Abstract:

In an increasingly globalised and hyperconnected world, many sectors are setting new requirements for their professionals. These go beyond technical skills, demanding flexibility and resiliency to change, as well as other socioemotional competences. The fusion of both, technical and socioemotional competences, further enable adaptation under the commonly known as VUCA world (short for Volatility, Uncertainty, Complexity and Ambiguity). In this sense, the field of architecture is no exception. Future graduates of architecture schools need to be prepared to face challenges in their professional fields that might go beyond the scope of design or construction, linked to transversal competences

We could say that socioemotional competences are part of the integral growth of individuals as professionals, while their development is largely driven by self-motivation. Higher education institutions are trying to adapt their curricula to include training in socioemotional skills, not only as a complement to technical subjects, but as an integral part of the training process. Thus, these competences are seen as essential not only in the professional sphere, but also in personal and academic life as well. In fact, professional associations in the specific field of architecture and construction, such as CSCAE, CAE and NAAB, recall that architects and other stakeholders demand specific training in relation to socioemotional competences. However, various selection and recruitment boards show in their studies that the vast majority of applicants lack skills in client management, dealing with changes, leadership or self-efficacy.

Taking into account these evidences from different perspectives, the present research is developed within the Educational Innovation Project: Application of Challenge-Based Learning and Design Thinking in the development of socioemotional competences and improvement of employability in the field of Architecture, call 2022-2023 of "Projects for Educational Innovation and Improvement of the Quality of Teaching" in the Polytechnic University of Madrid. Its main goal is not just to highlight these necessities but also to look for teaching models that can respond to them.

Firstly, a diagnostic phase has been undertaken. It’s main objective is to collect answers to three questions related to Bachelor and Master Degree students of Architecture, aged between 19 and 25, at the Polytechnic University of Madrid and the University of Alicante. The questions are: How would you evaluate your level for each of the following competences?; Do you think you have developed these competences throughout your academic training?; Which of the following competences, skills and/or abilities do you think are necessary for your professional development? Results show that the majority of students recognise the importance of these transversal competences, while identifying the lack of these skills during their training.

The outcome behind this research might evidence the new necessities linked to the requirement of implementation of new educational models and incorporation of further contents in behalf of socioemotional competences in architecture student’s curricula. This way, the gap between graduates skills and the competences demanded by the professional world shall be reduced. This would guarantee professionals capable of leading projects, working in teams and adapting to change effectively.

Keywords:

Soft skills, transversal competences, curricula, educational models, study case.