Abstract

Education for employability is one of the greatest challenge for Higher education institutions in Europe, but especially in Spain. The European Higher Education Area assumes that competence development becomes crucial to connect higher education curricula with evolving labour market demands. The Authentic Learning Scenarios foster the competence development bringing work experience to the formal learning. Considering that online learning methodologies seems to have a relevant role into a life long learning perspective to achieve authentic learning environments is a singular challenge. We have introduced the authentic learnig scenarios attributes into a specific subject and we have tested its impact on students competence profile. Apart from testing if the new subject design is effectively atuthentic, the findings show that when the learning process includes authenticity the students perception about their perfomance in the competence more relevant for the job market improves.

Highlights

  • One of the cornerstones of the European Higher Education Area (EHEA) is its emphasis on a higher education that prepares graduates for a profession

  • The assessment should be seamlessly integrated with the activity and should provide appropriate criteria for scoring the complex tasks of the students. Within this context and given the opportunities that offers this pedagogical approach, we have designed and implemented an authentic learning scenario in a specific subject to answer the main research question: Do the Authentic Learning Scenarios (ALS) improve the required skill to foster the employability of Higher Education graduates? we have tried to answer this question in to steps: a) Does the design of the subject reflects an authentic learning scenario? b) Does the authentic learning scenario boost the employable competences of the students?

  • The average and standard deviation of the attributes indicate that the redesign of the subject has allowed to improve the perception of the students on to what extent the subject reflects the reality of the professional context of a financial director

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Summary

Introduction

One of the cornerstones of the European Higher Education Area (EHEA) is its emphasis on a higher education that prepares graduates for a profession Within this context, competencies play a key role in the design of degree courses because they constitute dynamic elements that enable higher education institutions to address the changing needs of society. Competencies play a key role in the design of degree courses because they constitute dynamic elements that enable higher education institutions to address the changing needs of society In this setting, generic competencies become relevant for the job market. The Higher Education programmes and curricula have to guarantee that the competency profile of graduates meets the job market needs This context of education for employability that turns around the competence development requires innovative pedagogies. The structure of the remainder of the paper is as follows: Section 2 summarizes the background of the ALS theory, Section 3 presents methodology, Section 4 shows the results and Section 5 presents the conclusions of the study

Review of literature
Metodology
Results
Conclusions
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