Soft skills in university and work contexts a documentary review
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Romero González, J. A., Granados, I. N., López Clavijo, S. L., & González Ruiz, G. M. (2021). Soft skills in university and work contexts: a documentary review. Inclusión Y Desarrollo, 8(2), 113–127. https://doi.org/10.26620/uniminuto.inclusion.8.2.2021.2749
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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Abstract
Soft skills have been gaining great relevance in the academic and work environment because they are related to greater possibilities of employability and professional success. This article is a panoramic documentary review of these skills in different contexts, the objective of which is to identify the main investigations and their approaches in the educational field, mainly in the university context, and in the workplace. For this, thirty studies on the subject were reviewed and analyzed, from which some trends were found, such as, for example, that most of them were written in English; that in 2009 and 2012 was where more documents were published on the subject; that the most used methodology was the quantitative one; that there are various names for this type of skills, among other trends. Faced with the possible limitations, it was found that the approach in Latin America on these skills has been scarce, as well as the publications in Spanish; however, in the last decade there has been a strong interest in the subject, which is why it is expected that the number of investigations and publications in this regard will increase. It is concluded that it is necessary to strengthen instruction in soft skills in the university context since these complement hard skills, which allows a comprehensive training of students and greater
chances of employability since they are also a necessity in work contexts.
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teamwork%2C%20and%20work%20ethic.
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Bassi, M., Busso, M., Urzúa, S. & Vargas, J. (2012). Desconectados: habilidades, educación y empleo en América Latina. Inter-American Development Bank. https://publications.iadb.org/es/ desconectados-habilidades-educaciony-empleo-en-america-latina.
Campo, L. & Martínez, Y. (2009). Habilidades sociales en estudiantes de psicología de una Universidad privada de la Costa Caribe Colombiana. Revista Iberoamericana De Psicología, 2(1), 39-52. https://doi.org/10.33881/2027-1786.rip.2104.
Chaparro, Z. (2015). El uso de la comunicación asertiva como herramienta estratégica para el líder. http://hdl.handle.net/10654/7868.
Chaves, C. (2016). Habilidades del siglo XXI. Revista Conexiones, 8(2), 12-18.
https://revistas.uam.es/tendenciaspedagogicas/issue/download/489/306.
Cunha, F. & Heckman, J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive
skill formation. Journal of human resources, 43(4), 738-782.
De la Fuente, J. (2012). Impactos de la globalización en la salud mental. Gaceta Médica de Mexica, 148, 586-590. http://www.anmm.org.mx/GMM/2012/n6/GMM_148_2012_6_586-590.pdf.
De Villiers, R. (2010). The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures. Meditari Accountancy Research, 18, 1-22. DOI 10.1108/10222529201000007.
Fernández, J. y Tapia, V. (2012). Emprendimiento y desarrollo de competencias blandas por alumnos de ingeniería comercial Universidad de la Serena. Chile: Universidad de la Serena.
http://dx.doi.org/10.15433/ruta.v0i14.190.
Fernández, S. (2017). Si las piedras hablaran. Metodología cualitativa de Investigación en Ciencias Sociales. La Razón Histórica, 37, 4-30. https://digitum.um.es/digitum/bitstream/ 10201/54506/3/Sergio%20Fern%c3%a1ndez%20.Riquelme.%20Metodolog%c3%ada%20cualitativa.%20La%20Raz%c3%b3n%20hist%c3%b3rica%20.pdf
Gillard, S. (2009). Soft Skills and Technical Expertise of Effective Project Managers. Informing Science and Information Technology, 6,723-729. http://iisit.org/Vol6/IISITv6p723-729Gillard599.pdf.
Gómez, M., Manrique- Lozada, B. & Gasca-Hurtado, G. (2015). Propuesta de evaluación de habilidades blandas en ingeniería de software por medio de proyectos universidad-empresa. Revista Educación en Ingeniería, 10(19), 131-140.https://www.educacioneningenieria.org/index.php/edi/article/view/549.
Groh, M., Mckenzie, D. & Vishwanath, T. (2015). Reducing Information Asymmetries in the Youth Labor Market of Jordan with Psychometrics and Skill Based Tests. The World Bank Economic Review, 29, 106–117, https://doi.org/10.1093/wber/lhv005.
Guirao-Goris, S. (2015). Utilidad y tipos de revisión de literatura. Revista de enfermería, 9(2), 64-75. Recurperado de http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1988-348X2015000200002.-
Guerra, G. (noviembre, 2016). La solución de problemas.
http://portal.uc3m.es/portal/page/portal/cultura_y_deporte/eses/historico/1415/orientacion3/bienestar_emocional/gestion_emociones/Soluci%F3n%20de%20problemas.PDF.
Heckman, J. y Kautz, T. (2012). Hard evidence on soft skills, Labour Economics, Elsevier, 19(4), 451-464. https://www.nber.org/papers/w18121.
John, J. (2009). Study on the Nature of Impact of Soft Skills Training Programme on the Soft Skills Development of Management Students. Pacific Business Review, 19-27, Recuperado de: https://ssrn.com/abstract=1591331.
Kantrowitz, T. (2005). Development and construct validation of a measure of soft skills performance, Ph.D. dissertation, Georgia Institute of Technology.
Kechagias, K. (2011). Teaching and assessing soft skills. Thesosaloniki (Neapolis): 1st Second Chance School of Thessaloniki, as part of theMeasuring and AssessingSoftSkills (MASS) project. http://research.education.nmsu.edu/files/2014/01/396_MASS-wp4-final-report-part-1.pdf.
Kostons, D., Van Gog, T. & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitiveapproach to improvingself-regulatedlearning. Learning and Instruction, 22(2), 121-132. http://www.sciencedirect.com/science/article/pii/S0959475211000697.
Lagos, C. (2012). Aprendizaje experiencial en el desarrollo de habilidades” blandas”: desde la visión de los alumnos líderesde Iº a IVº medio. (Tesis de pregrado). Universidad Alberto Hurtado, Santiago de Chile. https://repositorio.uahurtado.cl/handle/11242/5549.
López-Mondéjar, L. & Tomás, L. (2017). Development of Socio-emotional Skills through .Cooperative Learning in a University Environment, 237,432-437. https://doi.org/10.1016/j.sbspro.2017.02.086.
Matus, O y Gutiérrez. (2015). Habilidades Blandas: Una ventaja competitiva en la formación tecnológica. Journal of Industrial Neo-Technologies, 2 (1), 32 - 40. https://www.jint.usach.cl/sites/jint/files /art._9_print_v2n1jint006-15_v3.0_0.pdf.
Mangrulkar, L., Whitman, C. & Posner, M. (2001). Enfoque de habilidades para la vida para un desarrollo saludable de niños y adolescentes. Washington, DC: Organización Panamericana de Salud. http://www.codajic.org/sites/www.codajic.org/files/Enfoque%20de%20Habilidades%20para%20la%20vida%20OPS_0.pdf.
Martínez-Selva, J., Sánchez-Navarro, J., Bechara, A. & Román, F. (2006). Mecanismos cerebrales de la toma de decisiones.Revista de neurología, 42(7), 411-418. http://www.neurologia.com/ articulo/200616.
Miyamoto, K., Huerta, M., Kubacka, K., Ikesako, H. y Oliveira, E. (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing https://www.oecd.org/education/skills-for-social-progress-9789264226159-en.htm.
Musicco, G. (2018). Soft skills & coaching: Engine of the new University in Europe. Revista Universitaria Europea. 29, pp.115-132. https://dialnet.unirioja.es/servlet/articulo?codigo=6564358.
Muzio, E., Fisher, D., Thomas, E. & Peters, V. (2007). Soft skills quantification (SSQ) for project manager competencies.Project Management Journal, 38(2), 30–38. https://www.pmi.org/learning/library/ soft-skills-quantification-predictingperformance-5638.
Nealy, N. (2005). Integrating Soft Skills Through Active Learning In The Management Classroom. Journal of College Teaching & Learning, 2 (4). https://clutejournals.com/index.php/ TLC/article/view/1805.
Nickson, D., Warhurst, C., Commander, J., Hurrell, S. & Cullen, A. (2012). Soft skills and employability: Evidence from UK retail. Economic and Industrial Democracy, 33(1), 65–84. https://doi.org/ 10.1177/0143831X11427589.
Ortega, C., Febles, J. & Estrada, V. (2016). Una estrategia para la formación de competencias blandas desde edades tempranas. Revista Cubana de Educación Superior, 35(2), 35-41. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142016000200003&lng=es&tlng=es.
Posada, R. (2004). Formación superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante.Revista Iberoamericana De Educación, 35(1), 1-33. https://rieoei.org/RIE/article/view/2870.
Raciti, P. (2015). La medición de las competencias transversales en Colombia: una propuesta metodológica. Programa EUROSOCIAL. http://sia.eurosocial-ii.eu/files/docs/1444897404-DT34.pdf.
Robles, M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace. Business Communication Quarterly, 75(4), 453–465. https://journals.sagepub.com/doi/ 10.1177/1080569912460400#:~:text=complement%20one%20another.-,This%20study%20identified%20the%20top%2010%20soft%20skills%20as%20perceived,%2C%20
teamwork%2C%20and%20work%20ethic.
Rojas, B. (2010). Solución de problemas: una estrategia para la evaluación del pensamiento creativo. Sapiens, 11(1), 117-125. https://www.redalyc.org/pdf/410/41021794008.pdf
Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. Nawa Journal of Communication, 2(1), 146-154. https://ir.nust.na/handle/10628 /39#:~:text=Embedding%20the%20training%20of%20soft,an%20enhancement%20of%20soft%20skills.&text=It%20is%20of%20high%20importance,beyond%20academic%20or%20
technical%20knowledge.
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