Modelo de gestão de competências transversais para estudantes da Universidade Lusófona
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2024
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No mercado de trabalho atual, global, fortemente competitivo e com grande ênfase na inovação, no qual a inteligência artificial se constitui como um desafio para a inteligência humana, as competências, sejam elas técnicas ou transversais, revelam-se essenciais e diferenciadoras. Na entrada no mercado de trabalho os jovens recém-formados apresentam com frequência competências que não correspondem às procuradas pelos empregadores, indiciando que as competências desenvolvidas durante a frequência do ensino superior estão desajustadas das que são valorizadas e necessárias ao mundo laboral. Neste contexto, o presente estudo pretende apresentar um modelo de gestão de competências transversais para a Universidade Lusófona, procurando nesse âmbito, identificar quais as principais competências transversais que estão a ser desenvolvidas pelos estudantes do primeiro ciclo do ensino Superior e aferir se existem diferenças entre a perceção do nível de desenvolvimento das competências transversais entre os estudantes dos diferentes anos ao nível de licenciatura. Para esse efeito acompanhámos a evolução do nível de proficiência das competências transversais dos estudantes da Universidade Lusófona ao longo dos três anos de licenciatura. Nesta investigação foi utilizado o método qualitativo para a elaboração dos modelos de gestão de competências e o método quantitativo para testar um questionário de competências aplicado online, a 384 estudantes, em dois momentos distintos. Em junho e julho de 2023 o questionário foi preenchido por 102 estudantes que concluíram o 1º ano do 1º ciclo de estudos, por 55 que concluíram o 2º ano do 1º ciclo e por 58 que concluíram o 3º ano do 1º ciclo de estudos e em setembro de 2023, por 169 estudantes que acabaram de ingressar na Universidade Lusófona. Este inquérito permitiu-nos explorar a perceção destes estudantes relativamente às suas competências, utilizando uma escala de Likert para esta classificação. A análise das respostas aos questionários permitiu-nos avaliar de uma forma holística, quais as competências transversais que os estudantes da Universidade Lusófona mais desenvolveram ao longo do seu percurso académico e qual a evolução da sua perceção ao longo desse percurso. De acordo com o resultado dos questionários aplicados, constatou-se que das competências transversais incluídas neste estudo, as mais desenvolvidas pelos estudantes da ULusófona são a consideração, o reconhecimento, o feedback positivo e a valorização, as competências técnico-profissionais, as relações interpessoais, a liderança participativa, a orientação para as pessoas e a determinação e perseverança. Palavras-chave: Competências Transversais; Estudantes; Ensino Superior.
In today's global, highly competitive job market with a strong emphasis on innovation, in which artificial intelligence is a challenge for human intelligence, skills, whether technical or transversal, are essential and differentiating. On entering the job market, young graduates often have skills that don't match those sought by employers, indicating that the skills developed during higher education are out of step with those that are valued and needed in the world of work. In this context, this study aims to present a transversal competences management model for Universidade Lusófona, in order to identify which are the main transversal competences being developed by students in the first cycle of higher education and to assess whether there are differences between the perception of the level of development of transversal competences among students in the different years at degree level. To this end, we followed the evolution of the level of proficiency in transversal competences of students at Universidade Lusófona over the three years of their degree. This research used the qualitative method to develop competency management models and the quantitative method to test a competency questionnaire applied online to 384 students at two different times. In June and July 2023, the questionnaire was completed by 102 students who had completed the 1st year of the 1st cycle of studies, 55 who had completed the 2nd year of the 1st cycle and 58 who had completed the 3rd year of the 1st cycle of studies, and in September 2023, by 169 students who had just joined Universidade Lusófona. This survey allowed us to explore these students' perceptions of their competences, using a Likert scale for this classification. Analysing the answers to the questionnaires allowed us to assess, in a holistic way, which transversal competences Lusófona University students have developed the most during their academic career and how their perception has evolved over the course of that career. According to the results of the questionnaires, it was found that of the soft skills included in this study, the ones most developed by ULusófona students are consideration, recognition, positive feedback and appreciation, technical-professional skills, interpersonal relationships, participative leadership, people-orientation and determination and perseverance. Key-words: Soft Skills; Students; Higher Education.
In today's global, highly competitive job market with a strong emphasis on innovation, in which artificial intelligence is a challenge for human intelligence, skills, whether technical or transversal, are essential and differentiating. On entering the job market, young graduates often have skills that don't match those sought by employers, indicating that the skills developed during higher education are out of step with those that are valued and needed in the world of work. In this context, this study aims to present a transversal competences management model for Universidade Lusófona, in order to identify which are the main transversal competences being developed by students in the first cycle of higher education and to assess whether there are differences between the perception of the level of development of transversal competences among students in the different years at degree level. To this end, we followed the evolution of the level of proficiency in transversal competences of students at Universidade Lusófona over the three years of their degree. This research used the qualitative method to develop competency management models and the quantitative method to test a competency questionnaire applied online to 384 students at two different times. In June and July 2023, the questionnaire was completed by 102 students who had completed the 1st year of the 1st cycle of studies, 55 who had completed the 2nd year of the 1st cycle and 58 who had completed the 3rd year of the 1st cycle of studies, and in September 2023, by 169 students who had just joined Universidade Lusófona. This survey allowed us to explore these students' perceptions of their competences, using a Likert scale for this classification. Analysing the answers to the questionnaires allowed us to assess, in a holistic way, which transversal competences Lusófona University students have developed the most during their academic career and how their perception has evolved over the course of that career. According to the results of the questionnaires, it was found that of the soft skills included in this study, the ones most developed by ULusófona students are consideration, recognition, positive feedback and appreciation, technical-professional skills, interpersonal relationships, participative leadership, people-orientation and determination and perseverance. Key-words: Soft Skills; Students; Higher Education.
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MANAGEMENT, HUMAN RESOURCES MANAGEMENT, HUMAN RESOURCES, TRANSVERSAL SKILLS, COLLEGE STUDENTS, HIGHER EDUCATION, MESTRADO EM GESTÃO AVANÇADA DE RECURSOS HUMANOS, GESTÃO, GESTÃO DE RECURSOS HUMANOS, RECURSOS HUMANOS, COMPETÊNCIAS TRANSVERSAIS, ESTUDANTES UNIVERSITÁRIOS, ENSINO SUPERIOR