Análisis de las competencias generales para la empleabilidad y la adaptación sociocultural: los titulados universitarios en Educación españoles trabajando en Europa

La internacionalización de las relaciones económicas y el proceso de crisis financiera mundial han contribuido a impulsar la movilidad laboral, en ocasiones a forzarla incluso, de profesionales cualificados. Por ello, durante el reciente periodo de recesión (2008-2016), un creciente aumento de titulados universitarios españoles buscó una salida laboral acorde a su formación en otros países en Europa y otros continentes. Además, España tenía y sigue manteniendo una de las mayores tasas de desempleo de la Unión Europea (UE) (Organización para la Cooperación y el Desarrollo Económicos [OCDE], 2018) y las condiciones de trabajo no favorecen la inserción laboral de los egresados universitarios. En este contexto, y debido a que el Proceso de Bolonia promueve la convergencia entre las instituciones del Espacio Europeo de Educación Superior (EEES), en esta tesis doctoral se consideraron las competencias generales de los planes de estudios de las titulaciones del área de Educación como un posible eje vertebrador del desarrollo de la empleabilidad en los estudiantes universitarios españoles. Las competencias generales pueden ser transferidas a distintos contextos laborales donde pueden ser utilizadas también en diversos empleos, acordes o no con la cualificación del egresado. Cabe esperar que una formación universitaria basada en este tipo de competencias facilite la movilidad laboral fuera de las fronteras españolas. En el país de destino se pondrá a prueba la empleabilidad de estos profesionales cualificados a través de las competencias generales, así como su adaptación sociocultural. En este sentido, los objetivos de esta investigación fueron: a) Examinar si la utilización de las competencias generales, contribuye de forma positiva en las autopercepciones de empleabilidad en España y fuera de España y, por consiguiente, estudiar si la percepción de la propia empleabilidad influye en la adaptación sociocultural fuera de España; b) Analizar si las variables contextuales (experiencia previa trabajando o estudiando en otro país, contexto laboral, tiempo de estancia y tipo de trabajo) intervienen en las percepciones de la empleabilidad y las dificultades de adaptación sociocultural. Para llevar a término este estudio, se recopiló información de 336 titulados universitarios españoles del área de la Educación. Todos se encontraban trabajando en un empleo acorde a su formación o en otros trabajos en Reino Unido, Alemania, Polonia o España. De esta forma, se obtuvo una visión actual e internacional de la situación laboral de estos egresados, comparando el contexto español con otros tres países europeos. Se optó por un diseño de la investigación con una metodología cuantitativa y de corte transversal, adaptando diferentes escalas que permitieron conformar el Cuestionario de Competencias Generales, Empleabilidad y Adaptación Sociocultural (CGEAS) con el que se recabaron los datos de la investigación. En términos generales, se concluyó que los egresados españoles se perciben más empleables cuando trabajan en un contexto laboral diferente al español, puesto que ponen en práctica las competencias generales en mayor medida que los trabajadores que se encuentran en España. Por otro lado, no se encontraron diferencias destacables entre los países con respecto a la importancia de las competencias generales, exceptuando los resultados de la competencia de comunicación en lengua extranjera. Por tanto, los resultados indican que las competencias generales se pueden transferir y utilizar de igual modo en cualquiera de los cuatro países objeto de estudio. Con respecto a la empleabilidad y las dificultades de adaptación sociocultural, se halló que una elevada percepción de la empleabilidad contribuye a reducir este tipo de dificultades. Asimismo, los españoles que presentaron pocas dificultades de adaptación a nivel social y cultural, también se percibieron más empleables. Por último, se concluye otorgando importancia a la formación en competencias generales desde la universidad para incrementar la empleabilidad y reducir las dificultades de adaptación sociocultural en egresados españoles trabajando fuera de España; puesto que estas competencias son una base muy importante que sustenta la empleabilidad de cualquier profesional.The internationalisation of economic relations and the global financial crisis process have contributed to the promotion of labour mobility of qualified professionals, and even forcing it at times. Therefore, during the recent period of recession (2008-2016), a growing number of Spanish university graduates have sought job opportunities in other European countries, and on other continents, in keeping with their qualifications. Further, Spain used to have, and still maintains, one of the highest unemployment rates of the European Union (EU) (OECD, 2018), and working conditions do not favour the labour insertion of university graduates. In this context, and as the Bologna Process promotes convergence among institutions of the European Higher Education Area (EHEA), this doctoral thesis considered the general competences included in the curricula of Education degrees, as a possible linchpin to develop employability in Spanish university students. General competences can be transferred to different labour contexts where they can also be used in different jobs, which may or may not be in keeping with the graduate's qualifications. University education based on this type of competences may be expected to facilitate labour mobility beyond the Spanish borders. The employability of these qualified professionals will be tested in the recipient country, through general competences as well as in terms of their socio-cultural adaptation. In this sense, the objectives of this research were to: a) examine if the use of general competences positively contributes to self-perceived employability in Spain and abroad, and consequently, study if the perception of one’s own employability has an impact on socio-cultural adaptability outside Spain; b) analyse if the contextual variables (previous experience working or studying in another country, labour context, time of stay, and type of job) intervened in the perceptions of employability and socio-cultural adaptation difficulties. Information was compiled from 336 Spanish university graduates from the Education area to conduct this study. All graduates held jobs in keeping with their education or other jobs in the United Kingdom, Germany, Poland or Spain. Thus, a current and international view of the labour situation of these graduates was obtained, comparing the Spanish context with another three European countries. The research was designed using quantitative and cross-sectional methodology, adapting different scales. This permitted drawing up the Questionnaire of General Competences, Employability and Socio-cultural Adaptation (Spanish acronym, CGEAS), which was used to compile the research data. Generally speaking, it was concluded that Spanish graduates are perceived as more employable when they work in a different labour context to the Spanish context, as they put their general competences into practice more than workers in Spain. On the other hand, no noteworthy differences were found between the countries in terms of the importance of general competences, with the exception of the results of the communication competence in a foreign language. Therefore, the results indicate that general competences can be transferred and used equally in any of the four countries studied. Regarding employability and socio-cultural adaptation difficulties, it was found that a high perception of employability helps to reduce this type of difficulty. Moreover, the Spaniards who presented few social and cultural adaptation difficulties, were also perceived as more employable. Finally, it is concluded that granting importance to education in general competences at university will increase employability and reduce the socio-cultural adaptation difficulties of Spanish graduates working outside Spain, as these competences form the cornerstone that upholds the employability of any professional

Editorial Note: Special Issue 'Inclusive Education'

Inclusive Education appears as the possibility of construction of an inclusive society in which all the citizens are recognized and inform, eliminating all kinds of social, economic and cultural exclusions. Though, sometimes, the defense of the inclusive schools has linked itself to the defense of certain groups and specific groups with educational special needs, Inclusive Education tries to educate together to all students, with particular attention to those pupils who traditionally have been an object of exclusion in schools

The Role of students' competences for mobility in Higher Education.

Mobility programmes in higher education have become an option for academic development and a driver of future professional careers of Spanish university students. Therefore, some universities offer specific courses to prepare students in mobility skills. The present study focused on different factors that are relevant for students who have participated in the course 'Intercultural competences for labor insertion: strategies for adaptation', offered by the University of Valencia. In particular, the study was carried out through a questionnaire that analyses whether students participating in the course (first edition) show intercultural and transversal competencies that encourage a positive attitude towards academic and work mobility. Results indicate that students who intend to apply for a mobility scholarship and seek employment outside of Spain are less emotionally stable. In addition, students who have a greater willingness to seek employment outside Spain have developed their professional and vital project to a lesser extent. Students who are more open-minded adapt better to new situations, have daily relationships with people from other cultures, and feel more prepared professionally. Finally, the most independent students adapt better to new situations, and those who have contact with people from other cultures work better as a team, interact better socially, and adapt to new situations more easily. We conclude this study by emphasizing that intercultural and other transversal competencies allow students who intend to study or work abroad to prepare better, academically and professionally, for mobility

Trayectorias de aprendizaje en contextos informales. El caso de tres empresas de inserción.

El mundo del trabajo abarca una amplia gama de contextos, más o menos estructurados, que en muchos casos permiten acceder a un conocimiento tácito. Las empresas de inserción van más allá. Ubicadas dentro del modelo de economía social favorecen la inserción social de colectivos vulnerables a partir de una contratación temporal posibilitando experiencias de aprendizaje formales, no formales e informales. Son una buena oportunidad para las personas trabajadoras de inserción que han demostrado su voluntad y capacidad para adaptarse al sistema social y productivo. Este artículo presenta resultados parciales de un estudio con el objetivo de discernir qué aprenden las personas trabajadoras de inserción en su paso por estas empresas y cómo lo aprenden. Para responder a este propósito se ha realizado un estudio longitudinal a tres empresas de inserción durante cuatro años basado en el modelo de las trayectorias de aprendizaje de Eraut (2009) y Eraut y Hirsh (2007). Este modelo analiza el conocimiento tácito, así como el adquirido de forma intencional en entornos profesionales, a través de la descripción y análisis de los procesos de formación y aprendizaje. Ha permitido categorizar no sólo competencias técnicas, sino también básicas y transversales. Entre los resultados obtenidos en tres empresas de inserción destaca la escasa relevancia otorgada en estas organizaciones al dominio de las competencias técnicas y la significatividad de las transversales y básicas. En estas empresas las actividades de aprendizaje incorporadas a otros procesos y los aprendizajes intencionales generan en gran medida espacios de acceso al conocimiento

Intercultural Competences and Self-Identity as Key Factors to Adaptation

Students increasingly cross borders to study in a foreign country and live a full experience abroad. The aim of this study is to examine the relationship among intercultural personality, self-identity orientation, and outcomes of cultural adaptation among international students. According to the multicultural personality questionnaire, five key dimensions lead to intercultural adaptation success: cultural empathy, open-mindedness, emotional stability, social initiative, and flexibility. In addition, another relevant factor is that individuals frame situations differently depending on how they construe or represent themselves in a specific context. Thus, we consider three related identity orientations (i.e., personal, relational, and collective identity) to understand how international students feel toward and interact with others in the host culture. The results show that for international students to successfully adapt to a “host” culture, open-mindedness, social initiative, and relational identity are key factors in life satisfaction and in having more contact with the host (i.e., Dutch) and international students. However, international students with a more personal identity orientation have more contact with Dutch students, and those with a more collective identity orientation with co-nationals. In conclusion, specific intercultural competences and identity orientations may help students feel more satisfied and interact with different groups as ways to achieve international cultural adaptation

El impacto de las estancias internacionales en el desarrollo de competencias en estudiantes de doctorado y su transferencia en diversos contextos

El profesorado se enfrenta a crecientes y cambiantes demandas sociales que requieren una actualización constante de las competencias profesionales. En este sentido, el Espacio Europeo de Educación Superior (EEES) plantea la importancia del papel de la enseñanza y el aprendizaje en diversos entornos y en cooperación con el mundo laboral y de la investigación. De hecho, estas competencias pueden ser desarrolladas, entre otras posibilidades, mediante las experiencias de estancias internacionales. El objetivo de esta investigación es examinar, mediante entrevistas, el papel de las estancias en el desarrollo de las competencias de estudiantes de doctorado y su posterior transferencia al alumnado universitario. En general, los resultados indican que las estancias de investigación contribuyen al crecimiento personal y profesional, y permiten adquirir competencias comunicativas e interculturales e, incluso, metodologías innovadoras aplicables en un contexto universitario

Formed emigration: a qualitative study about Spanish graduated experiences and adaptation abroad.

In the past few years, Spain has gone through an economic recession that has impeded the development of professional opportunities for young graduates. Consequently, there is an increasing migration of young graduates across borders to work abroad. The aim of this qualitative research carried out through a case study, is to examine the experiences of Spanish graduates in developing a professional career abroad, specifically in Germany. Ten interviews were analyzed through inductive content analysis. Our results indicate that the migration of young Spaniards to work abroad is the result of economic and/or professional need rather than choice. Furthermore, language proficiency was found to be a key to achieving consistent training, an employment indicator linked to their personal training. Some of the main barriers in the host country are related to language knowledge, bureaucratic issues, friendly relations with native people, climatology, and cultural distance, as well as the existence of German-Spanish and Spanish-German stereotypes that make everyday situations difficult. Finally, it was observed that previous mobility, fluency in the language, mastery of technological resources, knowledge about the country, flexibility/openness, and having friendships/contacts in the host country are considered key elements in successful integration

International Students’ Integration in Classroom: Strategies and Support by Teachers and Local Students in Higher Education

European Higher Education institutions often have students from different countries and cultures. This situation, in part encouraged by the Erasmus program, has provided universities with an international character. Institutions have the opportunity to improve by strengthening cultural ties and making cultural diversity a true reality in universities. The present study focuses on examining teachers’ and local students’ support of integrating international students into classrooms, and the way local students build relationships with those students. Using a qualitative approach, two sets of interviews were conducted with Erasmus students and teachers from a Spanish university. In general, results indicate that teachers’ support depends on their own ideologies about integration, and it plays a relevant role in understanding Erasmus students’ emotional, academic and social adaptation in the classroom. In addition, results reveal that local students’ intention to start relationships with exchange students depends mainly on their personal characteristics. In conclusion, communication difficulties and a lack of support in the classroom can lead to a decrease in international students’ satisfaction, decreased contact with local students and maladjustment in the host culture

Mindfulness y educación física en la población universitaria: Una revisión sistemática

The aim of this study was to review the conclusions of published papers in the last six years on the use of mindfulness in the university population. In addition, how many of these studies are applied within the field of University Physical Education were examined. Articles published from 2014 to 2020 were analysed using the ERIC, Taylor and Francis, Web of Science and SCOPUS databases, based on the PRISMA requirements and the PICO model. The following information was extracted from the selected articles: author, year, country, language, individuals, duration, type of research (qualitative / quantitative), mindfulness program used, purpose and results. As a result, 11 articles were included. Neither study was published in Spain or in Spanish, all of which were published in English and the majority (6 articles) in the United Kingdom. The duration of the interventions varies between 2 and 12 weeks. Of the 11 articles, nine were of quantitative design, one qualitative and one mixed. The results confirm the benefits of mindfulness in university students improving their psychological health (stress, anxiety, depression, motivation, self-acceptance) and also on a cognitive and emotional level. The mindfulness programs used were MBI, MBCT, MBSR, MBSH and MTP. Therefore, despite the corroborated benefits of mindfulness with the university population, there are few studies in the area of University Physical Education and it is considered pertinent to carry out mindfulness interventions in Spanish universities to certify its validity in students with these sociocultural features.O objetivo deste estudo foi revisar as conclusões dos artigos publicados nos últimos seis anos sobre o uso da mindfulness na população universitária. Além disso, foram examinados quantos desses estudos são aplicados no campo da Educação Física Universitária. Os artigos publicados de 2014 a 2020 foram analisados ​​nas bases de dados ERIC, Taylor e Francis, Web of Science e SCOPUS, com base nos requisitos PRISMA e no modelo PICO. Dos artigos selecionados foram extraídas as seguintes informações: autor, ano, país, idioma, assuntos, duração, tipo de pesquisa (qualitativa / quantitativa), programa de mindfulness utilizado, objetivo e resultados. Como resultado, 11 artigos foram incluídos. Nenhum dos estudos foi publicado na Espanha ou em espanhol, todos em inglês e a maioria (6 artigos) no Reino Unido. A duração das intervenções varia entre 2 e 12 semanas. Dos 11 artigos, nove eram de delineamento quantitativo, um qualitativo e um misto. Os resultados confirmam os benefícios da atenção plena em estudantes universitários na melhoria de sua saúde psicológica (estresse, ansiedade, depressão, motivação, autoaceitação) e também em nível cognitivo e emocional. Os programas de mindfulness usados ​​foram MBI, MBCT, MBSR, MBSH e MTP. Portanto, apesar dos comprovados benefícios da mindfulness com a população universitária, poucos são os estudos na área de Educação Física Universitária e considera-se pertinente realizar intervenções de mindfulness nas universidades espanholas para atestar sua validade em alunos com essas características socioculturais.El objetivo de este estudio fue revisar las conclusiones de los artículos publicados en los últimos seis años sobre el uso del mindfulness en la población universitaria. Además, se examinaron cuántos de estos estudios se aplican dentro del campo de la Educación Física Universitaria. Se analizaron los artículos publicados desde 2014 hasta 2020 mediante las bases de datos ERIC, Taylor and Francis, Web of Science y SCOPUS, en base a los requerimientos de PRISMA y el modelo PICO. Se extrajo la información que sigue de los artículos seleccionados: autor, año, país, idioma, sujetos, duración, tipo de investigación (cualitativa/cuantitativa), programa de mindfulness utilizado, propósito y resultados. Como resultado se incluyeron 11 artículos. Ningún estudio fue publicado en España ni en español, siendo todos publicados en inglés y la mayoría (6 artículos) en el Reino Unido. La duración de las intervenciones varía entre 2 y doce semanas. De los 11 artículos, nueve fueron de diseño cuantitativo, uno cualitativo y uno mixto. Los resultados confirman los beneficios del mindfulness en los estudiantes universitarios mejorando su salud psicológica (estrés, ansiedad, depresión, motivación, autoaceptación) y también a nivel cognitivo y emocional. Los programas de mindfulness utilizados fueron MBI, MBCT, MBSR, MBSH y MTP. Por tanto, a pesar de los beneficios corroborados del mindfulness con la población universitaria, son escasos los estudios en el área de la Educación Física Universitaria y se estima pertinente la realización de intervenciones de mindfulness en universidades españolas para certificar su validez en estudiantes con dichas características socioculturales

El impacto de las estancias internacionales en el desarrollo de competencias en estudiantes de doctorado y su transferencia en diversos contextos

Teachers face growing and ever-changing social demands that require updating constantly professional competences. In this sense, the European Higher Education Area (EHEA) raises the importance of the role of teaching and learning in diverse environments and in collaboration with the world of work and the field of research. In fact, these competences could be developed, among other possibilities, through the experience of stays abroad. The aim of this research is to examine, through interviews, the role of the stays in the development of competences of PhD students and their transfer to university students. The overall results indicate that research stays contribute to the personal and professional growth and allow them to acquire communicative and intercultural competences and, even, innovative methodologies applicable in a university context.El profesorado se enfrenta a crecientes y cambiantes demandas sociales que requieren una actualización constante de las competencias profesionales. En este sentido, el Espacio Europeo de Educación Superior (EEES) plantea la importancia del papel de la enseñanza y el aprendizaje en diversos entornos y en cooperación con el mundo laboral y de la investigación. De hecho, estas competencias pueden ser desarrolladas, entre otras posibilidades, mediante las experiencias de estancias internacionales. El objetivo de esta investigación es examinar, mediante entrevistas, el papel de las estancias en el desarrollo de las competencias de estudiantes de doctorado y su posterior transferencia al alumnado universitario. En general, los resultados indican que las estancias de investigación contribuyen al crecimiento personal y profesional, y permiten adquirir competencias comunicativas e interculturales e, incluso, metodologías innovadoras aplicables en un contexto universitario