Contenido principal del artículo
Detalles del artículo
Allen, J., & van der Velden, R. (Eds.). (2007). The Flexible Professional in the Knowledge Society: General Results of the REFLEX Project.
Barnett, R. (1994). The limits of competence: knowledge, higher education and society. Bristol: Open University Press.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.
Bietenbeck, J. (2014). Teaching practices and cognitive skills. Labour Economics, 30, 143–153.
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education, 8(1), 7–25.
Biggs, J. B. (1999a). Teaching for Quality Learning at University. Assessing for learning quality: II. Practice. Buckingham: SRHE and Open University Press.
Biggs, J. B. (1999b). What the student does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75.
Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does (4th ed.). Buckingham: Open University Press.
Bijsmans, P., & Schakel, A. H. (2018). The impact of attendance on first-year study success in problem-based learning. Higher Education, 76(5), 865–881.
Boyatzis, R. E. (1982). The competent manager: A model for effective performance. John Wiley & Sons.
Brown, B. W., & Liedholm, C. E. (2002). Can web courses replace the classroom in principles of microeconomics? American Economic Review, 92(2), 444–448.
Bunk, G. P. (1994). Teaching competence in inicial and continuing vocational training in the Federal Republic of Germany. Vocational Training European Journal, 1, 8–14.
Coll-Serrano, V., Pardo-García, C., & Pérez, P. J. (2018). Teaching-learning methods and their effect on professional development and the development of graduates’ competencies. Cultura y Educación, 30(3), 556–583.
Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. Routledge.
Crossman, J. E., & Clarke, M. (2010). International experience and graduate employability: stakeholder perceptions on the connection. Higher Education, 59(5), 599–613.
Elliot, J. (2010). El “estudio de la enseñanza y del aprendizaje”: una forma globalizadora de investigación del profesorado. Revista Interuniversitaria de Formación Del Profesorado, 68, 223–242.
Entwistle, N. J., & Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm.
European Commission/EACEA/Eurydice. (2015). The European Higher Education Area in 2015: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union.
European Commission. (1995). White paper on education and training. Teaching and learning: Towards the learning society. European Commission.
European Commission. (1997). Towards a Europe of knowledge. Luxembourg: European Commission.
European Commission. (2001). Making a European Area of Lifelong Learning a Reality. Brussels: European Commission.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65, 14–38.
Gallart, M. A., & Jacinto, C. (1995). Competencias laborales: tema clave en la articulación educación-trabajo. Boletín Educación y Trabajo, 6(2), 1–6.
González-González, J. M., Arquero, J. L., & Hassall, T. (2014). The change towards a teaching methodology based on competences: a case study in a Spanish university. Research Papers in Education, 29(1), 111–130.
González, J., & Wagenaar, R. (2003). Tuning educational structures in Europe. Bilbao: Universidad de Deusto.
Hager, P., Gonczi, A., & Athanasou, J. (1994). General issues about assessment of competence. Assessment & Evaluation in Higher Education, 19(1), 3–16.
Harvey, L. (2000). New realities: The relationship between higher education and employment. Tertiary Education & Management, 6(1), 3–17.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Huber, G. L. (2008). Active learning and methods of teaching. Revista de Educación, 59–81.
Jackson, D. (2016). Skill mastery and the formation of graduate identity in Bachelor graduates: evidence from Australia. Studies in Higher Education, 41(7), 1313–1332.
Kember, D., & Leung, D. Y. P. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2), 155–170.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: beyond’educational bulimia’? Studies in Higher Education, 28(3), 321–334.
Lindblom-Ylänne, S., Parpala, A., & Postareff, L. (2018). What constitutes the surface approach to learning in the light of new empirical evidence? Studies in Higher Education, 1–13.
López-Pastor, V. M., Pintor, P., Muros, B., & Webb, G. (2013). Formative assessment strategies and their effect on student performance and on student and tutor workload: the results of research projects undertaken in preparation for greater convergence of universities in Spain within the European Higher Education Are. Journal of Further and Higher Education, 37(2), 163–180.
López Ruiz, J. I. (2011). Un giro copernicano en la enseñanza universitaria: formación por competencias. Revista de Educación, 356, 279–301.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), 4–11.
McClelland, D. C. (1973). Testing for competence rather than for" intelligence". American Psychologist, 28(1), 1–14.
McNamara, J. (2013). The challenge of assessing professional competence in work integrated learning. Assessment & Evaluation in Higher Education, 38(2), 183–197.
Michavila, F., Martínez, J. M., Martín-González, M., García-Peñalvo, F. J., Cruz-Benito, J., & Vázquez-Ingelmo, A. (2018). Barómetro de empleabilidad y empleo. Edición Máster 2017. Madrid: Observatorio de Empleabilidad y Empleo Universitarios.
Ödalen, J., Brommesson, D., Erlingsson, G. Ó., Schaffer, J. K., & Fogelgren, M. (2019). Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development, 38(2), 339–353.
Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL (Work Integrated Learning) report: A national scoping study. Queensland University of Technology.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Rubin, D. B. (2004). Multiple imputation for nonresponse in surveys (Vol. 81). John Wiley & Sons.
Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and well-functioning society. Hogrefe Publishing.
Saghafian, M., & O’Neill, D. K. (2018). A phenomenological study of teamwork in online and face-to-face student teams. Higher Education, 75(1), 57–73.
Samuelowicz, K., & Bain, J. D. (1992). Conceptions of teaching held by academic teachers. Higher Education, 24, 93–111.
Schön, D. (1987). Educating the reflective practitioner: towards a new design for teaching and learning in the professions. San Francisco: Jossey - Bass Publishers.
Schwerdt, G., & Wuppermann, A. C. (2011). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 365–379.
Sharma, S. (1996). Applied multivariate techniques. John Wiley & Sons, Inc.
Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84(1), 37–48.
Sheskin, D. J. (2003). Handbook of parametric and nonparametric statistical procedures. crc Press.
Spencer, L. M., & Spencer, P. S. M. (1993). Competence at Work models for superior performance. John Wiley & Sons.
Stewart, D., & Love, W. (1968). A general canonical correlation index. Psychological Bulletin, 70(3), 160–163.
Suleman, F. (2018). The employability skills of higher education graduates: insights into conceptual frameworks and methodological options. Higher Education, 76(2), 263–278.
Teijeiro, M., Rungo, P., & Freire, M. J. (2013). Graduate competencies and employability: The impact of matching firms’ needs and personal attainments. Economics of Education Review, 34, 286–295.
Tomlinson, M. (2012). Graduate employability: a review of conceptual and empirical themes. Higher Education Policy, 25, 407–431.
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.
Tuschling, A., & Engemann, C. (2006). From education to lifelong learning: The emerging regime of learning in the European Union. Educational Philosophy and Theory, 38(4), 451–469.
Vaatstra, R., & De Vries, R. (2007). The effect of the learning environment on competences and training for the workplace according to graduates. Higher Education, 53(3), 335–357.
Velasco, M. S. (2014). Do higher education institutions make a difference in competence development? A model of competence production at university. Higher Education, 68(4), 503–523.
Vila, L. E., Perez, P. J., & Morillas, F. G. (2012). Higher education and the development of competencies for innovation in the workplace. Management Decision, 50(9), 1634–1648.