The construction of a European Higher Education Area (EHEA) aims to promote, on the one hand, education designed according to a knowledge and skills approach and, on the other hand, the improvement of students' professional integration at the end of their training (Bologna process, 1998). Indeed, in a context of strong professional uncertainties, social changes through frequent renewal of the teaching and training professions, the individual is supposed to take initiatives, adapt, and be autonomous in carrying out tasks. It is a question of developing dispositions to generate adapted behaviours in the face of diverse and changing situations (Chauvigné and Coulet, 2010).

This paper presents the first results of the European project "Combating skills mismatch of students through a transdisciplinary approach and skills transferability" which brings together four universities, the University of Granada, Crete, Bucharest and the Catholic University of the West in France. This project aims to better support students in the construction of their professional project and to develop new teaching practices to meet the learning needs of students. In particular, we are interested in the different conceptions of students and teachers in the Education Sciences degree on the transferability of skills and in particular the links between practice and theory. Thus, are the representations of students and teachers concordant? Are there differences or a consensus depending on the experience and status of each actor?

In order to answer these questions, we question the notion of competences and transferability in the framework of professional development through the "reflexive process" (Eneau & Simonian, 2011) on the learning achieved at the university and outside the university which could lead them to mobilise them in other situations and to make transfers.  In other words, to develop their ability to "solve new situations by mobilising knowledge previously learned in different situations" (Frenay & Bédard, 2006: 126).

Two focus groups were conducted with students and teachers at the university. Generally speaking, the advantage of these focus groups is that they can mobilise several people concerned by the topic under discussion and develop a particularly interesting dynamic on sensitive subjects, allowing social representations to emerge. The limits of this method are linked to the fact that some people do not express themselves very much, but also to the way in which the group is constituted. Baribeau (2010) distinguishes between two main types of group interviews that are often confused in research practices: "in the use of focus groups, priority is generally given to a rather instrumental orientation, focused on obtaining data, whereas in the case of discussion groups, the orientation is rather critical, focused on understanding the social processes underway. (p. 55). Thus two characteristics distinguish these two types of group interviews. In the focus group, a set of questions are asked leading to a series of successive exchanges of arguments, organised by the researcher's interventions (semi-directivity). The enunciative form of the focus group is the debate. In the focus group, a single discussion is provoked by the researcher and develops freely (non-directivity). The enunciative form is that of discussion. Three main focus group themes were identified: - Skills developed at and outside university (studies, voluntary work, student jobs, etc.) - Uses of skills acquired in other contexts (professional, personal, social) Transferability of skills from one subject to another/methodologies used by teachers to encourage a transdisciplinary approach

The focus group of students showed a willingness to make a link between theory and practice. The students who have already had a lot of professional experience are mainly looking for academic input to understand practice, while for the others, practice is still important. The analysis of teachers' discourse shows that certain teaching methods tend to value practice, by coming as close as possible to "real" situations. These strategies are part of the process of professionalisation of universities. This aspect of university policy aims to adapt training to the demands of the labour market. The aim is to improve the reflexivity of students on their course so that they build links between practice and theory for a better professional integration

Chauvigné, C & Coulet, J-C. (2010). L’approche par compétences : un nouveau paradigme pour la pédagogie universitaire ? Revue française de pédagogie, 172. URL : http://rfp.revues.org/2169 Frenay M. & Bédard D. (2006) « Le transfert des apprentissages » - in : G. Chapelle & E. Bourgeois (éds.), Apprendre et faire apprendre (124-135). Paris : PUF. Eneau J. & Simonian S. (2011) « Un scénario collaboratif pour développer l’apprentissage d’adultes, en ligne et à distance » - Recherche et Formation 68 (95-108).