“Lost in translation”. Soft skills development in European countries
Abstract
The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called “soft” skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming ‘soft skills’, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.
Published online: 01 June 2016.
Corrigendum published in Vol. 11, No. 1 (November 2023).
Downloads
References
Ananiadou, Katerina, and Claro, Magdalena. “21st Century Skills and Competences for New Millennium Learners in OECD Countries.” OECD Education Working Papers, 41 (2009). OECD Publishing. Accessed March, 31, 2016, http://dx.doi.org/10.1787/218525261154.
Ciappei, Cristiano, and Cinque, Maria. Soft skills per il governo dell’agire. Milano: FrancoAngeli, 2014.
Cinque, Maria. Soft Skills in Action. Halls of Residence as Centres for Life and Learning. Brussels: EucA, 2012.
_____. Soft Skills in Action. Halls of Residence as Centres for Life and Learning. Second Revised Edition. Brussels: EucA, 2014.
Deloitte. Boiling Point? The Skills Gap in U.S. Manufacturing, 2011. Accessed March, 31, 2016, http://www2.deloitte.com/content/dam/Deloitte/us/Documents/manufacturing/us-indprod-pip-2011-skills-gap-report-01142011.pdf.
EC (European Commission). Transferability of Skills across Economic Sectors: Role and Importance for Employment at European Level. Luxembourg, Publications Office of the European Union, 2011.
_____. Rethinking education strategy: Investing in skills for better socio-economic outcomes, 2012. Accessed March, 31, 2016, http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012DC0669&from=EN.
_____. An agenda for new skills and new jobs in Europe: Pathways towards full employment, 2012. Accessed March, 31, 2016, http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52010DC0682&from=EN.
_____. Modernisation of Higher Education, Report on Improving the quality of teaching and learning in Europe’s higher education institutions, 2013. Accessed March, 31, 2016, http://ec.europa.eu/education/library/reports/modernisation_en.pdf.
European Commission/EACEA/Eurydice. Modernisation of Higher Education in Europe: Access, Retention and Employability 2014. Eurydice Report. Luxembourg: Publications Office of the European Union, 2014.
Eurydice, Key competencies. Brussels: Eurydice, 2002.
EUCEN. Accessed March, 31, 2016, http://www.eucen.eu/EQFpro/GeneralDocs/FilesFeb09/GLOSSARY.pdf.
Gobierno de España. Ministerio de empleo y seguridad social, Estrategia de emprendimiento y empleo joven 2013/2016. Accessed March, 31, 2016, http:// www.empleo.gob.es/ficheros/garantiajuvenil/documentos/EEEJ_Documento.pdf.
Goleman, Daniel. Emotional intelligence. New York: Bantam, 1995.
Goleman, Daniel, and Boyatzis, Richard R. “Social Intelligence and the Biology of Leadership.” Harvard Business Review, September (2008): 74-81.
Hack, Catherine Jane. “Developing an open education resource to develop digital literacy skills for employability in the Life and Health Sciences.” Journal of Educational Innovation, Partnership and Change, 2015, 1(1). Accessed March, 31, 2016, https://journals.gre.ac.uk/index.php/studentchangeagents/article/ view/206/211.
Haselberger, David, Oberhuemer, Petra, Pérez, Eva, Cinque, Maria and Capasso, Fabio Davide. Mediating Soft Skills at Higher Education Institutions. ModEe project: Lifelong Learning Programme, 2012. Accessed March, 31, 2016, http:// www.euca.eu/en/prs/modes-handbook.aspx.
Heckman, James J., and Kautz, Tim. “Hard Evidence on Soft Skills.” Labour Economics 19, nº 4 (2013): 451-464.
Heckman, James J., and Rubinstein, Yona. “The Importance of Noncognitive Skills: Lessons from GED Testing Program.” The American Economic Review 91, nº 2. Papers and Proceedings of the Hundred Thirteenth Annual Meeting of the American Economic Association (May, 2001): 145-149.
IFTF (Institute for the Future). Future work skills 2020, 2011. Accessed March, 31, 2016, http://www.iftf.org/system/files/deliverable/SR-1382A%20UPRI%20future%20work%20skills_sm.pdf.
Iland, André, Soft skills. Be professionally proactive. Iland Business Pages, 2013.
Ilomäki, Liisa, Lakkala, Minna & Kosonen Kari. “Mapping the terrain of modern knowledge work competencies.” A paper presented in a symposium Generating working life competencies during higher education at the 15th Biennial EARLI conference for Research on Learning and Instruction August 27-31, 2013, Munich, Germany. Accessed March, 31, 2016, http://www.earli2013.org/programme/proposal-view/?abstractid=1157.
ISFOL (Istituto per la formazione e il lavoro). Competenze trasversali e comportamento organizzativo. Le abilità di base nel lavoro che cambia. Milano: FrancoAngeli, 1994.
_____. Rapporto ISFOL 2012. Le competenze per l’occupazione e la crescita. Roma: ISFOL, 2012.
_____. Unità capitalizzabili e crediti formativi. I repertori sperimentali. Milano: FrancoAngeli, 1998.
IULM, CRUI, Centromarca, Osservatorio sulle professioni. Prima indagine sulla formazione dei neolaureati ed esigenze d’impresa. Milano: Università IULM, 2012. Kechagias, Konstantinos, ed. Teaching and Assessing Soft Skills. Thessaloniki: 1st Second Chance School of Thessaloniki, 2011.
Knight, Peter, and Anna Page. The Assessment of “Wicked” Competences. Report to the Practice Based Professional Learning Centre, 2007. Accessed March, 31, 2016, http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/knight-and-page-(2007)-The-assessment-of-wicked- competences.pdf.
Manpower Group. Talent Shortage Survey. 2012. Accessed March, 31, 2016, http://www.manpowergroup.us/campaigns/talent-shortage-2012/pdf/2012_Talent_Shortage_Survey_Results_US_FINALFINAL.pdf.
_____.Soft Skills for Talent. Internal Report, 2014. Accessed March, 31, 2016, http://www.manpowergroup.it/indagine-soft-skills-manpowegroup.
Nicol, David. The foundation for graduate attributes: developing self-regulation through self-assessment. QAA Scotland, 2010. Accessed March, 31, 2016, http://www.enhancementthemes.ac.uk/docs/publications/the-foundation-for-graduate-attributes-developing-self-regulation-through-self-assessment.pdf?sfvrsn=28.
Noddings, Neil. Happiness and Education. Cambridge: Cambridge University Press, 2003.
Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities. Princeton University Press, 2010.
OECD (Organisation for Economic Co-operation and Development). Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo). Summary of the final report Key Competencies for a Successful Life and a Well- functioning Society. Paris: OECD Publishing, 2003.
_____. Skills for Social Progress The Power of Social and Emotional Skills. OECD Skills Studies. Paris: OECD Publishing, 2015.
Penttilä, Johanna. University student`s work orientation. Study contents, career guidance and pictures of the future. Otus 30/2009. Helsinki: Opiskelijajärjestöjen tutkimussäätiö. Otus. Accessed March, 31, 2016, http://ek2010.multiedition.fi/korkeakouluharjoittelijat/liitteet/yoopiskelijoiden_tyoelamaan_orientoituminen.pdf.
Puhakka, Antero. “Mapping the skills masters need in their work.” In Puhakka & Tuominen (toim.), Kunhan kuluu viisi vuotta — ylemmän korkeakoulututkinnon suorittaneiden työurat. Aarresaari-verkoston julkaisusarja. 61-86, accessed March, 31, 2016, http://www.aarresaari.net/pdf/Kunhankuluuviisivuotta.pdf.
Rychen, Dominique S., and Laura H. Salganik, eds. Definition and selection of Key Competencies. Gottingen (Germany): Hogrefe & Huber Publishers, 2000.
Salas Velasco, Manuel. “More than just good grades: candidates’ perceptions about the skills and attributes employers seek in new graduates.” Journal of Business Economics and Management 13, nº 3 (2012):499-517. doi: 10.3846/16111699.2011.620150.
Sandeen Arthur. “Educating the Whole Student: The Growing Academic Importance of Student Affairs.” Change: The Magazine of Higher Learning 36, nº 3 (2004). Shalini, Verma. Enhancing Employability @ Soft Skills. Chandigarth-Delhi-Chennai: Pearson, 2013.
Tuning Educational Structures in Europe. Competences. Accessed March, 31, 2016, http://www.unideusto.org/tuningeu/competences.html.
Tynjälä, Päivi. “Workplace expertice and higher education pedagogy.” Aikuiskasvatus 28, nº 2 (2008):124-127.
UK Commission for Employment and Skills. The Future of Work: Jobs and skills in 2030. 2014. Accessed March, 31, 2016, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303334/er84-the-future-of-work-evidence-report.pdf.
Unesco Asia-Pacific Education Research Institutes Network (ERI-Net). Regional Study on Transeversal Competencied in Education Policy and Practice. Regional Report. Paris: Unesco, 2015.
WHO (World Health Organization). “Life Skills Education in Schools.” Skills for Life, 1. Genève: WHO, 1993.
Yorke, Mantz. Employability in higher education: What it is — what it is not. Learning and employability series 1. York, UK: The Higher Education Academy, 2006.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
1. Authorship:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
3. Users:
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.
1.jpg)
1.jpg)
.jpg)
1.jpg)
.jpg)
.jpg)
