Resumen:
Generic or transversal skills are essential for finding, retaining or developing the individual position in society. Before the Bologna process, higher education institutions had extensive experience in providing subject-specific competence, but study programs have more recently been designed in order to develop all components contributing to individuals’ education and, in particular, to develop competencies beyond a particular discipline. Institutions have defined a list of general competences that their graduates should meet, for which degrees and courses explicitly include these competences development and, in many cases, the degree of achievement that they should meet. In addition, degrees are at present under certification and accreditation processes in order to guarantee international standards, which definitely has an impact on transversal competences development and assessment.
In the case of UPV (Universitat Politècnica de València), a total of 13 transversal competences (TC) have been defined in an institutional project. Among them, time-management and continuous learning, both being addressed in the present contribution. In spite of institutional support, lecturers usually
express th...