About this paper

Appears in:
Pages: 2592-2597
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1538

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

A BLIND DATE BETWEEN ACADEMIC CURRICULUM AND JOB MARKET: THE STRATEGIC ROLE OF SOFT SKILLS

D. Dias, D. Soares

Universidade Europeia I Laureate International Universities, (PORTUGAL)
Training students to be not only productive players in labour market, but also to become proactive citizens are critical dimensions of Higher Education mission. More than a high specialized workforce, job market is demanding for flexible and adjustable graduates, who, effectively, can contribute successfully to the job requirements. In fact, job market hunt for graduates who, besides traditional hard skills, have conceptual, instrumental and interpersonal skills that allow them to work in complex and multicultural environments. Soft skills, also called as 21st century, generic, or transferable skills, integrate those human capital competencies, such as talents, skills and capabilities of Higher Education graduates, which would be relevant to a wide range of task and situations beyond the academic context.

A broad range of theoretical models encompasses diverse approaches about the distinction of dissimilar dimensions and typologies of soft skills. Based on these insights, we propose the design of a conceptual analysis tool to be used to identify what soft skills Higher Education institutions intend to promote in their students. A systematic literature review, based not only in research papers, but also, in institutional and official data was performed. Our conceptual analysis model includes 21 categories, such as critical thinking, decision-making, problem solving, ethical and deontological principles, communication skills, or lifelong learning are examples soft/transversal skills. For each code, a definition and an example of soft skill is listed. This conceptual analysis model is theoretical and empirically tested, based on the intercoder agreement. The present effort to designing a conceptual analysis model allow us to better realize how soft skills are conceptualized by academia. Portuguese case is focused in this work as a reference to a possible subsequent international analysis. In fact, a focus on soft skills allows higher education institutions to reframe how they think about the relationship among education, academic curriculum, and employment.
@InProceedings{DIAS2017ABL,
author = {Dias, D. and Soares, D.},
title = {A BLIND DATE BETWEEN ACADEMIC CURRICULUM AND JOB MARKET: THE STRATEGIC ROLE OF SOFT SKILLS},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1538},
url = {http://dx.doi.org/10.21125/edulearn.2017.1538},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {2592-2597}}
TY - CONF
AU - D. Dias AU - D. Soares
TI - A BLIND DATE BETWEEN ACADEMIC CURRICULUM AND JOB MARKET: THE STRATEGIC ROLE OF SOFT SKILLS
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1538
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 2592
EP - 2597
ER -
D. Dias, D. Soares (2017) A BLIND DATE BETWEEN ACADEMIC CURRICULUM AND JOB MARKET: THE STRATEGIC ROLE OF SOFT SKILLS, EDULEARN17 Proceedings, pp. 2592-2597.
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