Graduates and competences: analyzing the gap between university and enterprise

Carme Riera Prunera,Manuela Alcañiz,Maria Pujol-Jover,Helena Chuliá

doi:10.1344/ridu2022.14.1

Carme Riera Prunera, Manuela Alcañiz + Show 2 more

Open Access

https://doi.org/10.1344/ridu2022.14.1

Copy DOI

Abstract

As a result of the process of convergence relative to higher education initiated in Bologna in 1999, the role of the University in the society is undergoing a profound transformation. The traditional paradigm, according to which the University is the point of departure for constructing knowledge at the highest level, is now under consideration in order to accommodate more vocational training studies, which include the acquisition of competencies as a central pillar. Nevertheless, two of the main actors that play a role in the process, academics and entrepreneurs, have different points of view with respect to the skills a graduate entering the labor market should have. Based on the results from a survey conducted at the University of Barcelona, we will show how firms turn in favor of competencies related to medium-short term productivity, whereas the university balks at setting aside knowledge with more scientific nature. This scenario reinforces the need of a deeper dialogue between University and firms, pointing out the benefits that some adjustments in college training may end up providing the society.

Highlights

The university has traditionally been perceived as the core of knowledge
Based on the results from a survey conducted at the University of Barcelona, we will show how firms turn in favor of competencies related to medium-short term productivity, whereas the university balks at setting aside knowledge with more scientific nature
The mean scores that academics and businessmen give to each competence are shown in Table 1, which includes the results for the mean difference tests

Summary

Introduction

The university has traditionally been perceived as the core of knowledge. some time ago, this perception started changing, knowledge is generated everywhere and the university is facing new challenges, including the renovation of the interaction mechanisms between higher education and business environment (Brennan, 2008). The University has a large amount of responsibility in the formation of highly skilled people (Noah and Abdul Aziz, 2020). This raises an uncomfortable pressure between the advocates of scientific literacy, understood as fundamental knowledge, and those who prefer giving priority to learning professional skills. The controversy inevitably starts when people wonder up to which extent University may have impoverished the conceptual training basis, so as to focus their efforts on employability. Some authors turn of the screw a little bit more, and even question the skill-training ability of University in those aspects directly related to the employability of graduates (Cranmer, 2006)

Objectives

Results

Discussion

Conclusion