Transversal competencies in the Basque audiovisual eld. Perceptions
of professionals, lecturers and students at the UPV/EHU
1
Competencias transversales en el ámbito del audiovisual vasco. Percepción de
los profesionales, profesorado y estudiantado de la UPV/EHU
1
http://heziberri.berritzegunenagusia.eus/desarrollando-competencias/
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How to cite this article:
Miguel de Bustos, J. C.; Del Castillo Aira, I. and Iturbe Tolosa, A. (2025). Transversal competencies in the Basque audiovisual eld. Perceptions
of professionals, lecturers and students at the UPV/EHU.
Doxa Comunicación
, 41, pp. 257-284.
https://doi.org/10.31921/doxacom.n41a2186
Juan Carlos Miguel de Bustos.
Graduate in both Economics and Philosophy and PhD in Communication Sciences. He
has a Master’s degree in Economics from the University of Grenoble. He has been a Professor at the University of the
Basque Country since 1987, lecturing on the economic aspects of cultural industries. He has been a Professor in the
Audio-visual Communication area since 2005. He has contributed to several projects related to regional public television
channels. He has participated in the University-Society-Business research project on transversal competencies within
the framework of digital transformation at ETB. He is currently working on the Internet economy (articial intelligence
and creative industries). He has been editor of the communication magazine ZER. He is a member of the emerging UPV/
EHU group ADI, dealing with the audio-visual industry, narratives, and gender(s).
University of the Basque Country (UPV/EHU), Spain
[email protected]
ORCID:
0000-0001-9507-7219
Itxaso del Castillo Aira.
Graduate in Journalism from the EHU/UPV, Master’s in Film and TV Studies from the University
of Amsterdam (Holland), Master’s in Creative Documentary from Pompeu i Fabra, and PhD in Social Communication
at the EHU/UPV. Assistant Professor and accredited as an associate in the department of Audio-visual Communication
and Advertising at EHU/UPV. He was previously a scriptwriter at ETB for 12 years. He has participated in the University-
Society-Business research project on transversal competencies within the framework of digital transformation at ETB.
He is Co-PI of the emerging UPV/EHU group ADI, dealing with the audio-visual industry, narratives, and gender(s). He
had a research stay at the University of Groningen.
University of the Basque Country (UPV/EHU), Spain
[email protected]
ORCID:
0000-0002-1812-4322
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
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1. Introduction
Modern economies are based on Information and Communication Technologies (Reljic et al., 2021), also termed digital
transformation (Furr et al., 2022). is techno-productive situation aects employment and the organisation of companies,
which require new knowledge, competencies and skills in all areas of life, both at work and in everyday life (Kalantzis & Cope,
2008).
Focusing on the creative industries, digital transformation implies digital training of employees, requires knowledge of Big
Data, and calls for familiarity with digital tools along with a solid strategy that provide a good digital reputation, so all processes
Andoni Iturbe Tolosa.
PhD in Social Communication, graduate in Journalism and in Art History. He is an Associate
Professor in the department of Audio-visual Communication and Advertising, and Vice-Dean of Strategic Planning and
Infrastructure at the UPV/EHU . He is responsible for the University Business workshop with ETB, and PI of the University-
Society-Business research project on transversal competencies within the framework of digital transformation at ETB.
He is PI of the emerging UPV/EHU group ADI, focused on the audio-visual industry, narratives, and gender(s). He has
had research stays at the University of Texas Austin, Instituto Tecnológico de Monterrey and Lyon II.
University of the Basque Country (UPV/EHU), Spain
[email protected]
ORCID:
0000-0002-1184-4634
Received: 16/01/2024 - Accepted: 16/07/2024 - Early access: 16/09/2024 - Published: 01/07/2025
Recibido: 16/01/2024 - Aceptado: 16/07/2024 - En edición: 16/09/2024 - Publicado: 01/07/2025
Abstract:
is study analyses the competencies required in the eld of Basque
public radio and television, the skills taught and evaluated at the
UPV/EHU and the perception of students, teachers and professionals
active in the Basque audio-visual sector, regarding the importance,
shortcomings and teaching of such transversal competencies. e
methodology used combines documentary analysis, and both
qualitative and quantitative techniques. Following a bibliographic
review, this paper proposes, advocates and contrasts, by means of a
qualitative phase, a list of transversal competencies called for in the
Basque audio-visual sector. is new catalogue is checked through
quantitative surveys, detailing and discussing the results obtained. It
is concluded that communication is the most important competence
for the three agents surveyed, although they are largely satised with
its implementation, except the professionals, 82% of whom think it
requires greater attention. Adaptation to change is another of the
competencies most highly valued by students and teachers.
Keywords:
Transversal competencies; audio-visual sector; digital transformation;
university; soft skills.
Resumen:
El presente estudio analiza las competencias requeridas en el ámbito de
la Radio Televisión Pública Vasca, las competencias enseñadas y eval
-
uadas en la UPV/EHU y la percepción del estudiantado, profesorado y
profesionales en activo en el sector audiovisual vasco, respecto a la im
-
portancia, carencias y enseñanza de las competencias transversales. La
metodología utilizada combina el análisis documental, técnicas cual
-
itativas y técnicas cuantitativas. Tras una revisión bibliográca, este
artículo propone, justica y contrasta, a través de una fase cualitativa,
un listado de competencias transversales necesario en el ámbito del sec
-
tor audiovisual vasco. Este nuevo catálogo se coteja mediante encuestas
cuantitativas, exponiendo los resultados obtenidos y su discusión. Se
concluye que la comunicación es la competencia más importante para
los tres agentes interpelados, aunque están medianamente satisfechos
con su implementación a excepción de los profesionales, que en un 82%
piensan que necesita mayor atención. La adaptación al cambio es otra
de las competencias mejor valoradas por el estudiantado y docentes.
Palabras clave:
Competencias transversales; sector audiovisual; transformación digital;
Universidad; soft skills.
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and departments need to be involved (Fernández-Márquez et al., 2020). is change is currently becoming more acute, since
articial intelligence poses new challenges, equivalent to the digital transition. But technical knowledge is not all that is being
called for. Technology is not enough for a profound transformation: the implementation of digital culture is necessary (Ochoa,
2016), that is, “a change in mindset, a reorganisation of work and, of course, a development of skills, which implies major
transformations in organisational culture and in ways of working to be able to respond to the development and dynamization
of the industry” (Meriño Aranda, 2020, p. 351).
e agents involved, researchers (Ananiadou & Claro, 2019), professionals, policy makers and the private sector, all support
the need for reform in the educational system to provide students and new employees with the tools necessary to face the
challenges of the 21st century. e European Commission nanced the Tuning Project in 2000, with the aim of developing
basic competencies in Higher Education programs and promoting the harmonisation established in the Bologna Declaration.
at project identied the existence of a “skills gap” (Moore & Morton, 2017), as degree programs did not always address core
generic competences (González & Wagenaar, 2003). erefore, the need to include competencies such as critical and abstract
thinking, analysis and synthesis, practical application of knowledge, problem identication and resolution, teamwork, project
design and management, oral and written communication, decision making, creativity and autonomous learning in degree
programs were recognised. Subsequently, it focused even more on the student body and learning with the ECTS User Guide,
corresponding to the European Commission (Wagenaar, 2019c), which is included in the UPV/EHU Strategic Plan 2018-2021.
is study analyses the competencies required for the current Basque audio-visual sector, the skills taught and assessed at the
UPV/EHU and the perception of students, teachers and working professionals, mainly in EiTB (the Basque public broadcaster),
regarding the importance, deciencies, teaching and evaluation of competencies. is goal arises from a University-Business-
Society project between the public broadcaster and the Faculty of Social and Communication Sciences, specically with the
Department of Audio-visual Communication and Advertising, requested by the Training and Human Resources department of
the regional broadcaster. e project looked at the need for, shortcomings of and any possible training initiatives concerning
the competencies required in the context of digital transformation.
e regional channel, in addition to collaborating on this project, is the preferred place for student internships and welcomes
the largest number of dual-training students. e public nature of both institutions favours this alignment in the search for
improvements for their current and future professionals. e Faculty of Social and Communication Sciences of the UPV/EHU
teaches ve standard degrees and three double degrees. 331 sta perform research and/or teach in the degrees of Audio-
visual Communication, Advertising and Journalism, this number including contracted research sta linked to these last
three degrees. In the 2022/23 academic year, 2,386 students were enrolled in the four years of the ve degrees and double
degrees. roughout its 40-year existence, the Faculty of Social and Communication Sciences has trained numerous EITB
professionals, the channel having been involved in such training through grants, internships, dual-training and programs
such as the UPV/EHU-EITB Master’s in Multimedia Communication. Since the two organisations signed the agreement to
implement dual-training, seventeen students have completed such training at ETB (seven in the 2021/22 academic year, ve
in 2022/23 and another ve in 2023/24), which has a sta of a thousand employees. e two entities’ strategic plans highlight
the social impact and the transfer to society. e launch in September 2023 of the University-Business-Society workshop with
ETB, the rst by the Faculty of Social and Communication Sciences, aims to carry out training, research and dissemination
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activities and projects in areas of mutual interest, fostering the generation, exchange and transfer of knowledge. e Workshop
will promote and transmit information and public communication at the service of citizens, as well as fostering young talent
and skills development. e research was also extended to the Basque Audio-visual Cluster, a matrix of many companies in
the sector, so as to include their input.
e dimensions addressed in this paper are, rstly, a bibliographic review to dene those competencies and their subsequent
discussion in focus groups, these latter providing the latest thinking on the design of the competencies to be measured. is
paper, rstly, looks closely at the denition of those “soft” skills, what they are and how they can be described, as well as those
linked to the creative industries or the audio-visual sector. Subsequently, the training or implementation needs detected in
the university and the company are measured, according to the perceptions of its actors, that is, students, teachers and active
professionals. e sharing of ideas by the three agents involved in training and continuing education (students, professionals
and teachers) is one of the merits of the study.
2. State of the question: concerning skills and competencies; soft and hard skills; digital or 21st century
ere is a large amount of literature referring to skills and competencies. However, there is no agreement on the specic
number of these abilities and competencies or on their denition. According to ornhill -Miller et al. (2023), in the digital and
information age, machines have replaced much of the traditional work that involves hard skills, such as number-crunching,
driving, drawing up budgets, or proofreading. ose skills involve mastering xed knowledge sets and standard procedures
and are often learned on the job. Such skills tend to be more routine, related to machinery, and less focused on human
interaction. erefore, in the 21st century, work requiring more complex skills, human interaction and/or non-routine skills is
increasingly valued. ese “soft skills” are those skills that cannot be captured through standardised knowledge tests, but that
can be identied by observing people’s behaviour (Ladrón de Guevara Rodríguez et al., 2023; Humphries & Kosse, 2017). e
technication of the 21st century has increased, paradoxically, the need for non-technical skills in performing a profession
(Burbekova, 2021).
Whitmore (1972) was the rst to term non-routine competencies related to human interaction as soft skills. e terms
skills
and
competencies
appear during the 1980s, and a decade later the notion of continuous learning came into use, a requirement
of the current socioeconomic context of rapid changes. Although there is no absolute consensus on its denition, “skill” is
described as multi-dimensional and implies the ability to solve problems in context and to perform tasks using the appropriate
resources at the right time and in the right combination (Lamri & Lubart, 2021). In its simplest form, a skill is a learned ability
to do something useful (Lucas & Claxton 2009), or an ability to perform a given task at a specic level of performance, which is
developed through practice, experience and training.
Soft skills are malleable personal qualities that regulate emotions, behaviour and cognition, allowing us to achieve our
objectives (Feraco et al., 2023; WEF 2016 Social and Emotional Learning model, Tsey et al., 2018, Borghans et al., 2008; Koch
et al., 2015; John & Srivastava, 1999; Heckman et al., 2006; John et al., 2008; Almlund et al., 2011; Heckman et al., 2013; Flinn,
2018). ese soft skills enhance employment opportunities and success at work (Deming, 2017; Heckman & Kautz, 2012).
Some authors even relate them to individual happiness or emotional well-being (Heckman, 2011; Hilton & Pellegrino, 2012).
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Other writers (Heckman et al., 2014; Beaudry et al., 2016; Caines et al., 2017; Glewwe et al., 2017; Zamarro et al., 2018) apply
them in higher education and conclude that they favour the gaining of better qualications and better-paid jobs.
Ramachandran & Watson (2021) point out a change in the trend concerning the valuation of dierent professional skills.
Technology companies call for increasingly fewer skills related to engineering, marketing, public relations, administration
and customer relations and are looking for softer skills, those that are necessary “to relate to others and to oneself, understand
and manage emotions, set and achieve goals, make autonomous and responsible decisions and face adverse situations in a
creative and constructive way,” according to the Ayrton Senna Institute (2014). is implies that companies have to choose
between new hires or upskilling.
Competencies go beyond knowledge and aptitudes: they imply the ability to face complex demands, using and mobilising
psychosocial resources (including abilities and attitudes) in a specic context (Ananiadou & Claro, 2009). Vitello, Greatorex
& Shaw (2021, p.11) dene a competence as “the ability to integrate and apply contextually appropriate knowledge, skills,
and psychosocial factors (e.g., beliefs, attitudes, values, and motivations) to perform successfully within a specic domain.” A
competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge), it also encompasses
functional aspects (involving technical skills), as well as interpersonal attributes (for example, social or organisational skills)
and ethical values. However, the term “competence” is often used as a broad concept encompassing skills, abilities and
attitudes, while, in a narrower sense, the term “skill” has been dened as “well-organised and directed behaviour.” an objective
that is acquired with practice and is achieved with economy of eort” (Proctor & Dutta, 1995, p. 18).
Concern about competencies arises from the technological change inherent to the turn of the century. 21st century
competencies include the abilities, skills and knowledge that are considered essential to prepare students to be successful
in today’s digital world and in the future jobs market (P21, 2011) and digital competencies are considered crucial, but their
combination is still not suciently dened (Van Laar et al., 2017). Van Laar et al. (2017) prefer to talk about 21st century
skills, because digital skills are generally reduced to technical knowledge (digital literacy), and should include contextual
competencies – cultural awareness, exibility and self-direction – that also have a strategy and a digital origin. Along these
lines, Obermayer et al. (2022) advocate integrating and embodying human factors in digitalised workplaces (Longo et al.,
2020). Tabrizi et al. (2019) underline the fact that digitalisation is not just a question of technology, but rather a question of
strategy in which the human dimension plays a key role. Mineco (2022) considers the digital skills
necessary to live, learn and
work, specically, in information and data literacy, they are communication and collaboration, content creation, security
and problem solving. International organisations such as UNESCO (2017) and ITE-OECD (2010) link 21st Century Skills with
Sustainable Development (González-Salamanca, Agudelo, & Salinas, 2020).
2.1. Transversal competencies in the audiovisual sector
e audio-visual sector has several characteristics: there is a high degree of entrepreneurship, those who enter the sector
are more highly qualied than in other areas (Warren et al., 2015), but there is somewhat less job security. To the extent that
creativity is one of the characteristics, innovation is always present, as indeed is communication (Munro, 2017). Furthermore,
once people are hired, additional training is commonplace (Spilbury, 2002). Another characteristic is the high level of self-
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employment (32% in Europe, as opposed to 14% in the wider economy, Hausemer, 2021). Finally, the creative industries are
the ones that will be least aected by automation, since this is dicult when the end of a task is not speciable from the
beginning (Bakhshi et al., 2015). Moreover, the development of the metaverse and its base technologies (virtual, augmented
and mixed reality) will mean a potential increase in the weight of creative economies (Easton & Djumalieva, 2018).
As a result of the presence of reports on the creative industries in Europe, studies have emerged concerning the skills involved in
the uncommon set of activities that the creative industries entail. Competencies are classied in several dimensions. Mietzner
& Kamprath (2013) carry out a review of authors who classify competencies, which converge into four types of competencies
(professional, personal, social and methodological). Subsequently, by means of surveys, they draw up a classication of
three types of competencies (personal-social, methodological and professional). e rst type is the synthesis of personal
and social skills and considers 17 skills (motivation, creativity, willingness to learn, etc.). e methodological ones include
9 skills (organizing skills, scientic methods, etc.) and 10 for the professions (intercultural understanding, entrepreneurial
thinking, etc.). CFE research (2018) analyses skills gaps in the creative industries in Great Britain, although it does not
dierentiate between types of skills. ey point out, for example, that companies consider that there is a gap
in marketing and
communication and in problem solving. UNCTAD (2022) only talks about skills and does not use the word competence.
e panorama of public television is especially complex. ere are dierent positions regarding the permanence of public
television in the current environment, where digitalisation, the expansion of the Internet, growing competition and market
segmentation all pose challenges. Some authors question its relevance in this new context (Tracey, 1998; Syvertsen, 2003).
However, others argue that public television should play an important role in the process of convergence between the
communication sector and other social sectors (Meier, 2003; Steemers, 2003; Storsul & Syvertsen, 2007; Moe, 2008). ey
consider that new media represent an opportunity to redene the mission of public media (Enli, 2008) and even advocate the
development of online strategies to extend their reach and purpose (Trappel, 2008). e EiTB Strategic Plan (EITB 2030) points
to ve challenges that EITB has to face: global competition, public audio-visual’s legitimacy problems, loss of connection with
young people, and the changing technological and social environment. e latter requires skills that facilitate, accompany and
enhance the changes necessary to adapt to the speed of change.
e notion of digital skills in the 21st century has been developed by Van Laar (2017) and aims to consider the skills necessary
to perform creative jobs today, placing special emphasis on performance in new situations, and the use of digital technologies.
She highlights information management, communication, collaboration, critical thinking, creativity, and problem solving. She
arrives at this list of skills after analysing the scientic literature around digital-related competencies. e term is intended to
cover a set of skills that are required today, skills related to digital media and that are a consequence of the current situation of
continuous technological change. ey are related to technological change, because in practically all jobs in cultural industries
tools are used to communicate, manage work, etc. e need to consider them is not due only to the use of digital tools, but to
the need for users to not only continuously update their media literacy
,
but their ability to autonomously search for solutions
as well. e basic premise is that we live in a knowledge society. To the extent that knowledge is continuous (and not discrete,
or incremental), training is required regarding changes in knowledge and in its application to the tasks and activities of each
job. As knowledge advances socially, this sociability must be incorporated into daily work practices. Otherwise, it would be
impossible to follow the path of technological advances.
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When one considers the transversal competencies identied at the UPV/EHU, we see that they align with the digital skills
proposed by Van Laar (2017). is study terms the skills that Van Laar denes as “21st century” as transversal competencies
because they refer to interdependence and mutual inuence, their categorisation being a necessary intellectual exercise,
though far from the reality in which they operate, always in permanent incidence and interrelation. e similarities and
dierences can be seen in Table 1.
Table 1. Comparative framework
UPV/EHU Competencies21st Century Skills (Van Laar)
Autonomy and Self-regulation
Self-direction
Social CommitmentCultural Awareness
Communication and Multilingualism
Communication
Professional Responsibility and EthicsEthical Awareness
Information Management and Digital CitizenshipInformation Management
Innovation and entrepreneurship
Creativity
Critical thinkingCritical thinking
TeamworkCollaboration
Continuous Learning
Problem Solving
Technical
Flexibility
Source: created by the authors
3. Goals
e general objective of the research is to analyse the perceptions of the dierent transversal competencies, establishing the
dierences between the three groups considered: students, teachers and EiTB professionals.
ere are four specic objectives. First, establish the validity of the table of skills established by Van Laar (2017). Secondly,
study the dierent perceptions about the importance attributed to these skills. ird, study the opinions as to which require
closer attention. Fourthly, study in what area the learning of transversal competencies should take place.
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4. Methodology. Research instruments and techniques
To respond to the stated objectives, a hybrid methodological design has been employed, combining documentary analysis,
and both qualitative and quantitative techniques. is methodological triangulation has become a research trend (Denzin,
2012; Creswell, 2011, Tashakkori & Teddlie, 2003).
e study consists of three phases: rst, compilation and systematic analysis of the literature, a second qualitative phase
utilising focus groups
formed of students, teachers and experts, and a nal quantitative phase based on surveys of students,
teachers and professionals in the sector in question, the participants having been selected through accidental non-probabilistic
sampling.
In the initial phase, compilation and systematic analysis of the literature has been carried out, which has oered keys for the
design of a classication model of transversal competencies in the university and professional contexts of the audiovisual
sector. e qualitative analysis seeks to validate Van Laar’s skills proposal (2017), selected after the bibliographic review, due
to it being the closest to the audio-visual sector in which the research is framed, and because it is aligned with some of those
gathered by the UPV. /EHU. e results of the qualitative phase seek to validate her proposal, and where appropriate, introduce
changes to it.
An exploratory focus group
technique was chosen for the
qualitative phase. is is a type of group interview made up of
people who are concerned with a specic topic and allows for the understanding, analysis and dissection of the underlying
basis behind the opinions expressed by the participants. e focus groups constitute a research technique carried out through
group dynamics that point towards a type of exploratory and/or explanatory information, providing data of great richness and
depth (Ruiz Olabuénaga, 1999). Six group dynamics were addressed, two for each group under study: professionals, university
professors and students. Concerning the professionals, two focus groups were formed of 6 EITB professionals together with
6 representatives of the sector (cluster and associations), which allowed the two focus groups to be formed of groups with
six participants each, three from each collective. e selection criterion utilised was, for the EITB, to choose those people
who, occupying positions of responsibility, have or have had greater involvement in the digital transformation process at the
Basque public broadcaster. Regarding professionals from outside EITB, the criteria were their experience in the sector and
their representativity. As for teaching sta, 12 university professors were selected to form two focus groups, the criteria applied
were their seniority and degree of dedication to teaching. Finally, the focus groups made up from the student body; 6 graduates
from the Faculty of Social and Communication Sciences of the UPV/EHU were selected along with 6 fourth-year students,
some with experience as interns and others without such experience.
Once a review of the Van Laar categories (2017) had been attained, the compilation of information from the quantitative phase
was addressed through the online survey. It is an optimal tool in this context since most of its members have easy access to
virtual environments. e main drawback in utilising this instrument, the low response rate, has been overcome by reinforcing
in-person data collection, as these are a perfectly locatable collective (Alarco & Álvarez-Andrade, 2012).
Turning to the quantitative phase, 32 questionnaires composed the sample size in the group of university professors of the
Faculty of Social and Communication Sciences at the UPV/EHU, for a 95% condence level and a margin of error of +/-13%. e
total population considered is that of the teaching sta of the Faculty of Social and Communication Sciences, some 60 people.
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ese are professionals who dedicate between 5 and 20 hours a week to teaching, which gives the research team guarantees of
their being fully familiarised with the reality being studied. e sample size of EITB professionals is 34 questionnaires for a 95%
condence level and a margin of error of +/-12%. e total population considered is that of the management team working on
the digital transformation process at EITB, approximately 80 people. e sample size of the student body at the same faculty
is 236 questionnaires for a 99% condence level and a margin of error of +/-4%. e total population considered is that of the
properly enrolled students, that is, those who are fully enrolled in the course and actually attend class regularly. Students
enrolled only for their nal degree dissertation or in a single subject were eliminated from the population, as they were not
considered useful for the purposes of this study.
5. Results
5.1. Results of the qualitative analysis: Competencies required to work in the Basque audio-visual sector
e objective of the qualitative analysis carried out is to observe the understanding and clarity of the denitions provided by
Van Laar (2017) and to focus on any similarities and dierences in the appreciations of transversal competencies between
the dierent actors. e students, professionals and teaching sta in the focus groups stressed the importance of teamwork,
communication and creativity, but nuanced and disagreed on the characteristics and dierences between self-learning,
critical thinking and information management. Professionals and students agreed on leaving technical skills to one side, since
they consider that, in an environment with easy access to information, self-learning is perfectly possible. “
We had to use the
DaVinci system on the EITB job boards and didn’t know how. I got on the internet one night and did it in 10 minutes. It’s very
easy to learn with the right attitude. We have to know how to adapt, and you have to update your knowledge”
(student 3). An
EiTB manager expressed himself along the same lines:
“Lacking the necessary skills is the big obstacle…. You, even if you have
this (points to his mobile phone), if you don’t know how to use it or how to use it properly, I’m not referring to pressing a key, but
everything else: knowing how to be critical of what you’re being shown, knowing how to send an email more eectively, work
collaboratively, etc.”.
It is clear from these conversations that the technical aspect is neither complicated nor essential, but it is
rather non-technical skills that are the fundamental ones in facing new technologies.
“Everyone thinks they’re very important,
but it is more dicult to develop that type of skill than to learn how to operate an image- or sound- mixing console or to prepare
a news report”
(professional 2). Self-learning is essential in public radio and television where the traditional organisation is
mechanical, far from organic, highly structured, with watertight departments, no lateral movement or transversality, and little
convergence (professional 2). As can be seen from their conversations, critical thinking is essential to self-learning, which they
associate with coherence, rationality, discussion of alternatives, and justied and reasoned choice. It can be described by the
conjunction of facts-ideas-notions-data, and therefore it is important to learn how to learn. It is for this reason that students
and experts link it to information management, the latter being an interwoven or subordinate competence of critical thinking.
e teachers, on the other hand, consider such self-learning the most relevant competence.
Related to this reection, there is a disparity when it comes to dening critical thinking and information management, between
teachers and students, on the one hand, and professionals, on the other.
“Information management is relevant as long as it has
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to do with the ability to create in a context of information overload. at is, what is of use is the ability to redene what already
exists”
(teacher 1). e teachers consider that soft skills are learned through tools, and technical skills through know-how
(teacher 5):
“Neither the research on the types of tools is up to par, nor are the conditions and options we have to be able to do
research, initiate, test, try and evaluate those tools up to the task. It is due to the devaluation of teaching compared to research.”
On the other hand, the students do not make an express reference to social commitment or ethics. e UPV/EHU teaching
sta are increasingly concerned about the environment that surrounds us and has Sustainable Development Goals (SDG)
in mind, although, as expert 6 summarizes, “transversal competencies are more important than SDG.” In fact, this teacher
did an internship in a subject with students from the NGO Aspace, with cerebral palsy. e objective was to make creativity
visible and foster it within the Aspace group itself, and she sums up by saying that both the students and the members learned
from Aspace. An interesting observation by expert 5 regards the need to put gender perspective in soft skills at the centre,
under the spotlight:
“all soft skills are crisscrossed by gender. ere’s a triple dichotomy based on the appreciation of what is
public, rational and productive versus the reproductive / emotional / private. e public, productive and rational are associated
with the masculine and the rest (reproductive, private, emotional) with the feminine
.” e same teacher considers that it is
essential to put oneself in the other’s shoes:
“Managing multicultural environments means realising that there are many other
frameworks, so as not to repeat and give feedback to the same logic of power.”
e professionals, for their part, contributed a new competence: proactivity. ey agree with all of them, but highlight the
analysis and resolution of problems, adaptation to change, innovation and teamwork. Furthermore, it is repeatedly pointed
out that, in this changing, accelerated digital environment, the ability of people to act preventively, to be able to anticipate
and adapt to the challenges posed, instead of simply reacting to them, is a dierentiating factor. “
You have to be quick, to have
analytical ability, to have a kind of curiosity, to see what is moving around you to be able to handle it, because with everything
going so fast, what you have seen work today may not work tomorrow
.” erefore, proactivity is added to the catalogue (Tuning
Project, 2006, cited by González & Wagenaar, 2006) as a key competence for the success of organisations in a sector such as the
audio-visual. A proactive attitude involves seizing the initiative and taking action, taking responsibility for the solution to the
problems that arise and getting ahead of others. It involves dialogue, acting, resolving or making decisions without the need
to receive instructions.
e result of this phase was a new categorisation of the skills involved and required in this professional sector. Our proposal for a
new categorisation of the transversal competencies in the Basque audio-visual sector would be the following: communication,
autonomy and self-management, critical thinking, adaptation to change, continuous learning, proactivity, ethical and
professional responsibility, innovation and creativity, problem solving, teamwork, and the recognition of diversity.
e extensive denition of each of these can be found in Table 2.
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Table 2. Proposal for a new categorisation of transversal competencies in the Basque audio-visual sector
Communication
Ability to listen to and send verbal, written and audio-visual
messages clearly and coherently, in all available media and
formats, adapting the code to each communicative context, to
the interlocutors, to the message’s content, and to the objective
of the communicative action.
Autonomy and self-management
ability to set the goals and priorities of one’s own work. It
involves contemplating one’s surroundings, anticipating
possible obstacles, acting to deadlines and available resources,
and implementing follow-up mechanisms to
monitor tasks and fact-check.
Critical thinking
capacity for detailed and meticulous analysis and management
of large & complex sets of information to understand a
situation, issue or problem, identifying step by step all the
variables and their implications.
Adaptation to change
ability to eectively adapt behaviour to changes in any
given setting. is involves analysing the situation, creating
alternative plans, understanding dierent postures, and
working in unaccustomed areas.
Continuous learning
ability to acquire and apply new knowledge, tools and
information necessary for the proper performance of a
professional activity, in a lasting, continuous and progressive
manner.
Proactivity
Ability to seize the initiative and act, taking responsibility for
the solution to any problems that arise and anticipating others.
It involves dialogue, action, resolution, or the taking of
decisions without the need to receive instruction.
Ethical and
Professional responsibility
ability to act in accordance with certain ethical positions, good
habits and professional practices in the performance of an
activity. It means acting honestly, communicating intentions,
ideas and feelings clearly.
Innovation and creativity
ability to modify things, even starting from unforeseen ways or
situations. It involves devising new and dierent solutions to
problems and/or situations that arise in the organisation.
Problem solving
ability to identify problems, gather, retain and coordinate
relevant information for the diagnosis of possible causes and
to quickly implement the actions necessary for their solution
in light of institutional needs and objectives.
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Teamwork
ability to cooperate in a stable and systematic manner with
others towards the organisational objective. It involves
transferring and exchanging knowledge, experiences and new
ideas. Cooperative working to complement resources and
information.
Recognition
Of diversity
ability to establish and maintain warm, cordial, reciprocal
relationships with diverse people, respecting diversity and
valuing dierence as a positive and enriching aspect.
Source: created by the authors
5.2. Results of the quantitative phase
e results of the quantitative research provide data on the agents’ perceptions regarding the importance of the transversal
competencies proposed (See Table 3).
Table 3. Classication of transversal competencies according to the perceptions of the teachers, students and professionals.
Number of votes and percentages
StudentsTeachersProfessionalsStudentsTeachersProfessionals
Communication
231303397%94%97%
Adaptation to change
229322297%100%65%
Continuous learning
227322996%100%85%
Problem solving
218312292%97%65%
Proactivity
215312391%97%68%
Autonomy and self-management
215312391%97%74%
Innovation and creativity
210302489%94%71%
Collaborative work
200272384%84%68%
Recognition of diversity
196231683%72%47%
Information managment and critical
thinking
176301974%94%56%
Professional ethics
173301973%94%56%
Source: created by the authors
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Graph 1. Distribution of the most valued competencies, according to the opinion of students, teachers and professionals
Source: created by the authors
e opinions of the three groups are represented in three relatively concentric circles. On the outside, with very high
percentage values, are the teachers. In the middle, with somewhat lower values, are the students, and in the inner circle,
the professionals, with lower values. e teaching sta show a less discriminatory position than professionals and students,
in that they emphasize the relevance of all transversal competencies with almost the same intensities, because transversal
competencies are worked on daily in the classrooms.
Students, teachers and professionals agree in granting communication the maximum degree of importance (97%, 94% and
97%, respectively). e same coincidence occurs with the competence of continuous learning, where students (97%) and
teachers (100%) value it as essential, while professionals do so to a lesser degree (85%). e biggest dierences between the
three come in ethics and critical thinking, although teachers and students are more closely aligned. While 94% of teachers
think them very important, students and professionals dier considerably, with 74% and 56%, respectively.
e recognition of diversity is strikingly low in the perception of the professionals (47%). A possible explanation is that
professionals in the Basque audio-visual industry operate in a relatively endogamous environment, since the jobs called for
by Basque public media, particularly in EITB’s orbit, require a bilingual prole, which homogenizes the geographical origin of
the workers.
e catalogue of competencies needs to be improved in the following way (see data in Table 4).
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Table 4. Classication of perceived competencies according to the level of attention they need in the respondent’s environment
StudentsTeachersProfessionalsStudentsTeachersProfessionals
Communication
153212857%66%82%
Adaptation to change
172233064%72%88%
Continuous learning
116212343%66%68%
Problem solving
144262354%81%68%
Proactivity
145202154%63%62%
Autonomy and self-
management
87261933%81%56%
Innovation and creativity
164222761%69%79%
Collaborative work
127171348%53%38%
Recognition of diversity
121151145%47%32%
Information managment and
critical thinking
70201526%63%44%
Professional ethics
114171343%53%38%
Source: created by the authors
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Graph 2. Distribution of transversal competencies that need greater attention in
the environment of the person surveyed
Source: created by the authors
e three agents coincide to a lesser degree on the transversal competencies that require greater attention. e students
agree with the level of intensity that is generally dedicated to transversal competencies, occupying the smallest circle in
Graph 2. e teachers and professionals compete for the outside of the circle. Professionals, for their part, show interest in
competencies linked to the dynamism of the professional environment such as adaptation to change (88%) and innovation
and creativity (79%), while teachers chiey notice shortcomings in autonomy (81%). and problem solving (81%). e students
agree with the professionals on innovation (61%) and adaptation to change (64%) as the main competencies to work on.
Unlike their teachers, students perceive themselves as autonomous (33%) and very capable of the critical thinking necessary
for information management (26%). Ethics is not a problem area for teachers, it has the lowest score in their assessment (53%),
although it is a higher score than that given by students (43%) and professionals (38%). Professionals place the recognition
of diversity as the area that requires the least attention (32%) in line with the degree of importance they grant it. ey do not
consider it necessary, nor do they believe that it needs to be improved.
Once the classication of competencies, their importance and the need to improve them, have been established, the
participants were asked when they should be implemented, and who has that responsibility.
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Table 5. Classication of when transversal competencies should be implemented according to teachers and students
Before universityDuring University
Both
(before &
during)
In the companyIn all
StudentsFacultyStudentsFacultyStudentsTeachersStudentsTeachersStudentsTeachers
Communication
54%66%20%19%20%
3 %3 %
0%
2 %
13%
Adaptation to
change
54%53%35%22%19%0%7%13%0%13%
Ethical and
professional
responsibility
27%25%34%44%8%
3 %
33%9%0%9%
Collaborative
work
62%47%25%22%24%9%8%
3 %
0%9%
Recognition of
diversity
60%38%25%25%28%6%7%9%0%22%
Autonomy and
self-management
53%28%34%34%20%9%
5 %
6%0%13%
Information
management and
critical thinking
23 %
19%49%44%12%9%11%9%0%9%
Continuous
learning
22%25%48%28%19%9%
5 %
9%0%19%
Proactivity
57%38%27%16%22%6%7%19%0%16%
Troubleshooting
60%41%24%13%25%
3 %
8%22%0%19%
Innovation and
creativity
35%25%30%19%12%
3 %
20%31%0%13%
Total
27.34%36.64%31.95%25.85%18.91%5.68%10.31%11.93%0.1513.92
Source: created by the authors
e students believe that the competencies should be introduced during the training period, mainly at university, but they also
consider the pre-university period relevant both as a sole option (27.34%) or as a joint option with the university (18.9%). If we
add the three options of the training period (solely in the pre-university period, only at university, and both) we obtain around
83%, therefore this and not the workplace is, as they perceive it, the moment for these to be learnt.
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By competencies, students assign a fundamental role in pre-university education to teamwork (63%), recognition of diversity
(60%) and problem solving (60%). e students consider that the university is key in information management and critical
thinking (49%) as well as continuous learning (48%). is means that they assign less relevance to the company and only
recognize it in ethical responsibility (33%) and in innovation and creativity (20%).
In general, students and teachers consider that learning should be done before or during university. e teaching sta
considers that communication and adaptation to change must be learned before university, and the university is assigned
learning in information management and ethical responsibility (Table 6).
Table 6. Classication of transversal competencies to be acquired at university
very
important
Important
Moderately
important
IrrelevantDK/NR
Communication50.00%47.06%2.94%0.00%0.00%
Adaptation to change
73.53%26.47%0.00%0.00%0.00%
Professional ethics
52.94%44.12%2.94%0.00%0.00%
Collaborative work
44.12%52.94%2.94%0.00%0.00%
Recognition of diversity
14.71%58.82%23.53%2.94%0.00%
Autonomy and self-management
35.29%55.88%8.82%0.00%0.00%
Critical thinking
32.35%47.06%20.59%0.00%0.00%
Continuous learning
50.00%41.18%8.82%0.00%0.00%
Proactivity44.12%44.12%8.82%0.00%2.94%
Problem solving
38.24%50.00%11.76%0.00%0.00%
Innovation and creativity
52.94%35.29%8.82%0.00%2.94%
Source: created by the authors
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Graph 3. Classication of transversal competencies to be acquired at university according to professionals
Source: created by the authors
Professionals wish their new workers to come with all the competencies acquired, but they attach special importance to
adaptation to change, which they consider very important, 73.53%, and important, 26.47%, with no other possible assessment.
It follows that they are encountering personnel resistant to Digital Transformation.
Responsibility for training in transversal competencies seems to fall in general terms to the pre-university and university stages.
is general perception is shared by the three groups participating in the research. e students display no clear position on
the role of companies, perhaps due to lack of knowledge about work realities.
e UPV/EHU includes a catalogue of transversal competencies that, although dierent from that proposed in our research,
coincides on some aspects. Its implementation in the teaching guide brings into question perceptions of the diculty of its
teaching and its evaluation (Table 7).
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Table 7. Classication of the diculty of teaching and evaluation of the
competencies
Teachers
Teaching diculty
Evaluation diculty
Autonomy and self-management
1238%722%
Innovation and creativity
2578%1959%
Teamwork
1650%928%
Recognition of diversity
722%825%
Communication
1547%825%
Continuous learning
928%516%
Problem solving
1753%1238%
Information management and
critical thinking
1547%619%
Ethical and professional responsibility
1341%1134%
Adaptation to change
1959%1341%
Proactivity
2063%1547%
Source: created by the authors
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Graph 4. Teachers’ perception of the diculties in teaching and evaluating transversal competencies
Source: created by the authors. e graph highlights the distance between teaching and
assessment
Assessment is the chief challenge that teachers believe they face when it comes to training in transversal competencies. As
regards their teaching, the most dicult to teach are problem solving (53%), adaptation to change (59%), proactivity (63%)
and, especially, innovation and creativity (78%). e latter is also considered the most dicult to measure (59%), followed by
proactivity (47%) and adaptation to change (41%). It is understood that what is dicult to teach is also dicult to evaluate.
However, the distance between both lines yields several striking interpretations. e distance between teaching and evaluation
of critical thinking (28 points), collaborative work (22 points) and communication (22) is notable. Teachers consider these
dicult to teach (47%, 50%, 47%) but not so hard to evaluate, therefore it follows that they are competencies that have not been
implemented in the pre-university phase, which entails extra work for teachers.
e professionals also assess the competencies of their proles and perceive the diculty of this task in the following way:
while teachers see diculties in evaluating innovation and creativity, proactivity, and adaptation to change, professionals do
not consider any particular competence to be dicult to evaluate. (Graph 5).
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Graph 5: Diculty of evaluating competencies according to teachers and professionals
Source: created by the authors
7. Conclusions
Digital transformation highlights the need to develop competencies that are transversal as regards technological and
instrumental development. Van Laar’s list of transversal skills constitutes a good starting point for the study of the perceptions
of the dierent agents involved in an activity. In our case regarding the Basque audio-visual eld (EiTB), along with the students
and teachers of the UPV/EHU public university.
is paper is of an exploratory nature and opens and suggests multiple elds of research. It shows that the three groups
involved consider the dened competencies to be important and that there are coincidences in the importance attributed to
them, although to dierent degrees: the teaching sta attribute the highest values to these competencies, while, of the three
groups the professionals grant them the lowest. is suggests that professionals may continue to attach very considerable
importance to technical skills, though they say the opposite. Further studies should consider this and look more deeply into
this apparent contradiction.
Where there are divergences is in the consideration of which competencies require greater attention, from the actors’ points of
view. e professionals propose innovation, communication and adaptation to change as requiring further development, while
teachers focus on autonomy, problem solving and communication. e students are similar to the teaching sta, though with
lower scores, that is, with less emphasis. e fact that communication is coincident should lead us to think that communication
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is a competence that summarises, synthesises, or at the very least is related to some of the other competences. us, it could be
concluded that communication requires (or at least inuences) teamwork. Furthermore, communication requires possession
of certain information –information management–, etc. is consideration needs to be analysed and developed in dierent
academic and professional elds (communication faculties, business organisation, sociology of work, etc.).
e teaching sta and students agree on underlining the importance of the competencies evaluated and consider that these
should basically be learned before university. It can be said that the company is seen as residual in terms of the implementation
of the dierent competencies and the company does not see itself as another possible agent in their teaching, since they
consider it either Very Important or Important that new employees join with all the competencies acquired. Only innovation
and professional ethics are perceived as relevant to this eld of action. is shows a bias, namely, considering the company as
a space in which to exercise what has been learned, and ignores the importance of continuous learning at work, which cannot
be improvised. In fact, in the University-Business-Society project which gave birth to this study, EiTB showed its concern for
the training of non-technical skills in the new scenario of digital transformation. is also leads one to ponder the need to
study what transversal competencies are worked on in pre-university education. It may be of great interest to analyse dual-
training students as a collective, since they bring both worlds together and may provide the keys to detect, train and evaluate
training in the competencies that both spheres require.
A latent issue in the study is the evaluation of the competencies. ey are dicult to teach, their evaluation even more so. is
is another eld ripe for study and whose interest lies in the fact that to the extent that one studies how to evaluate them, the
denition and interrelation between the dierent competencies can be elucidated. e practical aspect here is that it can be
used to establish diagnoses of the degree of knowledge and utilisation of the dierent competencies, to nd out which require
greater dedication and eort. is applies to both the university and work environments.
In addition to the suggested areas for future research, further studies should carry out comparative and updated research in
dierent Spanish public media. A comparison of attitudes about competencies in private and public media would allow the
establishment of whether there is any dierence in their consideration, application, and the design of training plans. It is worth
considering the hypothesis that some of the competencies –recognition of diversity and ethical considerations– could have
dierent values in the elds of private and public media.
Furthermore, a comparative study at international level would allow the observation of any dierences and similarities
in the importance granted to transversal competencies. is type of comparative studies will allow the improvement of
training in the audio-visual sector, as well as the implementation of continuous training policies within the framework of
Universities-Business-Society.
8. Acknowledgements
e authors wish to thank Brian O’Halloran for the English translation of this paper.
Funding sources: University-Business-Society project 2021 (US 21/19) and UPV/EHU ADI Emerging Research Group (GIU
22/01).
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9. Specic contributions of each author
Name and surname
Conception and design of the workJuan Carlos Miguel de Bustos, Itxaso del Castillo and Andoni Iturbe Tolosa
Methodology
Juan Carlos Miguel de Bustos and Itxaso del Castillo
Data collection and analysisJuan Carlos Miguel de Bustos, Itxaso del Castillo and Andoni Iturbe Tolosa
Discussion and conclusionsJuan Carlos Miguel de Bustos and Itxaso del Castillo
Drafting, formatting, version review and approvalJuan Carlos Miguel de Bustos, Itxaso del Castillo and Andoni Iturbe Tolosa
10. Conict of interest
e authors declare that there is no conict of interest contained in this article.
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12. Annexes
Table 1. e comparative framework is available at:
https://gshare.com/s/354f43ae3b96113d1ad5
Table 2. Proposal for a new categorisation of transversal competences in the Basque audio-visual sector is available at:
https://
gshare.com/s/bd813b5f3439b77aa0a0
Table 3. Classication of transversal competencies according to the perception of teachers, students and professionals.
Number of votes and percentages, available at:
https://gshare.com/s/245aa31b2c250d1d53e2
Table 4. Classication of perceived competencies according to the level of attention they need in the respondents’ environments
is available at:
https://gshare.com/s/7cc18586b1ec41dfc8
Table 6. Classication of transversal skills to be acquired at the University is available at:
https://gshare.com/s/
b0a1284c5ca04a945bbd
Table 8. Classication of teaching diculty and evaluation of competencies is available at:
https://gshare.
com/s/980f10f5bb2a5eefde
Graph 4: Diculty of evaluating competencies according to teachers and professionals is available at:
https://gshare.com/s/
dca1d872ad516a96dbf1
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