Análisis de las competencias genéricas para la empleabilidad de los estudiantes de Trabajo Social en España: Un enfoque de métodos mixtos

Autores/as

  • Esperanza García-Uceda Department of Business Organization and Management, University of Zaragoza, Zaragoza, Spain
  • Sandra León-Herrera Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain// Institute for Health Research Aragón (IIS Aragón), Zaragoza, Spain.
  • César Sánchez-Álvarez Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain.

DOI:

https://doi.org/10.26754/ojs_ais/accionesinvestigsoc.20254610973

Palabras clave:

Habilidades genéricas, Formación, Mercado laboral, Trabajo Social

Resumen

Introducción: El estudio tiene como objetivo identificar las competencias genéricas clave en el desarrollo profesional del Trabajo Social para mejorar la empleabilidad. Material y métodos: Se utilizó una metodología mixta: cuantitativa (transversal) y cualitativa (exploratoria). Se desarrolló una encuesta en línea que abarcó distintas competencias genéricas o blandas. Se recopilaron un total de 473 respuestas de profesionales y organizaciones sociales, docentes y estudiantes. Además, se realizaron dos grupos focales compuestos por 17 profesores universitarios, centrados en el desarrollo de la empleabilidad a nivel universitario. Resultados: Los hallazgos revelan competencias genéricas cruciales, tales como el pensamiento crítico, el compromiso ético y el conocimiento de los procesos culturales. También se destacan otras habilidades blandas como la resolución de conflictos y problemas, la capacidad de trabajo interdisciplinario y la capacidad de organización y planificación. Sin embargo, se considera que no hay una preparación adecuada para algunas de estas competencias. Discusión: Este trabajo resalta la necesidad de crear procesos de transferencia de conocimiento desde diferentes espacios. Es necesario extender el aprendizaje a experiencias prácticas mediante el uso de estudios de caso durante los programas de formación. También es necesario crear un mayor número de espacios de formación en entornos laborales, como aumentar el número de horas de práctica que faciliten la adquisición de competencias en Trabajo Social de manera integral.

Mostras las descargas

Los datos de descarga todavía no están disponibles.

Biografía del autor/a

  • Esperanza García-Uceda, Department of Business Organization and Management, University of Zaragoza, Zaragoza, Spain

    Esperanza García-Uceda is a Doctor in Economics and Management of Organizations, and a professor in the Department of Business Management and Organization of the University of Zaragoza (Faculty of Work and Social Sciences). Vice dean of Institutional Relations of the same faculty.

  • Sandra León-Herrera, Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain// Institute for Health Research Aragón (IIS Aragón), Zaragoza, Spain.

    Sandra León-Herrera is an occupational therapist specializing in Neurology. She is currently a Ph.D. student at the University of Zaragoza, in the Department of Psychology and Sociology (Faculty of Work and Social Sciences).

  • César Sánchez-Álvarez, Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain.

    César Sánchez-Álvarez is an Assistant Professor in the Department of Psychology and Sociology of the University of Zaragoza (Faculty of Work and Social Sciences). His research experience covers key areas such as social process development, social economics, and public and social policy.

Referencias

Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). (2004). Libro Blanco Título de Grado en Trabajo Social. ANECA. https://www.aneca.es/libros-blancos-verifica

Bartual Figueras, M. T., & Turmo Garuz, J. (2016). Educación superior y competencias para el empleo. El punto de vista de los empresarios. Revista Complutense de Educación, 27(3), 1211–1228. https://doi.org/10.5209/rev_RCED.2016.v27.n3.47645 DOI: https://doi.org/10.5209/rev_RCED.2016.v27.n3.47645

Blanco, M., Ferreira, J. M. L., & Arias Astray, A. (2023). Parenting coordination, a new role for social workers. Journal of Social Work, 23(1), 143–159. https://doi.org/10.1177/14680173221101241 DOI: https://doi.org/10.1177/14680173221101241

Bomba, P. A., Morrissey, M. B., & Leven, D. C. (2011). Key Role of Social Work in Effective Communication and Conflict Resolution Process: Medical Orders for Life-Sustaining Treatment (MOLST) Program in New York and Shared Medical Decision Making at the End of Life. Journal of Social Work in End-Of-Life & Palliative Care, 7(1), 56–82. https://doi.org/10.1080/15524256.2011.548047 DOI: https://doi.org/10.1080/15524256.2011.548047

Carbonero Muñoz, D., Cuesta Ruiz Clavijo, A. B., Caparrós Civera, N., & Serrano-Martinez, C. (2020). Competencias y funciones profesionales: un análisis aplicado a la titulación de trabajo social en la universidad de la Rioja. Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, 20, 109. https://doi.org/10.5944/comunitania.20.5 DOI: https://doi.org/10.5944/comunitania.20.5

Carrión-Martínez, J. J., Fernández-Martínez, M. del M., Pérez-Fuentes, M. del C., & Gázquez-Linares, J. J. (2020). Specific competencies in social work higher education in the framework of the European higher education area: the perception of future professionals in the Spanish context. European Journal of Social Work, 23(1), 43–55. https://doi.org/10.1080/13691457.2018.1460717 DOI: https://doi.org/10.1080/13691457.2018.1460717

Cunha, M., Aparício, G., Madureira, A., Menezes, L., Nascimiento, M., & Santos, C. (2019). Generic and Specific Competencies of the Supervisor in Pedagogical Context. International Journal of Arts and Social Science, 2(1). http://hdl.handle.net/10400.19/5393

Cuyvers, G. (2009). Evolving to competence based Social Work training. Alternativas. Cuadernos de Trabajo Social, 16, 29. https://doi.org/10.14198/ALTERN2009.16.2 DOI: https://doi.org/10.14198/ALTERN2009.16.2

De Reuyter, D., & Schinkel, A. (2017). Ethics education at the University: From teaching an Ethics module to education for the good life. Bordón. Revista de Pedagogía, 69(4), 125. https://doi.org/10.13042/Bordon.2017.690409 DOI: https://doi.org/10.13042/Bordon.2017.690409

Delgado Martínez, L. M. (2019). Aprendizaje centrado en el estudiante, hacia un nuevo arquetipo docente. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica, 37(1), 139. https://doi.org/10.14201/et2019371139154 DOI: https://doi.org/10.14201/et2019371139154

Dlouhá, J., Heras, R., Mulà, I., Salgado, F. P., & Henderson, L. (2019). Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action. Sustainability, 11(13), 3664. https://doi.org/10.3390/su11133664 DOI: https://doi.org/10.3390/su11133664

Erguvan, M. M., Parjanadze, N., & Hirschi, K. (2019). Educating for the Cooperative Society. In The Oxford Handbook of Higher Education Systems and University Management (pp. 374–385). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198822905.013.25 DOI: https://doi.org/10.1093/oxfordhb/9780198822905.013.25

Franco, M. M., Rosa, L. D., Martínez, S. L., & Ramos, A. O. (2020). Jóvenes, inserción sociolaboral y competencias profesionales: Trabajo Social. Tecnologías Emergentes y Estilos de Aprendizaje Para La Enseñanza, 123–134. https://dialnet.unirioja.es/servlet/articulo?codigo=7408965

Germak, A. J., & Singh, K. K. (2009). Social Entrepreneurship: Changing the Way Social Workers Do Business. Administration in Social Work, 34(1), 79–95. https://doi.org/10.1080/03643100903432974 DOI: https://doi.org/10.1080/03643100903432974

González Puentes, J. F. (2021). Dificultades y posibilidades para educar en ciudadanía en la Universidad. Revista Investigación En La Escuela, 104, 53–64. https://doi.org/10.12795/IE.2021.i104.05 DOI: https://doi.org/10.12795/IE.2021.i104.05

Hardy, F., Chee, P., Watkins, V., & Bidgood, J. (2023). Collaboration in Social Work Field Education: A Reflective Discussion on a Multiuniversity and Industry Collaboration. Australian Social Work, 76(4), 603–611. https://doi.org/10.1080/0312407X.2021.1924811 DOI: https://doi.org/10.1080/0312407X.2021.1924811

Hatlevik, I. K. R. (2012). The theory‐practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of Advanced Nursing, 68(4), 868–877. https://doi.org/10.1111/j.1365-2648.2011.05789.x DOI: https://doi.org/10.1111/j.1365-2648.2011.05789.x

Hernandez-Linares, R., Agudo, J. E., Rico, M., & Sánchez, H. (2015). Transversal Competences of University Students of Engineering/Transverzalne kompetencije studenata strojarstva. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 17(2). https://doi.org/10.15516/cje.v17i2.1062 DOI: https://doi.org/10.15516/cje.v17i2.1062

Hernández‐March, J., Martín del Peso, M., & Leguey, S. (2009). Graduates’ Skills and Higher Education: The employers’ perspective. Tertiary Education and Management, 15(1), 1–16. https://doi.org/10.1080/13583880802699978 DOI: https://doi.org/10.1080/13583880802699978

Horishna, N., Slozanska, H., Soroka, O., & Romanovska, L. (2019). Exploring the leadership skills of pre-service Social Work students: Implications for Social Work education. Problems of Education in the 21st Century, 77(5), 598–615. https://doi.org/10.33225/pec/19.77.598 DOI: https://doi.org/10.33225/pec/19.77.598

International Federation of Social Workers. (2022). Global definition of Social Work. https://www.ifsw.org/what-is-social-work/global-definition-of-social-work/definicion-global-del-trabajo-social/

Ivanauskienė, V., & Cervin, S. (2015). Developing Social Work Practical Skills in the Field Practice. https://www.semanticscholar.org/paper/Developing-Social-Work-Practical-Skills-in-the-Ivanauskien%C4%97-Cervin/00963dc4e9f05524425de63e1ad0f2592a89475a?utm_source=consensus

Jackson, D. (2010). An international profile of industry-relevant competencies and skill gaps in modern graduates. The International Journal of Management Education, 8(3), 29–58. https://doi.org/10.3794/ijme.83.288 DOI: https://doi.org/10.3794/ijme.83.288

Llinares Insa, L. I., Zacarés González, J. J., & Córdoba Iñesta, A. I. (2016). Discussing employability: current perspectives and key elements from a bioecological model. Employee Relations, 38(6), 961–974. https://doi.org/10.1108/ER-07-2015-0145 DOI: https://doi.org/10.1108/ER-07-2015-0145

Lombard, A., & Viviers, A. (2021). The Micro–Macro Nexus: Rethinking the Relationship between Social Work, Social Policy and Wider Policy in a Changing World. The British Journal of Social Work, 50(8), 2261–2278. https://doi.org/10.1093/bjsw/bcaa180 DOI: https://doi.org/10.1093/bjsw/bcaa180

López Luna, E., & Chaparro Maldonado, M. Y. (2006). Competencias laborales del trabajador social vistas desde el mercado laboral. Tabula Rasa, 5, 261–293. https://doi.org/10.25058/20112742.278 DOI: https://doi.org/10.25058/20112742.278

Mertz, L. K. P., Fortune, A. E., & Zendell, A. L. (2007). Promoting Leadership Skills in Field Education. Journal of Gerontological Social Work, 50(1–2), 173–186. https://doi.org/10.1300/J083v50n01_12 DOI: https://doi.org/10.1300/J083v50n01_12

Moretti, C. (2017). Social housing mediation: education path for social workers. European Journal of Social Work, 20(3), 429–440. https://doi.org/10.1080/13691457.2017.1314934 DOI: https://doi.org/10.1080/13691457.2017.1314934

Mula Falcón, J., González, C., de la Hoz Ruiz, J., & Lucena Rodríguez, C. (2022). Educating In Employability as a Skill for Job Insertion. International Journal of Social Science and Human Research, 05(07). https://doi.org/10.47191/ijsshr/v5-i7-35 DOI: https://doi.org/10.47191/ijsshr/v5-i7-35

Nesoff, I. (2007). The Importance of Revitalizing Management Education for Social Workers. Social Work, 52(3), 283–285. https://doi.org/10.1093/sw/52.3.283 DOI: https://doi.org/10.1093/sw/52.3.283

Papadakis, N. E., & Drakaki, M. (2021). Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability. Advances in Social Sciences Research Journal, 8(12), 105–111. https://doi.org/10.14738/assrj.812.11377 DOI: https://doi.org/10.14738/assrj.812.11377

Pardasani, M. (2018). Recruiting, engaging, and educating social work leaders: an innovative curricular model. Social Work Education, 37(4), 519–534. https://doi.org/10.1080/02615479.2018.1439002 DOI: https://doi.org/10.1080/02615479.2018.1439002

Pavlin, S. (2013). Higher Education and Employability Issues 1.

Pawar, M., & Nixon, M. (2021). Social policy practice preferences by social work students: Implications for macro practice education. The British Journal of Social Work, 50(8), 2279–2297. https://doi.org/10.1093/bjsw/bcaa179 DOI: https://doi.org/10.1093/bjsw/bcaa179

Pérez-Rodríguez, N., de-Alba-Fernández, N., & Navarro-Medina, E. (2022). University and challenge of citizenship education. Professors’ conceptions in training. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.989482 DOI: https://doi.org/10.3389/feduc.2022.989482

Ritter, J. A., Vakalahi, H. F., & Kiernan-Stern, M. (2008). 101 Careers in Social Work.

Sanabria Fernandes, S. M., & Longueira Matos, S. (2022). Educación para la ciudadanía global en las universidades. Retos y oportunidades. Revista Boletín Redipe, 11(5), 144–153. https://doi.org/10.36260/rbr.v11i5.1822 DOI: https://doi.org/10.36260/rbr.v11i5.1822

Saxena, A., & Chandrapal, S. (2022). Social Work and Policy Practice: Understanding the Role of Social Workers. The British Journal of Social Work, 52(3), 1632–1642. https://doi.org/10.1093/bjsw/bcab073 DOI: https://doi.org/10.1093/bjsw/bcab073

Šerić, N. (2021). The Role of Collaboration and Coordination In Social Work Practice. Društvene i Humanističke Studije (Online), 445–466. https://doi.org/10.51558/2490-3647.2021.6.2.445 DOI: https://doi.org/10.51558/2490-3647.2021.6.2.445

Sullivan, W. P. (2016). Leadership in Social Work: Where Are We? Journal of Social Work Education, 52(sup1), S51–S61. https://doi.org/10.1080/10437797.2016.1174644 DOI: https://doi.org/10.1080/10437797.2016.1174644

Swiatkiewicz, O. (2014). Competências transversais, técnicas ou morais: um estudo exploratório sobre as competências dos trabalhadores que as organizações em Portugal mais valorizam. Cadernos EBAPE.BR, 12(3), 633–687. https://doi.org/10.1590/1679-395112337 DOI: https://doi.org/10.1590/1679-395112337

van Pelt, M., Hutschemaekers, G., Sleegers, P., & Roose, R. (2021). The relevance of practice development for professionalisation of social work. European Journal of Social Work, 24(6), 1083–1096. https://doi.org/10.1080/13691457.2020.1815657 DOI: https://doi.org/10.1080/13691457.2020.1815657

Vyshedsky, C. (2023). Social Work Educators’ Perceptions of School Social Work Leadership – What are the Characteristics that Make a Leader? International Journal of School Social Work, 8(2). https://doi.org/10.4148/2161-4148.1115 DOI: https://doi.org/10.4148/2161-4148.1115

Weiss, I. (2006). Social Policy for Social Work: A Teaching Agenda. British Journal of Social Work, 36(5), 789–806. https://doi.org/10.1093/bjsw/bch324 DOI: https://doi.org/10.1093/bjsw/bch324

World Economic Forum. (2016). The Future of Jobs 2016. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. https://www.weforum.org/publications/the-future-of-jobs-2016/

Zubrzycki, J., & McArthur, M. (2004). Preparing social work students for policy practice: an Australian example. Social Work Education, 23(4), 451–464. https://doi.org/10.1080/0261547042000245044 DOI: https://doi.org/10.1080/0261547042000245044

Descargas

Publicado

17-03-2025

Cómo citar

García-Uceda, E., León-Herrera, S., & Sánchez-Álvarez, C. . (2025). Análisis de las competencias genéricas para la empleabilidad de los estudiantes de Trabajo Social en España: Un enfoque de métodos mixtos. Acciones E Investigaciones Sociales, 46. https://doi.org/10.26754/ojs_ais/accionesinvestigsoc.20254610973
Recibido 2024-08-14
Aceptado 2025-02-12
Publicado 2025-03-17

Datos de los fondos