Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students

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Title: Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students
Authors: Pertegal-Felices, María Luisa | Castejón, Juan Luis | Jimeno-Morenilla, Antonio
Research Group/s: Habilidades, Competencias e Instrucción | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | UniCAD: Grupo de Investigación en CAD/CAM/CAE de la Universidad de Alicante
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Tecnología Informática y Computación
Keywords: Emotional intelligence | Personality | Higher education | Professional requirements
Knowledge Area: Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación | Arquitectura y Tecnología de Computadores
Issue Date: 2014
Publisher: Routledge
Citation: Studies in Higher Education. 2014, 39(7): 1185-1201. doi:10.1080/03075079.2013.777410
Abstract: The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and values. In this study, the emotional intelligence and personality profiles of two groups of Spanish students studying degrees in two different academic disciplines – computer engineering and teacher training – were analysed and compared. In addition, the skills forming part of the emotional intelligence and personality traits required by professionals (computer engineers and teachers) in their work were studied, and the profiles obtained for the students were compared with those identified by the professionals in each field. Results revealed significant differences between the profiles of the two groups of students, with the teacher training students scoring higher on interpersonal skills; differences were also found between professionals and students for most competencies, with professionals in both fields demanding more competencies that those evidenced by graduates. The implications of these results for the incorporation of generic social, emotional and personal competencies into the university curriculum are discussed.
Sponsor: This research was funded by the Secretary of State for Research in Spain R&D project I+D PSI2009-12696, entitled: Intellectual, Personal and Socio-emotional Competencies in University Graduate Entry into the Workforce.
URI: http://hdl.handle.net/10045/50865
ISSN: 0307-5079 (Print) | 1470-174X (Online)
DOI: 10.1080/03075079.2013.777410
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2013 Society for Research into Higher Education
Peer Review: si
Publisher version: http://dx.doi.org/10.1080/03075079.2013.777410
Appears in Collections:INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas
INV - UNICAD - Artículos de Revistas

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