Advertisement

Abstract

The recent incorporation of Spanish universities in the European Higher Education Area (EHEA) has produced fundamental changes. In a short period of time, universities have moved from a system focused on the professor and accumulating knowledge to one focused on the student and acquiring competencies. This new setting presents a challenge to educational managers about how to effectively organize the development of these types of competencies. One of the most important competencies for students’ preparation to enter the job market is the use of Information and Communications Technology (ICT). This paper examines the key competencies in university education and their relationship with competencies in the use of ICT. To do so, first, two European studies are outlined, followed by one study at the national level, and finally a more local study is described. The results show that the socio-economic context determines to a certain degree which educational competencies must be developed in university education. Moreover, the ICT competencies are acquired more effectively if they are combined with other educational competencies valued by the job market. The study ends with a section on implications for the educational management of ICT.

Keywords

Competencies ICT competencies EHEA 

References

  1. 1.
    Gonzalez, J.M., Arquero, J.L., Hassall, T.: The change towards a teaching methodology based in competencies: a case study in a Spanish university. Research Papers in Education 29(1), 111–130 (2014)CrossRefGoogle Scholar
  2. 2.
    Stewart, J., Hamlin, B.: Competence-based Qualifications: The Case for Established Methodologies. Journal of European Industrial Training 16(10), 9–16 (1992)CrossRefGoogle Scholar
  3. 3.
    Martinez, M., Carrasco, S.: Propuestas para el cambio docente en la Universidad. [Proposal for teaching change at the university]. Octaedro-ICE, Barcelona, Spain (2006)Google Scholar
  4. 4.
    Short, E.C.: Competence reexamined. Education Theory 34, 201–207 (1984)CrossRefGoogle Scholar
  5. 5.
    Llorens, A., Llinas-Audet, X., Ras, A., Chiaramonte, L.: The ICT skills gap in Spain: Industry expectations versus university preparation. Computer Applications in Engineering Education 21(2), 256–264 (2013)CrossRefGoogle Scholar
  6. 6.
    Gonzalez, J., Wagenaar, R.: Tuning educational structures in Europe. Final Report Phase One. Deusto University, Bilbao, Spain and Groningen University, Groningen, The Netherlands (2003)Google Scholar
  7. 7.
    Joint Quality Initiative (JQI): Shared ‘Dublin’ descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. Draft 1 working document on JQI meeting in Dublin on 18 October 2004 (2004), http://archive.ehea.info/folder?year_selected=4&issued_by=349 (retrieved September 4, 2014)
  8. 8.
    Laudon, K., Laudon, J.: Management Information systems: managing the digital firm, 10th edn. Prentice Hall, Harlow (2007)Google Scholar
  9. 9.
    Accenture: Las competencias profesionales en los titulados. Contraste y diálogo Universidad-Empresa [Graduates professional competencies. Contrast and dialogue University-Companies]. Accenture (2007)Google Scholar
  10. 10.
    Social Council of Las Palmas de Gran Canaria University: Analysis of most valued competencies in the specific socio-economic setting of Gran Canaria Island. Internal working paper (2009)Google Scholar
  11. 11.
    INE: Informe Anual 2012 [Annual report 2012]. Instituto Nacional de Estadistica [Statistics National Institute], Madrid, Spain (2012) Google Scholar
  12. 12.
    Moore, D.: Curriculum for an engineering renaissance. IEEE Transactions in Education 46, 452–455 (2003)CrossRefGoogle Scholar
  13. 13.
    Evans, D., Goodnick, S., Roedel, R.: ECE curriculum in 2013 and beyond: Vision for a metropolitan public research university. IEEE Transactions in Education 46, 420–428 (2003)CrossRefGoogle Scholar

Copyright information

© IFIP International Federation for Information Processing 2014

Authors and Affiliations

  • Javier Osorio
    • 1
  • Julia Nieves
    • 1
  1. 1.Universidad de Las Palmas de Gran CanariaSpain

Personalised recommendations