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Soft Skills of American University Teachers: Self-Concept

Author

Listed:
  • Pablo Fernández-Arias

    (Department of Mechanical Engineering, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain)

  • Álvaro Antón-Sancho

    (Department of Mathematics and Experimental Science, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain)

  • Diego Vergara

    (Department of Mechanical Engineering, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain)

  • Amelia Barrientos

    (Department of Education, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain)

Abstract

Today, soft skills (transversal competencies) are increasingly appreciated by employers as essential skills for professional success. Likewise, these competencies are necessary to be able to operate as individuals in today’s society. In view of this situation, in the future post-COVID-19 educational model it is necessary to design training programs that promote both hard skills (specific competencies) and soft skills. This fact brings to the table the need for university teachers to have an optimal level of soft skills so that their students can acquire them. Given this situation, this paper aims to analyze the degree of acquisition of this type of competencies in American university teachers from different regions: (i) North America; (ii) Central America, and (iii) Southern Cone. To achieve this objective, it has been necessary to develop a questionnaire on the self-concept of soft skills, based on several variables: (i) gender, (ii) age range, (iii) geographic area, (iv) area of knowledge, (v) years of teaching experience, and (vi) university tenure (public-private). The questionnaire developed was based on the soft skills included in the Bochum Inventory of Personality and Competences (BIP). Results, obtained by descriptive and inferential statistical analysis of the means and deviations of the data collected from a sample of 473 participants, reflect that, in general, the American university teachers have a high self-concept about their degree of soft skills development. Although results show significant differences depending on each variable considered in this study, it can be suggested that the American university teachers are prepared to face a mixed university educational model, which promotes equally both hard skills and soft skills.

Suggested Citation

  • Pablo Fernández-Arias & Álvaro Antón-Sancho & Diego Vergara & Amelia Barrientos, 2021. "Soft Skills of American University Teachers: Self-Concept," Sustainability, MDPI, vol. 13(22), pages 1-25, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:22:p:12397-:d:675791
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    References listed on IDEAS

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    Cited by:

    1. Diego Vergara-Rodríguez & Álvaro Antón-Sancho & Pablo Fernández-Arias, 2022. "Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(6), pages 1-20, March.

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