Labour Relations and Human Resources: Students’ Perceptions of Their Training in Digital Competences


Abstract

Nowadays, the acquisition of a high level of digital competence has become a real need for professional development in any field. Future graduates in Labour Relations and Human Resources should achieve an advanced level of this skill. The main aim of this research is to determine the level of acquisition of digital competence in Labour Relations and Human Resources students. The second purpose is to check whether there is a link between gender and digital competence achievement. This paper is based on the application of a questionnaire on digital competences which is organized around 5 aspects, and mainly based on the basis of Likert-type scale questions. The data collected belong to 26 undergraduates studying at the third year of Degree in Labour Relations and Human Resources at the University of Extremadura. The results obtained show that a large majority of students (65.4%) have an advanced level of digital competence, nevertheless, it would be advisable for the rest to achieve the same level before they graduate and exercise their profession. The second important conclusion is that the level of acquisition of digital competence is not conditioned by gender aspects.


Keywords

Digital competence; higher education; Labour Relations and Human Resources; competence assessment; gender perspective

Alexander, B., Ashford-Rowe, K., Barajas-Murph, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R., & Weber, N. (2019). Horizon report 2019 higher education edition. EDU19. https://www.learntechlib.org/p/208644/

Andres, P., & Svoboda, P. (2019). Development of Digital Competences of Teachers of Social Sciences at Secondary Vocational Schools. In M. E. Auer & T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education (pp. 720–731). Springer International Publishing. https://doi.org/10.1186/s41239-016-0009-y

Aparici Marino, R., & Silva, M. (2012). Pedagogía de la interactividad. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 38, 51–58. https://doi.org/10.3916/C38-2012-02-05

Butcher, N. (2019). Marco de competencias docentes en materia de TIC UNESCO. Francia: A Organización de Las Naciones Unidas Para La Educación, La Ciencia y La Cultura. https://www.oitcinterfor.org/node/7797

Cabero Almenara, J., & Martínez Gimeno, A. (2019). Las tecnologías de la información y comunicación y la formación inicial de los docentes: modelos y competencias digitales. https://doi.org/10.30827/profesorado.v23i3.9421

Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Biomedica Atenei Parmensis, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397

Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272

Fan, C., & Wang, J. (2022). Development and Validation of a Questionnaire to Measure Digital Skills of Chinese Undergraduates. Sustainability, 14(6), 3539. https://doi.org/10.3390/su14063539

Felisardo, F., Audet, X. L., & Rivas, L. A. (2019). Competencias en la formación del administrador: un reto a las instituciones de enseñanza superior en Brasil. Utopía y Praxis Latinoamericana: Revista Internacional de Filosofía Iberoamericana y Teoría Social, 4, 13–24. https://produccioncientificaluz.org/index.php/utopia/article/view/29921

García, M. del C. M. (2021). La formación en competencias digitales como garantía de adaptación al trabajo decente. Noticias CIELO, 5, 3.

George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9780429056765

Guiot Limón, I. (2021). Uso de las TICS en la educación superior durante la Pandemia COVID-19: Ventajas y desventajas. Interconectando Saberes, 0(12), 223–227. https://doi.org/10.25009/is.v0i12.2724

Guix, J. (2005). Dimensionando los hechos: la encuesta (II). Revista de Calidad Asistencial, 20(3), 154–160. https://doi.org/10.1016/S1134-282X(08)74741-9

Lázaro-Cantabrana, J., Usart-Rodríguez, M., & Gisbert-Cervera, M. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research (NAER Journal), 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370

Mengual-Andrés, S., Roig-Vila, R., & Mira, J. B. (2016). Delphi study for the design and validation of a questionnaire about digital competences in higher education. International Journal of Educational Technology in Higher Education, 13(1), 1–11. https://doi.org/10.1186/s41239-016-0009-y

Mirete Ruiz, A. B. (2016). El profesorado universitario y las TIC: análisis de su competencia digital. Ensayos: Revista de La Escuela Universitaria de Formación Del Profesorado de Albacete. https://doi.org/10.18239/ensayos.v31i1.1033

Palomares Chust, A. (2015). Formularios (Google DRIVE).

Prensky, M., & González Calatayud, V. (2018). Entrevista a Marc Prensky. RIITE Revista Interuniversitaria de Investigación En Tecnología Educativa, 5, 12–21. https://doi.org/10.6018/riite/2018/354791

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (Seville site). https://data.europa.eu/doi/10.2760/159770

Rodríguez García, A. M., Trujillo Torres, J. M., & Sánchez Rodríguez, J. (2019). Impacto de la productividad científica sobre competencia digital de los futuros docentes: aproximación bibliométrica en Scopus y Web of Science. Revista Complutense de Educación. https://doi.org/10.5209/RCED.58862

Rodríguez, R.-J. (2004). Ayuda SPSS Chi cuadrado. Notas metodológicas. AYUDA SPSS-CHI CUADRADO-NOTAS METODOLÓGICA, 1, 19.

Sánchez Meca, J., & López Pina, J. A. (2008). El enfoque meta-analítico de generalización de la fiabilidad. https://doi.org/10.5944/ap.5.2.457

Velicer, W. F., & Jackson, D. N. (1990). Component analysis versus common factor analysis: Some issues in selecting an appropriate procedure. Multivariate Behavioral Research, 25(1), 1–28. https://doi.org/10.1207/s15327906mbr2501_1

Download

Published : 2022-12-29


AbelairaT., & RedondoB. (2022). Labour Relations and Human Resources: Students’ Perceptions of Their Training in Digital Competences. International Journal of Research in E-Learning, 8(2), 1-24. https://doi.org/10.31261/IJREL.2022.8.2.04

Triana Arias Abelaira 
Universidad de Extremadura  Spain
https://orcid.org/0000-0002-4832-3058
Belén Mozo Redondo 
Consejería de Educación y Empleo  Spain
http://orcid.org/0000-0002-1564-9262




Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.

1. License

The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.

2. Author’s Warranties

The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. User Rights

Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship

If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.