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This study examines the opportunities, challenges, and competencies required for business administration professionals, particularly the interaction between generic competencies and specific performance outcomes in organizational settings. Using competency-based education (CBE) principles, the research identifies competencies demanded by the tourism industry. A mixed-method approach was employed, gathering qualitative data through focus groups and interviews with stakeholders, and quantitative data from 229 tourism entrepreneurs. The analysis, conducted with Smart PLS software, highlights the importance of collaboration among quadruple helix actors to align educational outcomes with industry needs. Key findings emphasize the critical role of generic competencies like teamwork, leadership, and problem-solving in enhancing professional performance and employability. The study underscores the need to integrate generic and specific skills in curriculum development to prepare graduates for the evolving demands of the tourism sector.

AbstractThis article explores how teacher agency support, students’ perseverance and work experience outside of school are related to student agency in the context of Estonia, where Estonian and Russian-speaking students are often educated separately in schools with either Estonian or Russian instructional language. The student-level data (n = 9060) were collected after piloting the survey instrument in 2022. To ascertain the factors and common causes that correlate with student agency, which is measured in a scale constructed by factor analysis, a structural equation modelling analysis was conducted. Besides the main positive effects of teacher agency support, students’ perseverance and work experience on student agency, other statistically positive covariates were found to be Estonian instructional language, male gender, higher school stage and students’ socio-economic background as measured in number of books at home. Among different types of work experience, working on holidays, in student work camps, doing other paid work (i.e., working in their own business), and voluntary unpaid work were significantly positively correlated with the agency. Therefore, students learned many specific and generic skills while working. Overall, our findings highlight the importance of teacher support and work experience in fostering student agency. The type of agency measured in this scale, which combines agentic engagement in the classroom with capacity for resistance to perceived injustice, is more articulated by male students in higher school stages.

The article deals with the modern approaches of national and foreign researchers to the identification of important generic competences in the preparation of Doctor of Philosophy degree students. In modern society, the role of science is constantly growing. Science becomes a peculiar identifier of the society development, a guarantor of its sustainable progress, and a driving force of rapid changes in all spheres of human activity. Due to science, the world is changing rapidly, and with it, the demands to the specialists are also altering. The problem of determining important competences that employees need to master has become one of the most urgent not only for educators, but also for employers, businessmen, and politicians. It is well known that the competences that are part of the generic competences are interconnected, over time they may lose their significance or, on the contrary, become more relevant. The rapid development of modern society requires the identification of new important knowledge, skills and abilities necessary for a highly qualified specialist, and the constant analysis of the structure of generic competences, including the one in the context of their significance and relevance. The problem of identification and development of important competences that future PhD students need to master during their studies in an educational and scientific program is one of the most urgent not only for educators, but also for society as a whole. The development of transversal competences gives the future scientist universality and opens up opportunities for the implementation of their projects both in the academic and non-academic spheres, and enables complete realization in public, political, economic and personal life. The analysis of modern scientific literature proved that the issue of training doctors of philosophy in the context of developing the structure of the generic competences, has been given considerable attention in the modern scientific space by national and foreign scientists. The scientific results under the review, regarding the central vector of our research, convinced us of the presence of different approaches to the determination of the studied competences. Scientists have presented clusters of such competences that differ in number and structure. It has been established that when determining the relevant competences in the context of the preparation of candidates for the degree of Doctor of Philosophy, researchers do not always use the names of competences for skills outlined in the List of general competences, based on the results of the Tuning project, which is recommended for use in the development of educational programs. As a result of it, there is a need for clarification of the semantic meaning of definitions and constructs chosen by scientists to outline the most significant competences in the training of students of the third educational and scientific level. Summarizing the presented approaches of scientists, we note that researchers most often emphasize the need to develop independence, the capacity to generate new ideas, skills in the use of information and communication technologies, the ability to communicate both orally and in writing in the native language, initiativity, the ability to work autonomously, and professional mobility. It has been found out that the competences which draw the attention of modern researchers as the most important ones are not in a state of contradiction with each other and do not exclude each other, but they can be considered as complementing each other, or even depending on each other. For example, academic mobility cannot be considered separately from the availability of knowledge and understanding of the subject area, understanding of the profession, the ability to apply knowledge in practical situations, skills in using information and communication technologies, the ability to conduct research at an appropriate level, the ability to be adapted and act properly in a new situation, the ability to work in an international context, etc.

Mastery of generic competences is widely recognized as important for a successful transition from higher education to the world of work, especially in today's networked, digitalized, and globalized environment. This study analyses data of 7201 respondents to the Croatian national graduate survey 2017 on students who graduated in the academic year 2015/2016 in different fields of education (Medicine and Biomedical Sciences, Biotechnical Sciences, Social Sciences, Humanities, Natural Sciences, Technical Sciences and Arts). The goal of this study is to identify graduates' perspectives on gaps between the generic and digital competences acquired during higher education studies and those required in the first workplace. It addresses three research questions: (1) Which generic and digital competences do graduates consider relevant for employability?, (2) Which groups of competences show a similar pattern of competence gap, from the graduate's perspective?, and (3) How do graduates' perceptions of gaps in competence levels vary among fields of education? Research results reveal disparities in graduates' perceptions about achieved competence levels and labour market requirements. The study identifies differences among graduates from different fields of education. Results may be useful to educators in all fields of education as guidelines for the introduction of generic and digital competences development in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Professional & Vocational Education (JPVE) / Ammattikasvatuksen Aikakauskirja is the property of Finnish Vocational Education Research Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Changing modes of production and emerging technologies and economies require capable employees equipped with a set of diverse competences. These competences are no longer limited to specific disciplines but include broader emphasis on generic competences applicable across various contexts involving a variety of professions. Consequently, collaboration and teamwork are also two central generic competences in engineering practice and pivotal elements in engineering education. However, collaboration and teamwork competences are often only superficially addressed and moreover, not based on students' experience. This study address engineering students' experience of the constituent parts of teamwork competences in a systematic integrated problem-based learning (PBL) environment and how these can contribute to curriculum development. Conducting a thematic analysis of students' written competence profiles (n = 130) results in the construction of five themes concerning students' teamwork competences: finding complementary competences, establishing teamwork culture, preventing and managing conflicts, awareness of selfand others and shared situational awareness. Each theme is illustrated by several components emphasised by students and exemplified by excerpts useful for curriculum development or learning activities supporting development of specific competences. The thematic analysis furthermore exemplifies how generic competences are perceived as enablers of disciplinary problem-solving in teams, and how systematically integrated PBL supports the development of a wide variety of teamwork competences. The article concludes that students are acutely aware of team members and their position in a team while maintaining flexibility enabling potential responses to anticipated or unknown challenges found in the internal or external environment of the team. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current higher education is based on a competence development approach including generic competences for the integral development of students. Degrees have been designed based on this paradigm centered on lifelong learning, self-regulated learning strategies and active methodologies in which the student is the core of the formative process, aiming at contributing to develop the key competence learning to learn. In the present paper, strategies for generic competences development and evaluation are discussed in tile context of engineering and technical courses and degrees. Challenges in competence assessment as well as alignment of formative assessment, methodologies and learning outcomes are discussed based on a series of experiences. Experience evidence that competence development requires designing activities oriented towards competence development, in which learning outcomes and assessment procedures are clearly defined. The alignment of these three elements is the key for competence development since succeeding in a course by achieving the defined learning outcomes implies succeeding in the acquisition of the generic competences planned. Through the paper it is also discussed that competence evaluation is a challenge for university teachers. for which they will need to be formed and trained, and provided with institutional support. [ABSTRACT FROM AUTHOR]

Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Generic competences are essential for engineers' career advancement. However, different approaches for managing these competences across educational programmes in engineering exist. Our research aimed to explore the perceptions of undergraduate naval-engineering students enrolled in an elective leadership subject of the most relevant generic competences in the engineering profession. This study also identified their perceptions of developments and areas needing improvement. Applying the inductive method, the study was conducted through a content analysis of 63 portfolios used by undergraduate students at a polytechnic Spanish university. The findings conveyed that 'collaborating and teamworking' and 'managing and leading' were the most relevant groups of generic competences identified as important for career development. To enhance generic competence training in engineering education, our results propose an integrative perspective of these as a framework. The results reinforce the call for a better understanding of generic competences and metacognitive and conative endurances, supporting a more personalised integration of a holistic view of educational programmes in engineering. [ABSTRACT FROM AUTHOR]

The development of generic skills and competences has become a central component of contemporary engineering education due to increased societal and occupational complexity. Problem- and project-based learning (PBL) has been highlighted as one of the pedagogical approaches fostering generic skills and competences that are transferable between various contexts. However, the arguments linking PBL and generic competences have mostly been theoretically grounded or based on singular cases of teaching experience. The purpose of this literature review is therefore to present a comprehensive overview of the different types of generic competences documented in a PBL environment. The review includes 28 peer-reviewed articles that have documented engineering students' perceptions of generic skill and competence development. The results reveal either an emphasis in the studies on teamwork, typically combined with a couple of other types of generic competences, or, in a few cases, a narrow focus on problem-solving. The synthesis of generic competences perceived by engineering students in PBL environments furthermore unfolds a landscape of generic competences, which provides a frame of reference to discuss strategies to foster the broad set of generic competences needed for future engineers to deal with the complex societal challenges of our time. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose Quality of education depends upon teachers' competence which may have direct impact on students' generic competence. The present study was carried out to analyse the gap between the expected and the achieved generic competences among the 1st year students of Bachelor of Education. Methodology The sample of the study was collected from 10 universities of the Punjab (Pakistan). 1st year students of Bachelor of Education were selected as the respondents of the study. Competence scale was used to collect data from the students. The scale, which included 19 competences, was adopted from the Reflex Project (an international project). Findings: The reliability of the scale was 0.81. Expectation-achievement gap was not observed in 12 out of 19 competences; but the gap was found in the rest i.e. the seven competences including writing and speaking in a foreign language, mobilizing others' capacity, performing well under pressure, using computers and the internet, readiness to new opportunities, and acquiring new knowledge rapidly. Implication to Research and Practice: This study revealed that both indicators (i.e. expectation-achievement) were less than the optimal level. The study also predicted that comprehensibly, sensitization and reorganization of the learning experiences might narrow gap between students' expectation and their achievement of generic competences. [ABSTRACT FROM AUTHOR]

In the professional profile of educational programs of all disciplines, it is pointed out that the competences of undergraduate students will have to reflect their knowledge, abilities, and skills to operate in a more globally interconnected world. The Social and Emotional competences, as a fundamental part of the being and of the social memory give undergraduate students a starting point for their formation, and at the same time, influence the constitution of Intercultural intelligence that will allow the future professional to perform in a global context, as a fundamental part of the integral profile. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has accelerated a shift to new ways of working, prompting companies to reimagine how, where and by whom work gets done (World Economic Forum & Watson, 2020). This shift was already under way with the technological changes of the Fourth Industrial Revolution. Employers are looking for workers who are able to learn new knowledge and skills, adapt to the workplace, be sufficiently flexible to move jobs, and expand on the knowledge learnt at university. Applying the theory of generic competences and the model of thirteen generic competences for university graduates of the Tuning Asia - South East project (TASE), this research investigates the perspectives of VNU stakeholders about the generic competences of VNU graduates. In particular, this paper discusses the employers’ perspective of VNU graduates’ generic competences. Although employers rate all generic competences as important, they evaluated graduates’ achievement of seven generic competences as being at a less than satisfactory level. The findings of the research point to the need for the university to focus more on developing generic competences throughout the delivery of programs.

Higher education in Ukraine is facing new challenges brought about by the reform processes that affect its content and structure. The reduction of contact hours has increased both the volume of students’ independent work and their responsibility for academic success. Under these conditions, the portfolio becomes one of the most efficient means of teaching and assessing students’ academic performance as it consists of a collection of syllabus-based writing tasks demonstrating the learner’s gradual achievements during the course. Portfolios are profitable both for teachers and learners. Thanks to the portfolio, all the students are equally involved into the learning process; they receive more individual attention on the part of the teacher, and to the end of the course, get patterns of several academic papers, such as an essay, abstract, annotative bibliography, and presentation. The portfolios enable the teacher to follow the students’ achievements and the process of forming academic writing competences, and if it is necessary, to reinforce their development. Moreover, portfolios provide a perfect tool for valid, multifaceted, and sustainable students’ assessment. The system of syllabus-based learning tasks aligned to six categories of Bloom’s taxonomy forms the content of the competence-based portfolio. The proposed arrangement of academic writing assignments accounts for successful solving of the course objectives. The introduction of portfolios into the learning process is rather advantageous for other academic courses because most generic and subject-specific competences, formed within the Academic Writing course, are transferable and can be applied to other disciplines. The learners can successfully use the absorbed knowledge of scientific writing for creating academic papers in other courses.

Copyright of Retos, Revista de Ciencias Administrativas y Económicas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Almost twenty years after the Bologna Declaration was signed, the extent to which universities are embracing competence-based learning is a topic of much interest. This article presents a comprehensive model for the analysis of the implementation of competence-based learning (CBL) in Higher Education. An extensive bibliographic review was carried out on the concept of competence-based learning and on each of its constituent elements, with a view to proposing a model made up of seven dimensions and a set of evaluation criteria and indicators. The areas reviewed were the legal and administrative context, the institutional context, the degree programme planning process (including the individual modules/subjects within it), teaching practices and their assessment, and the review and improvement of the overall process. This explanatory model can be very useful to universities, particularly from Spain and Latin America, for assessing their level of implementation of competence-based learning, and identifying their strengths and areas for development.Received: 11 April 2019Accepted: 20 May 2019Published online: 29 May 2019

When analysing the four papers that comprise this edition of the Journal, there were some quite similar themes, albeit with different perspectives. Essentially, the papers are considering different types of competences, their evolution over time, and the future needs of the work force in specific disciplines. What is fascinating is the emergence of a discourse of competences that is paradoxically extending and becoming more sophisticated on the one hand, yet on the other is confused, locally situated and difficult to define. We find competences being described as global, generic, scientific, technical, and associated with workplace learning. The geography of the papers provides a hierarchy of analysis from an international and global perspective to a sub-regional analysis of five countries (Europe), country based (Chile) and programme specific (The Netherlands).

In recent decades in Chile, generic skills have been made explicit in the graduation profiles and curricula of all programs of higher education institutions, following global trends that relate to labor market expectations on the employability of graduates. The institutional characteristics, mission, educational model, and institutional seal condition the choice of the generic skills that are developed. There are no current standards for the process of definition of generic skills sets in the various programs for the different universities. The same is true for the modality of implementation for them. The present article has the purpose of contributing to the knowledge of both the definition and implementation of generic skills inside higher education institutions in Chile. This process becomes relevant in the context of the new demands of students and graduates who face additional employment challenges. Received: 03 March 2020 Accepted: 05 March 2021

Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created.First interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non- verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge.This paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body consciousness. The students' reflections are analyzed using a qualitative methodology. A questionnaire focused on the students' perceptions of the connections between general skills and the program rounds out the research results.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The service-learning methodology offers countless opportunities for higher education to strengthen the teaching-learning process through the connection between students and the community. Service-learning allows extending the reference areas of the teaching work, from the classroom to the fieldwork. Thus, students can recognize the particularities of the environment and discover the needs of the local community. The aim of this study describes the actions developed to integrate and institutionalize the service-learning methodology as part of the development of its undergraduate courses in the Faculty of Business Sciences at the University of Bío-Bío of Chile. Results indicate that to date, 901 students and 19 teachers have participated, working collaboratively with community partners in training sessions and specific consultancies. Currently, 276 community partners belonging to 20 institutions in the regions of Biobío and Ñuble, Chile, have received assistance and, most of them show a high level of satisfaction with the actions developed. This methodology provides students with technical skill, value, and attitude development opportunities. Furthermore, it allows students to achieve greater commitment and contribution to the territorial development of the regions in which they study. [ABSTRACT FROM AUTHOR]

Since the last edition of the Journal, six months ago, the world has experienced not only the first wave of COVID 19, but for many countries they are now in the grip of the second wave. Universities in both hemispheres have returned to new semesters, with students experiencing more ‘online’ learning, outbreaks of COVID in university or local residences. The psychological and mental health consequences of no longer being able to live life in ‘close proximity’ means that our students have missed social events that formerly were an integral part of university enculturation. The acceleration of distance, virtual and other forms of ‘remote’ learning has provided an overnight transformation of the academy, with Faculty staff learning new skills and a new vocabulary as the curricula are reformed and reframed out of necessity.

Healthcare professionals’ education is evolving to meet people’s needs towards a more comprehensive, collaborative and interdisciplinary training. In medical education in Argentina, in the context of international discussions around competence-based education (CBE), competence frameworks are being developed for undergraduate and postgraduate education, constituting agreed criteria that lead to the design of training programs and work as key tools to ensure educational quality. The Tuning Project and other international frameworks account for this process towards a common definition of standards beyond geographic and disciplinary boundaries. Generic competences (GCs) have acquired increased relevance in CBE discussions, whereas in medical education they involve key skills for patient safety – yet clarity in their implementation still has to be accomplished. In competence-based medical education (CBME), some changes are being hindered by the absence of a common language as well as diverging ideologies and theories. The purpose of this work was to explore conceptions and the terms used when referring to GCs by people in charge of educational planning and design of Human Resources (HR) training policies in Argentina. A qualitative informants from different levels and fields in medical education. Interviews were conducted by one interviewer and analysed by two independent researchers. Results showed that medical educational planners have different conceptions regarding GCs and fail to share a common language to enunciate them. They acknowledge their relevance for patient safety and agree with the notion that, at this time of educational transformation, it would be useful to enunciate them separately from specific competences, although they realise that this involves potential risks in curricular design. From all terms used in this regard, “generic competence” was identified as a contradiction in itself. Consensus on denomination, meaning and visibility in curricula is mandatory.Received: 26 April 2018Accepted: 18 May 2018Published online: 31 May 2018

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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El presente trabajo analiza los efectos de la aplicación de la técnica de "jigsaw", puzzle o rompecabezas de Aronson en la adquisición de competencias por parte de estudiantes universitarios. Más concretamente buscamos determinar qué competencias sistémicas, instrumentales e interpersonales se adquieren más fácilmente al implantar "jigsaw" en el proceso de enseñanza-aprendizaje. Los resultados alcanzados muestran que esta técnica de aprendizaje cooperativo facilita en mayor medida la adquisición de competencias sistémicas e instrumentales en comparación con las interpersonales. Dentro de las competencias sistémicas, la que desarrollan con más facilidad los alumnos es la denominada metareflexión; es decir, el aprendizaje progresivo por repetición. En el grupo de competencias instrumentales, destacan la interacción entre compañeros, las habilidades comunicativas del alumno, la participación, la ayuda en la resolución de conflictos entre compañeros surgidos durante la dinámica y la mejora de la instrucción directa. Finalmente, en relación a las competencias interpersonales, la más desarrollada es el sentido de la responsabilidad del alumno. || The aim of this study was to determine the effects of the cooperative ``jigsaw'' method on generic competence-based training by university students. This specifically sought to understand how systemic, instrumental and interpersonal competences are more easily acquired by adopting ``jigsaw'' in the teaching-learning procedure. The results reveal that this cooperative learning method makes the development of systemic and instrumental competences easier to a greater extent than interpersonal ones. Meta-reflection or progressive rote learning achieved a highest score among systemic competences. Focusing our attention on the instrumental dimension, peer interaction, students' communication skills, participation, resolution of peer conflicts and direct instruction, these competences sty out from the rest. Finally, responsibility was the easiest competence in the interpersonal dimension.

This research analyzes the factors of the student's environment such as social status, age and the number of hours dedicated to work that can influence the result of the Saber Pro tests of the Colombian Institute for the Promotion of Higher Education [IFCES] in the generic competences: Critical Reading, Written Communication and Quantitative Reasoning in the students of the Business Administration program. The research is quantitative with a non-experimental longitudinal design. The main statistical analysis techniques used are: Measures of central tendency, variance and linear regression. The results indicate that there is not a strong correlation between the stratum, the hours dedicated to work, age and the results in the generic competences previously described. However, the variable that best explains the variability of the results in generic competences is age.