Transversal Competences and Employability: The Impacts of Distance Learning University According to Graduates’ Follow-Up

Pedro Abrantes,Olga Magano,Susana Henriques,Bárbara Backstrom,Marc Jacquinet,Ana Paula Silva,Maria Do Rosário Ramos,Isabel Falé,Cláudia Neves

doi:10.3390/educsci12020065

Abstract

Since higher education qualifications and digital transition are considered key factors for economic development and individual opportunities, distance learning has been presented as a solution to improve the labor force’s skills and employability. However, such links were seldom studied systematically in specific contexts, and doubts exist regarding online programs. Based on the results of three successive follow-up surveys to the graduates of the Portuguese distance learning public university (Universidade Aberta), from 2011 to 2018 (n = 1358), our article examines the graduates’ perception of acquired transversal competences, in relation to employability and social mobility gains. The statistical analysis points out a positive perception of transversal competences development, especially analytical capacity, autonomy, and communication, although some concerns were raised regarding digital skills, teamwork, job search skills, and social capital. The impacts on employability and socioeconomic mobility are positive for most students, but variable according to analyzed competences, and tend to occur mostly through internal mobility rather than through job search skills or entrepreneurship. Although exploratory, such findings allow some final considerations regarding the effective ability of higher education distance learning to enhance economic growth and employability, through transversal competences, as well as to sketch some suggestions to improve such ability.

Highlights

IntroductionThe rapid expansion of higher education in recent decades has been associated, on one hand, with public investment in economic and social development and, on the other hand, with individual (and family-based) projects regarding their education, professional careers and well-being
The rapid expansion of higher education in recent decades has been associated, on one hand, with public investment in economic and social development and, on the other hand, with individual projects regarding their education, professional careers and well-being
Regarding the competences developed during graduation (Table 4), most students held positive perceptions

Summary

Introduction

The rapid expansion of higher education in recent decades has been associated, on one hand, with public investment in economic and social development and, on the other hand, with individual (and family-based) projects regarding their education, professional careers and well-being. Employability is here conceived as the ability to be employed, since this may be not connected with education at all, but as “the set of achievements–skills, understandings and personal attributes–that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy” [1]. This means a concern with life projects and pathways, before, during and after higher education, conceiving students as “learners-in-transition”, rather than “learners-in-formation”, and knowledge is developed in specific contexts [2]

Results

Discussion

Conclusion