadana en una sociedad plural (pp. 145- 150). Ediciones de la Universidad de Murcia.
  • Fernández García, C. M., y Rodríguez Menéndez, M. C. (2005). Educación formal, no formal e informal en el Espacio Europeo: nuevas exigencias para los procesos de formación en educación. Aula Abierta, 85, 45- 56.
  • Freire, M. J., Teijeiro, M. M., y Pais, C. (2013). La adecuación entre las competencias adquiridas por los graduados y las requeridas por los empresarios. Revista de Educación, 362, 13-41. https://doi. org/10.4438/1988-592X-RE-2011-362-151
  • Gargallo, B., Suárez, J., Garfella, P. R., y Fernández March, A. (2011). El cuestionario CEMEDEPU. Un instrumento para la evaluación de la metodología docente y evaluativa de los profesores universitarios. Estudios sobre Educación, 21, 9-40.
  • Geudens, T., Hagleitner, W., Labadie, F., y Stevens, F. (2017). Do international inclusion projects work? Yes. En M. Devlin (Ed.), Learning mobility, social inclusion and non-formal education: Access, processes and outcomes (pp. 139-155). European Commission and Council of Europe.
  • Giancaspro, M. L., y Manuti, A. (2021). Learning to be employable through volunteering: a qualitative study on the development of employability capital of young people. Frontiers in Psychology, 12(574232), 1-12. https://doi.org/10.3389/fpsyg.2021.574232
  • González, J., y Wagenaar, R. (2003). Tuning Educational Structures in Europe. University of Deusto.
  • Haug, J. (2010). La internacionalización de la educación superior: más allá de la movilidad europea. La Cuestión Universitaria, 6, 20-29.
  • Holloway, S. L., y Pimlott-Wilson, H. (2014). Enriching children, institutionalizing childhood? Geographies of play, extracurricular activities, and parenting in England. Annals of the Association of American Geographers, 104(3), 613-627. https://doi.org/10.1080/000 45608.2013.846167
  • Jacobone, V., y Moro, G. (2015). Evaluating the impact of the Erasmus programme: skills and European identity. Assessment & Evaluation in Higher Education, 40(2), 309-328. https://dx.doi.org/10.1080/026029 38.2014.909005
  • Janssen, L., y Nuyens, N. (2013). Sharing the mobility experience: creating more effect. Comparison of the effects on young people of two Dutch learning mobility programmes. En J. Friesenhahn (Ed.), Learning mobility and non-formal learning in European contexts. Policies, approaches and examples (pp. 139-148). Council of Europe and the European Commission,
  • Jones, E. (2013). Internationalization and employability: the role of intercultural experiences in the development of transferable skills. Public Money & Management, 33(2), 95-104. https://doi.org/10.1080/ 09540962.2013.763416
  • Nuijten, M. P. J., Poell, R. F., y Alfes, K. (2017). Extracurricular activities of Dutch University students and their effect on employment opportunities as perceived by both students and organizations. International Journal of Selection and Assessment, 25(4), 360-370. https://doi.org/10.1111/ijsa.12190
  • Ortega, P., y Romero, E. (2021). El valor de la experiencia del alumno como contenido educativo. Teoría de la Educación. Revista Interuniversitaria, 33(1), 89-110. https://doi.org/10.14201/teri.23615
  • Petzold, K. (2021). Heterogeneous effects of graduates’ international mobility on employers’ hiring intentions-experimental evidence from Germany. Higher Education, 82, 1093-1118. https://doi.org/10.1007/ s10734-020-00524-3
  • Potts, D. (2015). Understanding the early career benefits of learning abroad programs. Journal of Studies in International Education, 19(5), 399-422. https://doi.org/10.1177/1028315315579241
  • Potts, D. (2022). Employability development and career outcomes from short-term learning abroad programmes. Higher Education Research & Development, 41(4), 1215-1230. https://doi.org/10.1080/07294360. 2021.1901665
  • Purcell, K., Elias, P., Atfield, G., Behle, H., Ellison, R., Luchinskaya, D., Snape, J., Conaghan, L., y Tzanakou, C. (2012). Futuretrack Stage 4: transitions into employment, further study and other outcomes. Warwick Institute for Employment Research.
  • Ripollés, M., y Michavila, F. (2020). Ambidexterity: the essence of entrepreneurial competencies and its non-formal learning. REDU. Revista de Docencia Universitaria, 18(1), 71-89. https://doi. org/10.4995/redu.2020.13316
  • Rodríguez-Izquierdo, R. M. (2022). International experiences and the development of intercultural sensitivity among university students. Educación XX1, 25(1), 93-117. https://doi.org/10.5944/educXX1.30143
  • Sá, M. J., y Sherpa, S. (2018). Transversal competences: their importance and learning processes by higher education students. Education Sciences, 8(126), 1-12. https://doi.org/10.3390/educsci8030126
  • Santos Rego, M. A. (Dir.). (2015). Os programas de educación non formal e a empregabilidade da xuventude en Galicia. Xunta de Galicia. https://xuventude.xunta.es/uploads/docs/Observatorio/Informe_ Educacin_non_Formal_e_Empregabilidade_Xuventude_Galicia.pdf
  • Santos Rego, M. A. (Ed.). (2016). Sociedad del conocimiento. Aprendizaje e Innovación en la Universidad. Biblioteca nueva.
  • Santos Rego, M. A., y Lorenzo, M. (2019). Educación no formal y empleabilidad de la juventud. Un análisis centrado en la evaluación de programas. Revista de Estudios de Juventud, 124, 15-34.
  • Santos Rego, M. A., Lorenzo, M., y Mella, I. (2020). El aprendizaje-servicio y la educación universitaria. Hacer personas competentes. Octaedro
  • Santos Rego, M. A., Lorenzo, M., y Vázquez Rodríguez, A. (2018). Educación no formal y empleabilidad de la juventud. Síntesis.
  • Schultz, T. W. (1961). Investment in Human Capital. The American Economic Review, 51(1), 1-17.
  • Senyuva, Ö., y Nicodemi, S. G. (2017). «I have a diploma, now I need a Youthpass»: European Voluntary Service as a shortcut to employment? En M. Devlin (Ed.), Learning mobility, social inclusion and nonformal education: Access, processes and outcomes (pp. 181-195). European Commission and Council of Europe.
  • Souto-Otero, M. (2016). Young people's views of the outcomes of nonformal education in youth organisations: its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies, 7. https://doi.org/10.1080/13676261.2015.1123234
  • Souto-Otero, M., Ulicna, D., Schaepkens, L., y Bognar, V. (2013). Study on the impact of Non-Formal Education in youth organisations on young people’s employability. https://euroscoutinfo.com/wp-content/ uploads/2012/10/ReportNFE_ PRINT.pdf
  • Talbot, J. (2015). Recognising non-formal and informal learning: modernising Russian higher education or irrelevant? The Education and Science Journal, 4, 142-157. https://doi.org/10.17853/1994-5639-2015-4-142-157
  • Tang, S., Wong, A., Li, D., y Cheng, M. (2017). The contribution of nonformal learning in higher education to student teachers’ professional competence. Journal of Education for Teaching, 43(5), 550-565. https://doi.org/10.1080/02607476.2017.1342052
  • Teichler, U. (2009). Internationalisation of higher education: European experiences. Asia Pacific Educational Review, 10(1), 93-106. https:// doi.org/10.1007/s12564-009-9002-7
  • Tomlinson, M. (2008). ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61. https://dx.doi.org/10.1080/01425690701737457
  • Välimaa, J., y Hoffman, D. (2008). Knowledge society discourse and higher education. Higher Education, 56, 265-285. https://doi.org/10.1007/ s10734-008-9123-7
  • Van Mol, C., Caarls, K., y Souto-Otero, M. (2021). International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies. Higher Education, 82, 1145-1171. https://doi.org/10.1007/s10734-020-00532-3
  • Vázquez-Rodríguez, A. (2020). Educación no formal y empleabilidad de la juventud. Algunas evidencias desde el análisis de dos programas [Tesis doctoral, Universidade de Santiago de Compostela]. https:// minerva.usc.es/xmlui/handle/10347/24674
  • Vázquez-Rodríguez, A., García-Álvarez, J., y Santos Rego, M. A. (2021). Movilidad internacional y empleabilidad: el impacto en el capital humano y social de la juventud. Educar, 57(1), 81-96. https://doi. org/10.5565/rev/educar.1185
  • Vilcea, M. A. (2014). Quality culture in universities and influences on formal and non-formal education. Procedia - Social and Behavioral Sciences, 163,148-152.
  • Villa, A., y Poblete, M. (2007). Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Universidad de Deusto.
  • Wordelmann, P. (2017). The German IdA programme: inclusión through learning mobility. En M. Devlin (Ed.), Learning mobility, social inclusion and non-formal education: Access, processes and outcomes (pp. 157-166). European Commission and Council of Europe.