This paper contributes evidence to whether the greater emphasis on practical training, science, diversity and applications practically oriented courses that are now characteristic of higher education as a result of reforms carried out over the past 20 years have the effect of preparing students better for employment. It is common to hear there is a discrepancy between competences acquired in higher education and those required in real life. Pearson et al. (2000) say the present graduate bobour- market can be characterized by words "diversity" and ¨fragmentation". Anderson (1999: 26) shows that (72 %) of graduates from University of East Anglia felt that "research skills" had been developed "a lot" through their courses when surveyed three years after graduation. Other important skills pinpointed by Anderson included "capacity to learn" (72 %), "written communitaction" (60%) and "critical thinking"(56%); Jenkins, Jones & Ward (2001:150) say "a content analysis identified three factor as particularly significant among our sample of graduates: oral communication skills, environmental awareness and self confidence". Whereas in the past much emphasis was placed on the links between field of study and occupation, recent studies focus on the role of general knowledge, attitudes and social skills. Vincens and Chiracle (1992) show that employers, generally and traditionally, look for the following in graduates: - knowledge, general knowledge, technical know-how in the field of communication, personal skills: autonomy, courage, initiative, flexibility and ambition.Samples and research method.I study a sample of university graduate students, with work experience, from Santiago University (Spain) of different degree courses, and 164 companies. They were gigen a questionnaire with the following sections: curricullum degree aspects, academic skills, social skills, develop personal skills, and labour-market skills.The statistical of data analysis are descriptive, comparative an factor-analysis.In our results we believe ther are three significant advantages: first, it provides a factor-analysis of skills received at university, and factor-analysis of skills required by employers; second, it provides an comparative perspective between both sectors (and amontg different degrees) about the knowledge: general knowledge, academic, personal, labour and social skills; an third, it provides practical consequences about higher edution and the access to employment.