Identification of Employability Skills - Starting Point for the Curriculum Design Process

Abstract

ABSTRACT. Successful universities of 2020 will be able to bring on the labor market graduates with competencies expected by employers and society, as a whole. Thus, as the pressure exerted by the representatives of the labor market is increasing, universities are forced to act in the context of the policies and strategies targeted according to social needs. Among these, a significant proportion is held by policies that are related to the involvement of higher education institutions in increasing the employability of future graduates by developing academic programs based on the development of competencies and skills necessary for the labor market. This paper presents the results of some relevant global and national studies on transversal skills expected by employers of university graduates in economics. The usefulness of this study, in terms of university management approach, is justified by the fact that skills identification represents the first stage, and a very important one, to be covered in the process of curriculum redesign.JEL Codes: I23Keywords: higher education management; transversal competencies1. IntroductionFaced with a number of new challenges posed by the unprecedented expansion in the number of students and graduates and labor market pressures, universities are forced to act in the context of appropriate policies and strategies targeted according to social needs. Among these, a significant proportion have policies that are related to the involvement of higher education institutions in increasing the employability of future graduates by developing academic programs based on the development of competences and skills for the labor market (Lowden et. al, 2011).In this context, one of the fundamental objectives of university management is the introduction of competency-based approach in identifying and defining learning results in order to improve the employability of graduates.To meet this challenge, a first step is to identify a specific set of skills that employers appreciate at the young graduates looking for a job. The present paper summarizes a series of worldwide studies on the subject and adds the national employers' perspective in order to formulate a set of skills that economics faculties should develop in their graduates (Cranmer, 2006).2. Competencies - A Bi-Dimensional ApproachRomania, as a member state of the European Union, has joined the objectives set by Lisbon Strategy and Bologna Process which aim to reform higher education. According to the requirements imposed by this goal, the National Qualifications Framework in Higher Education (NQFHE) operates in our country, it is a unique tool that establishes the structure of qualifications and provides national recognition and international compatibility and comparability of qualifications acquired in the higher education system. With its help, all learning results acquired in the higher education system (Bachelor, Master, and Doctorate studies) can be recognized, measured and related, and at the same time the consistency of qualifications and certificates awarded is ensured.Competencies approach in this paper was based on the perspective offered by the NQFHE on them. Thus, competency is the proven ability to select, combine and properly use knowledge, skills and other acquisitions (values and attitudes) in order to successfully solve a certain type of work or learning situations and for professional or personal development in terms of effectiveness and efficiency.Competencies can be divided into two categories:a)Professional competencies - the proven ability to select, combine and properly use knowledge, skills and other acquisitions (values and attitudes) in order to successfully solve a certain type of work or learning situations circumscribed to a certain profession, in terms of effectiveness and efficiency. Professional competencies represent the unitary and dynamic whole of knowledge and skills. …