Socio-emotional competences of critical thinking and problem solving in university education
Article Sidebar
Downloads
Article Details
Altmetrics
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Main Article Content
Abstract
The purpose of this article is to analyze socioemotional competencies in the field of university education, as well as critical thinking and problem solving. Given that, according to the World Economic Forum, little research focuses on the relationship of these competencies in the area of managerial knowledge, despite their impact on future employment. Proof of them is that a literature review was made in the Web of Science database, by means of the keywords: "socioemotional competencies", "education" and "association to management", corresponding to the fields of management, economics and finance -search performed in August 2022-. In this research, 7557 articles were found, of the 500 most cited, only 27 showed some relation with the field of interest of the work, which shows a shortage of literature and research opportunities. Likewise, 15 documents from multilateral organizations (such as: the World Bank, the Organization for Economic Cooperation and Development (OECD), the World Economic Forum, the International Labor Organization (ILO), the Inter-American Development Bank (IDB) are also related to socioemotional competencies, from a multilateral or trade union perspective. These gaps between the academic literature and the studies of multilateral organizations have an impact on the differences in market expectations about the socioemotional competencies of workers and the offerings of higher education institutions.
References
Aloui, L., & Shams Eldin, A. Y. (2020). Socio-emotional competencies, socio-economic factors, and the employability process of female graduates in the Kingdom of Saudi Arabia. International Journal of Engineering Business Management, 12(8), 1-14. https://doi.org/10.1177/1847979020980903
Antonacopoulou, E. P. (2010). Making the business school more ‘critical’: Reflexive critique based on phronesis as a foundation for impact. British Journal of Management, 21(1), s6-s25. https://doi.org/10.1111/j.1467-8551.2009.00679.x
Breugel, G. V. (2017). Identification and anticipation of skill requirements: Instruments used by international institutions and developed countries.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real‐world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324. https://doi.org/10.1108/14676371011077540
Busso, M., Bassi, M., Urzúa, S. y Vargas, J. (2012). Desconectados: habilidades, educación y empleo en América Latina. Inter-American Development Bank. https://publications.iadb.org/es/desconectados-habilidades-educacion-y-empleo-en-america-latina
Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5-22. https://www.learntechlib.org/p/95370/
Comisión Europea (2020). Agenda Europea de Capacidades para la competitividad sostenible, la equidad social y la resiliencia. Disponible en https://www.cepes.es/internacional/europa&lng=es
Conte, J. M. (2005). A review and critique of emotional intelligence measures. Journal of Organizational Behavior, 26(4), 433-440. https://doi.org/10.1002/job.319
Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593-1640. https://doi.org/10.1093/qje/qjx022
Dunlap, J. C. (2005). Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. Educational Technology Research and Development, 53, 65-85. https://doi.org/10.1007/BF02504858
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Shawab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guideliness for educators. Asociation for Supervision and Curriculum Delevopment.
Frederickson, N., Petrides, K. V., & Simmonds, E. (2012). Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence. Personality and Individual Differences, 52(3), 323-328. https://doi.org/10.1016/j.paid.2011.10.034
Goulart, A. R., Liboni, L. B., & Cezarino, L. O. (2021). Qualification as a societal challenge and the role of higher education from a system approach. Higher Education, Skills and Work-Based Learning, 11(5), 1002-1019. https://doi.org/10.1108/HESWBL-06-2020-0118
Haste, H. (2018), Attitudes and Values and the OECD Learning Framework 2030: A Critical Review of Definitions, Concepts and Data., OECD
Hernández Madroñero, I., Londoño Cardozo, J., Silva Mazo, L. M. y Becerra Ramírez, L. C. (2019). El pensamiento crítico y sus beneficios en la Administración. Revista Logos, Ciencia & Tecnología, 11(1), 61-76. https://doi.org/10.22335/rlct.v11i1.694
Higgs, M. J., & Dulewicz, S. V. (2007). Relationships between psychological well-being, emotional intelligence and personality [Henley Working Paper Series, HWP 0717]. Henley Management College. https://eprints.soton.ac.uk/51477/.
International Labour Office [ILO]. (2010). A skilled workforce for strong, sustainable and balanced growth: A G20 training strategy. International Labour Office. https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf
International Labour Office [ILO]. (2020). Global employment trends for youth 2020: Technology and the future of jobs. International Labour Organisation. https://www.ilo.org/global/publications/books/WCMS_737648/lang--en/index.htm
Lamsal, H. P. (2015). Education for All 2000-2015: Achievements and Challenges.
Leopold, T. A., Ratcheva, V., & Zahidi, S. (2016). The future of jobs: employment, skills, and workforce strategies for the Fourth Industrial Revolution. World Economic Forum. https://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
Llorent, V. J., Zych, I. y Varo-Millán, J. C. (2020). Competencias socioemocionales autopercibidas en el profesorado universitario en España. Educación XX1, 23(1), 297-318. https://www.redalyc.org/journal/706/70663315013/html/
Macedo Dávila, A. (2018). Pensamiento crítico y rendimiento académico en los ingresantes del curso de Estadística I en la Facultad de Ingeniería Económica, Estadística y Ciencias Sociales. Universidad Nacional de Ingeniería-2017 [tesis de maestría, Universidad Peruana Cayetano Heredia]. Repositorio Institucional. https://hdl.handle.net/20.500.12866/1541
Macêdo, J. W. D. L., & Silva, A. B. D. (2020). Construção e validação de uma escala de competências socioemocionais no Brasil. Revista Psicologia Organizações e Trabalho, 20(2), 965-973. http://pepsic.bvsalud.org/pdf/rpot/v20n2/v20n2a02.pdf
Machera, R. P., & Machera, P. C. (2017). Emotional Intelligence (EI): A therapy for higher education students. Universal Journal of Educational Research, 5(3), 461-471. https://www.hrpub.org/journals/article_info.php?aid=5698
Mattingly, V., & Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review, 29(2), 140-155. https://doi.org/10.1016/j.hrmr.2018.03.002
OECD (2012), Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies, OECD Publishing, Paris, https://doi.org/10.1787/9789264177338-en.
Organisation for Economic Co-operation and Development [OECD]. (2018). Skills for jobs. OECD. https://www.oecdskillsforjobsdatabase.org/data/Skills%20SfJ_PDF%20for%20WEBSITE%20final.pdf
Ossa-Cornejo, C., Palma-Luengo, M., Martín, N. L. S. y Díaz-Larenas, C. (2018). Evaluación del pensamiento crítico y científico en estudiantes de pedagogía de una universidad chilena. Revista Electrónica Educare, 22(2), 204-221. https://www.redalyc.org/articulo.oa?id=194156028012
Parhomenko, K. (2014). Diagnostic methods of socio–emotional competence in children. Procedia-Social and Behavioral Sciences, 146, 329-333. https://doi.org/10.1016/j.sbspro.2014.08.142
Pérez Escoda, N. y Bisquerra Alzina, R. (2007). Las competencias emocionales. Educación XX1, 10, 61-82. https://www.redalyc.org/pdf/706/70601005.pdf
Pérez Escoda, N., Berlanga Silvente, V. y Alegre Rosselló, A. (2019). Desarrollo de competencias socioemocionales en educación superior: evaluación del posgrado en educación emocional. Bordón. Revista de Pedagogía, 71(1), 97-113. https://diposit.ub.edu/dspace/bitstream/2445/162056/1/696524.pdf
Pertegal-Felices, M. L. (2011). Identificación de competencias genéricas con carácter socioemocional: aplicación al desarrollo profesional de ingenieros informáticos y maestros [tesis doctoral, Universidad de Alicante]. Repositorio Institucional. https://rua.ua.es/dspace/bitstream/10045/22766/1/Tesis_Pertegal.pdf
Pilcher, J. J., & Walters, A. S. (1997). How sleep deprivation affects psychological variables related to college students' cognitive performance. Journal of American College Health, 46(3), 121-126. https://doi.org/10.1080/07448489709595597
Prada, M. F. y Rucci, G. (2016). Instrumentos para la medición de las habilidades de la fuerza de trabajo. Banco Interamericano de Desarrollo. https://n9.cl/g6iu6
Ramazani, J., & Jergeas, G. (2015). Project managers and the journey from good to great: The benefits of investment in project management training and education. International Journal of Project Management, 33(1), 41-52. https://doi.org/10.1016/j.ijproman.2014.03.012
Repetto Talavera, E. y Pena Garrido, M. (2010). Las competencias socioemocionales como factor de calidad en la educación. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8(5), 82-95. https://www.redalyc.org/pdf/551/55119084006.pdf
Rodríguez Sánchez, M. y Revilla Rodríguez, P. (2016). Las competencias generales y transversales del Grado en Logopedia desde la perspectiva del alumno. Educatio Siglo XXI, 34(1), 113-136. https://doi.org/10.6018/j/253241
Schwab, K. (2018). The global competitiveness report 2018. World Economic Forum. https://n9.cl/ufd6j
Singer, D. (2019, 3 de abril). Habilidades socioemocionales y mercado laboral, sinergia necesaria. Banco de Desarrollo de América Latina y El Caribe. https://n9.cl/acrjb
Staboulis, M., & Lazaridou, I. (2020). Non Cognitive Skills as the new metric in recent labor markets–Case Study: The impact of social media in promoting and developing skills. En INTED2020 Proceedings (pp. 3943-3950). IATED. https://doi.org/10.21125/inted.2020.1093
Tarasova, K. S. (2016). Development of socio-emotional competence in primary school children. Procedia-Social and Behavioral Sciences, 233, 128-132. https://doi.org/10.1016/j.sbspro.2016.10.166
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2016). Global Education Monitoring Report Summary 2016: Education for People and Planet: Creating Sustainable Futures for All. UNESCO. https://n9.cl/vwrlt
United Nations Educational, Scientific and Cultural Organization, & United Nations Educational, Scientific and Cultural Organization. (2012). Youth and skills: putting education to work. EFA Global Monitoring Report, 2012. UNESCOhttps://doi.org/10.54676/LIIT3478
Vargas Zúñiga, F. y Carzoglio, L. (2017). La brecha de habilidades para el trabajo en América Latina revisión y análisis en la región (Documento de trabajo 1). Organización Internacional del Trabajo. https://n9.cl/syfm9
Voronov, M., & Weber, K. (2017). Emotional competence, institutional ethos, and the heart of institutions. Academy of Management Review, 42(3), 556-560. https://doi.org/10.5465/amr.2016.0522
Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109(4), 21-32. https://doi.org/10.3200/AEPR.109.4.21-32
World Bank. (2010). Stepping up skills for more jobs and higher productivity. World Bank. https://doi.org/10.1596/27892
World Economic Forum. (2018). The future of jobs report 2018. Geneva: Centre for the New Economy and Society.
World Economic Forum. (2020). The future of jobs report 2020. World Economic Forum.
https://www.weforum.org/publications/the-future-of-jobs-report-2020/in-full/
World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Global Challenge Insight Report.
World Economic Forum. (2016, January). New vision for education: Fostering social and emotional learning through technology. Geneva: World Economic Forum.
Xirinachs, J. M. S. (2017). The future of work, employment and skills in Latin America and the Caribbean. IUSLabor. Revista d'anàlisi de Dret del Treball, (1).
Zaphir, L. (2020). Rationality, bias, and prejudice: developing citizens’ ability to engage in inquiry. Educational Philosophy and Theory, 53(11), 1-10. https://doi.org/10.1080/00131857.2020.1811680