Español Soft skills of graduates in administrative sciences as a fundamental part of the professional profile
DOI:
https://doi.org/10.56162/transdigital386Keywords:
soft skills, social sciences, university, professional success, employmentAbstract
Higher education institutions prioritize technical competencies or hard skills, as they are thought to ensure employment and professional success. However, soft skills are relevant, as they are related to greater employment opportunities and job success. Training soft skills in university contexts complements the tools given to students. This allows you to relate better to others, work as a team, manage your own emotions, communicate effectively, have initiative, make responsible and successful decisions, analyze and solve problems, and achieve your goals. The present research focused on knowing the soft skills that students who graduate from bachelor's degrees in administrative sciences in Mexico have, to impart strategies that strengthen the development of this type of skills. Likewise, this research was descriptive and as an instrument a questionnaire was developed that was validated by judges. Subsequently, the instrument was applied to students nationwide. The results indicated that the development of soft skills is at a medium to high level. Furthermore, there are no significant differences between men and women. However, it is necessary to strengthen soft skills in students in social sciences to increase their chances of integrating and remaining in the workplace.
References
Ayrton Senna Institute. (2014). Competências socioemocionais. Material de discussão. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://institutoayrtonsenna.org.br/app/uploads/2022/11/COMPETE%CC%82NCIAS-SOCIOEMOCIONAIS_MATERIAL-DE-DISCUSSA%CC%83O_IAS_v2.pdf
De La Ossa V., J. (2022). Habilidades blandas y ciencia. Revista Colombiana de Ciencia Animal-RECIA, 14(1), e945. https://doi.org/10.24188/recia.v14.n1.2022.945
Guerra-Báez, S. P. (2019). Una revisión panorámica al entrenamiento de las habilidades blandas en estudiantes universitarios. Psicologia Escolar y Educacional, 23(1).
Musicco, G. (2018). Las soft skills & coaching: motor de la Universidad en Europa. RUE: Revista universitaria europea, 29, 115-132.
OECD. (2015). Skills for Social Progress: The Power of Social and Emotional Skills, Estudios de Competencias de la OECD. Editorial OECD. https://doi.org/10.1787/9789264226159-en
Raciti, P. (Compilador). (2015). La medición de las competencias transversales en Colombia: una propuesta metodológica. Programa EUROsociAL. https://sia.eurosocial-ii.eu/files/docs/1444897404-DT34.pdf
Rodriguez Siu, J. L., Rodríguez Salazar, R. E., & Fuerte Montaño, L. (2021). Habilidades blandas y el desempeño docente en el nivel superior de la educación. Propósitos y Representaciones, 9(1), e1038. https://doi.org/10.20511/pyr2021.v9n1.1038
Romero González, J. A., Granados, I. N., López Clavijo, S. L., & González Ruiz, G. M. (2021). Habilidades blandas en el contexto universitario y laboral: revisión documental. Inclusión y Desarrollo, 8(2), 113–127. https://doi.org/10.26620/uniminuto.inclusion.8.2.2021.2749
Ruiz Lugo, L. (2007). Formación integral: desarrollo intelectual, emocional, social y ético de los estudiantes. Revista Universidad de Sonora, 19, 11-13.
Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. Biological Conservation, 2(1).
Downloads
Autor de correspondencia
El autor de correspodencia se identifica con el siguiente símbolo: *Published
How to Cite
License
Copyright (c) 2024 Marcela Rojas Ortega, María de la Luz Pirron Curiel, Lucía Esparza Zamudio
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles in Transdigital are licensed under a Creative Commons Attribution 4.0 International License. Authors hold the copyright and retain publishing rights without restrictions.
