La formación en competencias en la universidad: un estudio empírico sobre su tipología

Abstract

Within the Bologna Process, the curricular reform is one of the main objectives that national governments are dealing with. In Spain, as in other European countries involved in the process, universities are working on the design of study programs based on generic and subject specific competences. In this study, data from graduates of the academic years 97/98, 98/99 and 99/00 from University of León are analysed. Considering groups of competences identified in the Tuning project, graduates’ perceptions of competences acquired at university are analysed in order to find a typology of the competences that universities are developing. Data analysis consisted of descriptive, comparative and factor analysis of the 19 acquired competences items. The factor structure which emerged was only moderately similar to the typology used in the Tuning project. Interestingly, graduates clearly differentiate two sub-groups of specific competences: theoretical and practical. On the contrary, generic competences are considered as an undifferentiated group complemented by an additional group of competences related to the informational requirements of the knowledge society.