Centro de Gestión de la Calidad y del Cambio
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- PublicationPuntos fuertes y débiles en la formación por competencias según los graduados universitarios españoles(Universitat Politècnica de València, 2013-04-30) Conchado Peiró, Andrea; Carot Sierra, José Miguel; Dpto. de Estadística e Investigación Operativa Aplicadas y Calidad; Escuela Técnica Superior de Ingeniería Industrial; Centro de Gestión de la Calidad y del Cambio; Escuela Técnica Superior de Ingeniería Informática[EN] The objective of this study is to analyze from a descriptive point of view the competences considered by higher Education graduates as strengths or weaknesses in their studies. This objective arises from the growing importance that competences have acquired during the preceding years due to the adaptation process of university degrees to the European Higher Education Area. With this aim in mind some specific results, based on a sample of 5,474 Spanish university graduates and thirteen study programs, are described. Data were obtained from the research project REFLEX «The Flexible Professional in the Knowledge Society: New Demands on Higher Education in Europe». Universities from fourteen European countries and Japan participated in the project, and one of the aims was the analysis of competencies in Higher Education. Results describe how graduates point out to competences related to traditional teaching methods as strengths of their studies, such as knowledge of the field of study, ability to analyze and learn and teamwork, whereas competences related to information and communication technology, and also leadership and ability to speak foreign languages, are revealed as weaknesses of university studies. Besides, several peculiarities have been identified according to the following fields of study: Humanities, Sciences, Engineering, Architecture and Economy and finally Fine Arts.
- PublicationCompetencies for knowledge management: Development and validation of a scale(Emerald, 2015) Conchado Peiró, Andrea; Carot Sierra, José Miguel; Bas Cerdá, María del Carmen; Dpto. de Estadística e Investigación Operativa Aplicadas y Calidad; Escuela Técnica Superior de Ingeniería Industrial; Centro de Gestión de la Calidad y del Cambio; Escuela Técnica Superior de Ingeniería InformáticaPurpose The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value Despite the recent increasing research in the field of competency-based learning and competences required in graduates workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences.
- PublicationCompetences of Flexible Professionals: Validation of an Invariant Instrument across Mexico, Chile, Uruguay, and Spain(MDPI AG, 2020-06) Conchado Peiró, Andrea; Carot Sierra, José Miguel; Vázquez Barrachina, Elena; Dpto. de Estadística e Investigación Operativa Aplicadas y Calidad; Escuela Técnica Superior de Ingeniería Industrial; Centro de Gestión de la Calidad y del Cambio; Escuela Técnica Superior de Ingeniería Informática; European Commission[EN] The purpose of this study was to validate and test latent mean differences in a second-order factorial structure for self-assessed competences across four Spanish-speaking countries (Spain, Chile, Mexico, and Uruguay). Assessments of 11,802 higher education graduates about their own level of competences were examined. According to our findings, latent mean differences observed in our data lend support to earlier findings in the context of universities from these four countries. In order to compare assessments from different countries, we previously found support for metric and scalar invariance in a second-order factor structure, including innovation, cooperation, knowledge management, and communication, organizational and participative competences. These findings have serious managerial implications in regard to institutional evaluations developed by national accreditation bodies and identification of competence requirements by the labor market. In addition, our research provides a powerful tool for young students and employers, as it contains valuable information about what competences should be expected by students when finishing their studies.