Soft Skills in the Academic Performance of Undergraduate Students in the Universities
DOI:
https://doi.org/10.37843/rted.v18i1.609
Article Sidebar
Main Article Content
Abstract
University education has among its aims the preparation of professionals in different areas; this covers not only the mastery of capacities and technical or specialized knowledge but also the skills to effectively relate to others in work, social, or community environments. The objective was to analyze soft skills and their impact on the academic performance of undergraduate university students based on a systematic review. The research was framed using the analytical method, critical paradigm, mixed approach, concurrent design, descriptive documentary type, and cross-sectional approach. The sample was 29 articles (n = 29). The material is executed through the PRISMA protocol, using the descriptors soft skills, academic performance, and undergraduate students. In the Scopus, ScienceDirect, and Web of Science databases between 2013 and 2023. The results showed a wide range of topics in the research developed, both on general skills and specific skills according to the careers and expectations of the capabilities of professionals in each area. Furthermore, there is a need for greater standardization and even optimization in integrating skills development in curricula and teacher training on its relevance. In conclusion, the importance of soft skills in an academic context as part of the comprehensive training of professionals is estimated, which defines a solid basis for future research on educational practices that seek to strengthen the profile of students in their initial training.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Abu Asabeh, S., Alzboon, R., Alkhalaileh, R., Alshurafat, H., & Al Amosh, H. (2023). Soft skills and knowledge required for a professional accountant: Evidence from Jordan. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2254157 DOI: https://doi.org/10.1080/2331186X.2023.2254157
Araya-Fernández, E., & Garita-González, G. (2020). Habilidades blandas: componnetes para una visión holística en la formación de profesionales en informática. Trilogía Ciencia Tecnología Sociedad, 12(23), 11-36. https://doi.org/10.22430/21457778.1614 DOI: https://doi.org/10.22430/21457778.1614
Arias, F. (2023). El paradigma pragmático como fundamento epistemológico de la investigación mixta. Revisión sistematicatizada. Educación, Arte, Comunicación: Revista Académica E Investigativa, 12(2), 11–24. https://doi.org/10.54753/eac.v12i2.2020 DOI: https://doi.org/10.54753/eac.v12i2.2020
Ayodele, T., Adegoke, O., Kajimo-Shacantu, K., & Olaoye, O. (2021). Factors influencing real estate graduates’ soft skill gap in Nigeria. Property Management, 39(5), 581-599. https://doi.org/10.1108/PM-08-2020-0051 DOI: https://doi.org/10.1108/PM-08-2020-0051
Berry, R., & Routon, W. (2020). Soft skill change perceptions of accounting majors: Current practitioner views versus their own reality. Journal of Accounting Education, 53, 100691. https://doi.org/10.1016/j.jaccedu.2020.100691 DOI: https://doi.org/10.1016/j.jaccedu.2020.100691
Cejudo, J., López-Delgado, M., & Rubio, M. (2016). Emotional intelligence and resilience: Its influence and satisfaction in life with university students. Anuario de Psicología, 45(2), 51-57. https://doi.org/10.1016/j.anpsic.2016.07.001 DOI: https://doi.org/10.1016/j.anpsic.2016.07.001
Diec, S., Patel, P., Samuel, N., & Hernández-Muñoz, J. (2021). Student perceptions of non technical skills development during advanced pharmacy practice experiences. Currents in Pharmacy Teaching and Learning, 13, 1510-1516. https://doi.org/10.1016/j.cptl.2021.09.016 DOI: https://doi.org/10.1016/j.cptl.2021.09.016
Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The soft skills of accounting graduates: Perceptions versus expectations. Accounting Education, 29(1), 57–76. https://doi.org/10.1080/09639284.2019.1697937 DOI: https://doi.org/10.1080/09639284.2019.1697937
Dubey, R.S., & Tiwari, V. (2020). Operationalisation of soft skill attributes and determining the existing gap in novice ICT professionals. Inter. J. of Information Management, 50, 375-386. https://doi.org/10.1016/j.ijinfomgt.2019.09.006 DOI: https://doi.org/10.1016/j.ijinfomgt.2019.09.006
Fuentes, G., Moreno-Murcia, L., Rincón-Tellez, D., & Silva-García, M. (2021). Evaluación de las habilidades blandas en la educación superior. Formación Universitaria, 14(4), 49-60. http://dx.doi.org/10.4067/S0718-50062021000400049 DOI: https://doi.org/10.4067/S0718-50062021000400049
García-Peñalvo, F. J. (2022). Desarrollo de estados de la cuestión robustos: Revisiones Sistemáticas de Literatura. Education in the Knowledge Society (EKS), 23, e28600. https://doi.org/10.14201/eks.28600 DOI: https://doi.org/10.14201/eks.28600
Grazziotin, L., Klaus, V., & Pereira, A. P. (2022). Documentary historical analysis and bibliographic research: study subjects and methodology. Pro-Posições, 33, 1-20. http://dx.doi.org/10.1590/1980-6248-2020-0141EN DOI: https://doi.org/10.1590/1980-6248-2020-0141en
Guerra-Báez, S. (2019). A panoramic review of soft skills training in university students. Psicol. Esc. Educ. 23, e186464. http://dx.doi.org/10.1590/2175-35392019016464 DOI: https://doi.org/10.1590/2175-35392019016464
Guzmán, D., Escott, M., & Castellano, P. (2023). Análisis de la integración de habilidades blandas en programas académicos de instituciones de educación superior. En C. Peña, A. Carranza., R. Ruiz y T. Islas. Enfoques innovadores en el proceso de enseñanza-aprendizaje en las universidades hispanohablantes. Editorial DYKINSON, S.L. https://n9.cl/furmxw
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis Campbell Systematicatic Reviews, 18, e1230. https://doi.org/10.1002/cl2.1230 DOI: https://doi.org/10.1002/cl2.1230
Hernández, R., & Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. (6ta ed.). McGraw Hill
Kenayathulla, H. B., Ahmad, N. A., & Idris, A. R. (2019). Gaps between competence and importance of employability skills: Evidence from Malaysia. Higher Education Evaluation and Development, 13(2), 97–112. https://doi.org/10.1108/HEED-08-2019-0039 DOI: https://doi.org/10.1108/HEED-08-2019-0039
Keng, S-H. (2023). The Effect of Soft Skills on AcademicOutcomes. The B.E. Journal of Economic Analysis & Policy. 24(1), 1-32. http://dx.doi.org/10.1515/bejeap-2022-0342 DOI: https://doi.org/10.1515/bejeap-2022-0342
Konig, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre-service teachers' generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. https://doi.org/10.1080/02619768.2019.1679115 DOI: https://doi.org/10.1080/02619768.2019.1679115
Lamri, J., & Lubart, T. (2023). Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach. J Intell., 11(6), 107. https://doi.org/10.3390/jintelligence11060107. DOI: https://doi.org/10.3390/jintelligence11060107
Mansura, A. R., & Nafia, L. (2019). Programas complementarios en la educación universitaria: Estrategias para la actualización permanente y su impacto en la empleabilidad. Revista Internacional de Innovación Educativa, 8(1), 33–50.
Mendoza, M., E., & Mendoza, M., A. (2023). Síntesis de la investigación positivista. Revista Aula Virtual, 4(10), 156-160. https://doi.org/10.5281/zenodo.8132312
Moreno-Murcia, L., & Quintero-Pulgar, Y. (2021). Relación entre la formación disciplinar y el ciclo profesional en el desarrollo de las habilidades blandas. Formación Universitaria, 14(3), 65-74. http://dx.doi.org/10.4067/S0718-50062021000300065 DOI: https://doi.org/10.4067/S0718-50062021000300065
Morgan, H. (2022). Conducting a Qualitative Document Analysis. The Qualitative Report, 27(1), 64-77. https://doi.org/10.46743/2160-3715/2022.5044 DOI: https://doi.org/10.46743/2160-3715/2022.5044
Muammar, O., & Alhamad, K. (2023). Soft Skills of Students in University: How Do Higher Education Institutes Respond to 21 st Century Skills Demands? Journal of Educational and Social Research, 13(2), 174-186. https://doi.org/10.36941/jesr-2023-0041 DOI: https://doi.org/10.36941/jesr-2023-0041
Neri, T., J., & Hernández H., C. (2019). Los jóvenes universitarios de ingeniería y su percepción sobre las competencias blandas. RIDE. Rev. Iberoam. Investig. Desarro. Educ., 9(18), 1-24. http://dx.doi.org/10.23913/ride.v9i18.445
Ngo, T. T. A. (2024). The Importance of Soft Skills for Academic Performance and Career Development—From the Perspective of University Students. International Journal of Engineering Pedagogy, 14(3), 53–68. https://doi.org/10.3991/ijep.v14i3.45425 DOI: https://doi.org/10.3991/ijep.v14i3.45425
Quaresma, M-L., & Miranda, C. (2023). Prácticas universitarias de integración profesional en las universidades privadas de masa en Chile. Revista Iberoamericana de Educación Superior, 14(40), 3-20. https://doi.org/10.22201/iisue.20072872e.2023.40.1542 DOI: https://doi.org/10.22201/iisue.20072872e.2023.40.1542
Romero, M., I., & Joya B., O. (2024). Competencias del siglo xxi: desarrollo de habilidades blandas (comunicación, colaboración, pensamiento crítico, creatividad). Revista Investigación & Praxis en CS Sociales, 3(1), 60–79. https://doi.org/10.24054/ripcs.v3i1.3040
Santiago, E., Brown, C., Mahmoud, R., & Carlisle, J. (2020). Hermeneutic phenomenological human science research method in clinical practice settings: An integrative literature review, Nurse Education in Practice, 47, 102837. https://doi.org/10.1016/j.nepr.2020.102837. DOI: https://doi.org/10.1016/j.nepr.2020.102837
Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics? perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346-361. https://doi.org/10.1080/07294360.2019.1664998 DOI: https://doi.org/10.1080/07294360.2019.1664998
Takács, J., Pogátsnik, M., & Simonics, I. (2024). Investigation of Stress Management Among University Students Using the Document Analysis Method. Lecture Notes in Networks and Systems, 901, 338-349. https://doi.org/10.1007/978-3-031-53022-7_35 DOI: https://doi.org/10.1007/978-3-031-53022-7_35
Ummatqui, Q., K.N. (2020). Soft Skills Development in Higher Education. Univ. Journal of Educational Research, 8(5), 1916-1925. https://doi.org/10.13189/ujer.2020.080528 DOI: https://doi.org/10.13189/ujer.2020.080528
Valencia-Arias, A., Cardona-Cano, R., López-Sánchez, J., Herrera-Giraldo, N., & Valencia, J. (2023). Early labor insertion in Latin America: A perspective from business sector needs. Cogen Social Science, 9(2), 2270717. https://doi.org/10.1080/23311886.2023.2270717 DOI: https://doi.org/10.1080/23311886.2023.2270717
Vargas, R., & Zaldivar, M. (2023). Habilidades Blandas: una respuesta para la mejora de la atención de profesionales de la salud. Rev. Esp. Edu. Med., 3, 62-68. https://doi.org/10.6018/edumed.576321 DOI: https://doi.org/10.6018/edumed.576321
Vázquez -González, L., Clara-Zafra, M., Céspedes-Gallegos, S., Ceja-Romay, S. & Pacheco-López, E. (2022). Estudio sobre habilidades blandas en estudiantes universitarios: el caso del TECNM Campus Coatzacoalcos. IPSA Scientia, 7(1), 10-25. https://doi.org/10.25214/27114406.1311 DOI: https://doi.org/10.25214/27114406.1311
Zambrano-Chamba, M., Vallejo-Piza, G., & Tafur-Méndez, F., (2023). Investigación: Habilidades blandas como complemento para la formación profesional de los estudiantes. 593 Digital Publisher CEIT, 8(3), 257-267 https://doi.org/10.33386/593dp.2023.3.1627 DOI: https://doi.org/10.33386/593dp.2023.3.1627
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
