The domain of transversal competences in Higher Education in different training contexts

Abstract

The alternation of contexts in university education refers to the multiple academic and professional experiences that students combine throughout their path in higher education. These can complement the competency-based training provided in the classroom. This article aims to investigate the level of domain of the grad students in transversal competences in relation to different variables both curricular (class attendance, file records. or weekly hours of study) and extracurricular (participation in university activities, training scholarships, research or mobility, employment situation). For such, 1137 senior students from the five areas of knowledge (Social Sciences, Health Sciences, Experimental Sciences, Arts and Humanities, and Engineering), participated in the study by answering a questionnaire designed ad hoc. The results include an acceptable, although improbable, domain of transversal competences in future graduates, with the most dominated competence being the ethical and social commitment and teamwork, and the least dominated, the foreign language. There is a significant and positive relationship between the file record of grades or the hours dedicated to the study and the increased level of domain, similar to the alternation of university activities, training scholarships, research or mobility, and work along the career. These results indicate the possible lines of action to increase the achievement of transversal competences in higher-education classrooms and, consequently, improve the employability of graduates.