Generic competences in higher education through internationalisation programs

Abstract

Due to the crucial importance given to competence training in the European Higher Education Area (EHEA), this article pretends to achieve a double objective. On first place, it reviews the assessment made by Social Education grade-students’ about generic skills developed throughout the participation in international programs. Second, it explores the potential of these programs as a strategy for the development of generic skills. The study reviews the impact of two internationalization programs (2010-2011 and 2011-2012) belonging to the University Pablo de Olavide. The approach used was a case study research, based on discussion groups. Four focus groups were set up, two for each of the programs studied. There were three criteria for evaluation: competences gained, learning value for the students, and transferability of competences acquired during the program to their professional future. The key results of the study indicate that students positively value the change in their mind set regarding their academic and professional perspectives. The programs succeeded in developing interpersonal competences such as: knowledge of other cultures and customs and appreciation of diversity and multiculturalism. Some are systemic skills and some instrumental competences although to a less extent. Consequently, the article points out the meaning that international projects acquire for the development of generic competences. The projects suggest some sort of ideal settings for assessment of generic competences. Consequently, it is hoped that this study will serve as a springboard for further research not only to assess generic competences, but also in assessing the specific impact of internationalization strategies in their own development process.