Do higher education institutions make a difference

in competence development? A model of competence

production at university
Universities is making a difference when value added to their students
by ensuring the modes of teaching and learning, and assessment
positively which increases the skills of their students which are
important in the labor market. With the help of innovative
methodologies used by Spanish universities play an important role in
competence development.
Target Population 31,800 graduates in the 19992000 academic year
from 13 European countries in which Spain has almost 4000
graduates. They tried to assess the transition from higher education to
first job and labor market after 5 years after they left higher education
The proportion of the total population with higher education
amounted to 39 % in the US compared to only 24 % in the EU, there
was gap in education expenditure, with the US devoting 3.3 % of its
GDP to higher education versus only 1.3 % in the EU.
Graduates were asked to rate on a scale from 1 (low extent) to 7 (very
high extent) 19 different competencies. Questions asked on
competencies were: A. How do you rate your own level of
competence? B. What is the required level of competence in your
current work? The difference between two i.e A-B deficit (-) or
surplus (+) of competencies.
The paper had tried to show that the how higher education have
helped the graduates to acquired top 6 competencies for effective job
and the positive effect of the modes of teaching and learning, and
assessment during higher education in this process of competence
development. The top six competencies:(1) Ability to make your meaning clear to others;
(2) Ability to use time efficiently;
(3) Ability to work productively with others;
(4) Ability to perform well under pressure;

(5) Ability to rapidly acquire new knowledge; and

(6) Ability to coordinate activities.
The regression equation to explain the competence production process
becomes:
Y = f (x,z) +
Where x represent the contribution of Spanish universities to
competence development/enhancement through their modes of
teaching and learning, and assessment. z is a vector of other
explanatory variables of control such as:
Gender and other personal characteristics of the respondents, such as
age or fathers education.
Educational background, such as secondary school grades,
university degree or duration of the degree.
Experiences during higher education, such as internships or study
abroad.
Years of work experience since graduation.
The paper shows that Spanish graduates have been able to possess
those abilities to some extent and universities also play a key role in
the competence development. The data on certain teaching and
learning, and assessment methods correlate with certain
competencies.
For example, evidence shows that assignment-based assessment,
lectures, is the most effective mode of teaching and learning to
developing labor market competencies among Spanish graduates. One
of the main challenges still facing HEIs is to transform their
pedagogical practicesthe lecture continues to be the dominant
teaching method.