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Graduates' emotional competency: aligning academic programs, firms' requirements and students' profiles

Listed author(s):
  • Fabrizio Gerli


    (Dept. of Management, Università Ca' Foscari Venice)

  • Sara Bonesso


    (Dept. of Management, Università Ca' Foscari Venice)

  • Claudio Pizzi


    (Dept. of Management, Università Ca' Foscari Venice)

  • Mariachiara Barzotto


    (Dept. of Management, Università Ca' Foscari Venice)

This study explores the still under-investigated phenomenon of the development of behavioral competencies in higher education settings. We carried out a study on a sample of graduate students enrolled in different disciplinary academic programs in a public University located in northern Italy. We analyzed their emotional, social and cognitive competencies (by adopting a research method that includes a multi-rater approach), comparing them with those expected by a sample of recruiting companies and with those developed by the teachers. Moreover, this study provides preliminary evidence on the impact of a set of characteristics related to the academic learning environment (such as the teaching methods) on the studentsÕ competency profile, correlating these variables with single competencies and clusters.

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File Function: First version, 2013
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Paper provided by Department of Management, Università Ca' Foscari Venezia in its series Working Papers with number 13.

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Length: 31 pages
Date of creation: Aug 2013
Handle: RePEc:vnm:wpdman:49
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References listed on IDEAS
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  1. Yew Ming Chia, 2005. "Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance," Accounting Education, Taylor & Francis Journals, vol. 14(1), pages 75-93.
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