Abstract:

The convergence towards the European Space for Higher Education has required a profound methodological transition in the involved European institutions. In particular, Spanish universities have had to develop rapidly new study programmes and curricula to incorporate the principles set out in the Bologna Declaration. One of the most important aspects concerns learning methodology, which has changed from being mainly knowledge-based to be oriented towards formation of skills and competences. The main contribution of this work is to provide a better insight into the level of development of generic competences by third-course undergraduate students of three different degrees at the University of Jaén (Spain): Business Administration (BA), Finance and Accounting (FA), and Statistics and Business (SB). From a perspective based on perceived competence, we designed a questionnaire of 22 items on a six-point scale to measure the subjective self-assessment of undergraduates regarding six generic competences: i) ability to resolve problems; ii) ability to analyse and synthesise; iii) ability to write reports; iv) autonomous work; v) oral and written communication, and vi) teamwork. We select these six competences because, first, they are common to the three degrees and, second, they provide students relevant professional skills needed at the labour market. Our total sample consists of 120 undergraduates (45% males and 55% females) distributed according to 64.17% in BA, 21.67% in FA and 14.17% in SB. Overall, our results show that the relative frequency of students perceiving themselves with a high level is quite low for all competences. On aggregate, 12.5% of students elicit a high level in autonomous work, 19.17% in ability to analyse and synthesise, 27.50% in ability to resolve problems, 36.6% in ability to write reports, 42.5% in teamwork and, finally, 52.5% in oral and written communication. There are significant differences among degrees concerning the competences: oral and written communication, ability to resolve problems, ability to analyse and synthesise and autonomous work. However, we do not find that the level of perceived competence is significantly different between males and females. Our findings suggest that, after almost completing three degree courses, the students do not feel confident about having achieved an adequate level in the generic competences. This could put forward the need of reinforcing them and undertaking specific formation courses for the successful performance of undergraduates as future professionals.

Keywords:

Perceived competency, survey, undergraduate.