Within the Bologna Process, the curricular reform of the higher education system is one of the main objectives that national governments are dealing with. In Spain, as in other European countries involved in the process, universities are working on the design of study programmes based on generic and subject specific competences. As a reference, the project Tuning Educational Structures in Europe focuses on educational structures and content of studies. In Tuning project, competences are considered to be the object of educational programmes and represent a dynamic combination of knowledge, understanding, skills and abilities. Within Tuning project, competences can be divided into subject specific and generic categories. Subject specific competences are directly related to core knowledge, understanding and skills of the discipline concerned whereas Tuning distinguishes three types of generic competences: Instrumental competences (cognitive abilities, methodological abilities, technological abilities and linguistic abilities), Interpersonal competences (individual abilities like social skills) and Systemic competences (abilities and skills concerning whole systems; combination of understanding, sensibility and knowledge) (Bergan, 2007, González y Wagenaar, 2003; Rodríguez Esteban, 2007). In this study, data from graduates of the academic years 97/98, 98/99 and 99/00 from University of León, in Spain, are analysed. Considering groups of competences identified in the Tuning project, the main objective of this study is to analyse graduates’ perceptions of competences acquired at university in order to find a typology of the competences that universities are developing. Differences of graduates’ perceptions about the typologies of competences that arise from our analysis are examined in relation to degree programme, field of study, length of the study programme, and satisfaction with the design, content and perceived quality of the study programme.

The target population consisted of 5.287 graduates of the academic years 97/98, 1998/99 and 1999/00 from University of Leon (Spain) who were sent a questionnaire at their home address. 1.358 graduates answered the questionnaire, which provides a confidence interval of ±1,7% for a confidence level of 95,5% (p=q=0,5). This study was conducted by the Office of Quality Assessment of University of León. The questionnaire used in this study consisted of differentiated parts: Socio-biographic information, conditions of study, job search, employment during the one to three years after graduation and work content and use of qualifications. This questionnaire has its origin in the CHEERS project (Careers after Higher Education: a European Research Study). Data analysis consisted of descriptive, comparative and factor analysis of the 19 acquired competences items: 1) field-specific knowledge of methods “in situ” (practicum, work-based learning); 2) field-specific knowledge of methods (within compulsory credits); 3) field specific theoretical knowledge: optional credits; 4) field specific theoretical knowledge: compulsory credits; 5) reflecting thinking, assessing one’s work; 6) broad general knowledge; 7) foreign language proficiency; 8) taking responsibilities, decisions; 9) oral communication skills; 10) written communication skills; 11) computer skills; 12) documenting ideas and information; 13) working in a team; 14) daily reasoning; 15) critical thinking, willingness to question your own and others’ ideas; 16) leadership; 17) working independently, acquire new knowledge; 18) planning, co-ordinating and organising, and 19) creativity.

The factor structure which emerged was only moderately similar to the typology used in the Tuning project. Interestingly, graduates clearly differentiate two sub-groups of specific competences: theoretical and practical. On the contrary, generic competences are considered as an undifferentiated group complemented by an additional group of competences related to the informational requirements of the knowledge society. Graduates consider that subject specific competences at university have been acquired in two rather differentiated ways: on the one hand, as theoretical knowledge and, on the other, as practical skills related to the subject. Results of this study show that university emphasises the theoretical knowledge whereas practical skills related to the subject should be reinforced. This trend is particularly relevant in study programmes related to Experimental and Health Sciences in which theoretical knowledge is dramatically higher than practical skills. The main implication of this study is that graduates’ information about the competences acquired at university and their use in a real job setting has proved to be useful in the process of gathering information for the design of study programmes. Accordingly, in the context of the curricular reform within the Bologna process, similar studies may help higher education institutions to continuously improve the design and implementation of programmes.