New Proles and Competencies in the Communication Realm. A
Literature Review
Nuevos perles, nuevas competencias en comunicación. Una revisión de la
literatura
doxa.comunicación |
nº 40, pp. 409-433
| 409
January-June of 2025
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Meza-Rivera, B.; Londoño-Muñoz, D. C. and Arango-Lopera, C. A. (2025). New Proles and Competencies in the Communication Realm. A
Literature Review.
Doxa Comunicación
, 40, pp. 409-433.
https://doi.org/10.31921/doxacom.n40a2728
Brenda Meza-Rivera.
Master’s degree in creative writing from EAFIT University, and a bachelor’s degree in
graphic advertising communication from the University of Medellín. She is a research professor on the Faculty of
Communication at the University of Medellín, as well as a member of the
Holográco Research Group
. Professor
Meza-Rivera is a researcher in the eld of social science with a focus on socio-cultural topics related to persuasion,
as well as professional proles and competencies in the areas of communication and design. Both her academic and
professional careers have been directed toward exploring the dynamics of visual communication and persuasive
strategies, connecting theoretical aspects with practical applications in research and creative development projects.
University of Medellín, Colombia
[email protected]
ORCID:
0000-0002-5017-5058
Diana Catalina Londoño-Muñoz.
Publicist and graduate from the
Universidad Ponticia Bolivariana
, with a
specialization in Marketing from the
Universidad de Medellín
, Colombia, and a master’s degree in communication
management from the
Universidad Católica de Murcia
, Spain. She has worked in advertising agencies and in the eld
of marketing as well, collaborating with various companies on projects that integrate research and strategy. Her belief
in the transforming power of a well-grounded proposal has enabled her to guide clients in building and strengthening
their brands through consultancy. Moreover, she is currently a full-time professor and coordinator of the Graphic
Advertising Communication Programme at the University of Medellín. Furthermore, as part of the
Holográco
Research
Group
, her investigative lines are focused on branding, marketing and persuasive communication, with a special focus
on advertising and design.
University of Medellín, Colombia
[email protected]
ORCID:
0000-0003-2035-2313
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
410 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Recibido: 01/07/2024 - Aceptado: 29/09/2024 - En edición: 05/12/2024 - Publicado: 01/01/2025
Resumen:
Este trabajo presenta un análisis de literatura sobre el perl laboral
del comunicador gráco publicitario, con nes a la conformación de
un perl de competencias para un programa formativo universitario
profesional. Para su elaboración se revisaron bases de datos cientí
-
cas (Web Of Science y Scopus) en búsqueda de estudios que arrojaran
evidencia empírica sobre qué son las competencias, cómo se miden y
cómo se perlan. La categorización de las competencias identicadas
en la literatura sigue la clasicación del Ministerio de Educación Na
-
cional de Colombia, que propone dividir las competencias de la edu
-
cación superior entre genéricas, transversales y especícas. Los resul
-
tados evidencian la movilidad del mercado laboral y la forma como
las universidades incrementan el interés en investigar sus perles de
competencias para estar acorde a dicha dinámica.
Palabras clave:
Competencias; comunicación; diseño gráco; publicidad; habilidades;
campo profesional.
Received: 01/07/2024 - Accepted: 29/09/2024 - Early access: 05/12/2024 - Published: 01/01/2025
Abstract:
is study presents a literature review of the professional background
of a graphic advertising communicator, the aim of which is to develop
a prole of competencies for a professional university training
programme. To carry out the review, the scientic databases Web
of Science and Scopus were reviewed to nd empirical evidence
regarding the competencies needed, how they are measured, and
how they are described. e categorisation of competencies identied
in the literature follows the classication of the Colombian National
Ministry of Education, which recommends dividing higher education
competence into three categories: generic, transversal, and specic.
e results show evidence of a changing labour market, in addition to
indicating that universities are showing increased interest in researching
their competency proles to keep up with this dynamic situation.
Keywords:
Competence; communication; graphic design; advertising; skills;
professional career.
Carlos Andrés Arango-Lopera.
Corporate Communicator, University of Medellín. He has a bachelor’s degree in
Humanities and a master’s degree and PhD in Philosophy from the
Universidad Ponticia Bolivariana
, Colombia.
He is currently pursuing a Multidisciplinary Post-Doctorate Degree in Design at the University of Palermo, Argentina.
Research professor on the Faculty of Communication at the University of Medellín, he also leads the
Holográco Research
Group
, which focuses on brand and persuasive communication, in addition to sociocultural developments. Working
areas: music, consumption and urban imaginaries. His doctoral thesis is entitled,
Música Líquida: Mediaciones de la
canción contemporánea en el mundo de la vida
[liquid music: the mediation of contemporary music in the lifeworld],
which received the distinction of summa cum laude and gave him a new perspective on music studies. As such, in
recent years Professor Arango-Lopera has become interested in the relationship between music and communication,
which he has addressed in numerous research articles, and in the book entitled,
Música.co:
Cómo crear valor desde la
comunicación para propuestas musicales
[mú
sica.co:
how to create communicative value for music proposals] (2021).
Along these lines, he is currently conducting studies on reggaeton music from the perspective of pop culture at the
Centro de Estudios del Perreo
(Study Centre of Perreo). As a musician, in addition to having performed in several local
bands, he also produces music for audio-visual works in connection with the project known as
Los Teguas
.
University of Medellín, Colombia
[email protected]
ORCID:
0000-0002-2120-3304
1. Introduction
In the contemporary context, and specically in the elds of higher education and the world of business, the concept of
professional competence has become increasingly relevant due to the far-reaching changes and developments in society and
the labour market. Vocational competence comprises a comprehensive set of knowledge, skills, attitudes, and abilities that
enable individuals to perform their jobs eectively. In contrast to the traditional approach to education, which focuses on the
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 411
acquisition of theoretical knowledge, the vocational competence paradigm is directed at developing practical and applicable
abilities that are crucial in specic, increasingly dynamic, and hybrid work environments.
e importance of professional competence in the knowledge society is revealed by the changing and accelerating nature
of the modern world (Matošková et al., 2022). Current society is characterised by a constant ow of information and fast
technological changes, which are factors that contribute to the rapid obsolescence of traditional knowledge (García et al.,
2022). In this context, vocational skills not only enable individuals to adapt and learn continuously, but also foster problem-
solving capabilities, innovation, and exibility (Ivanova et al., 2022). Moreover, in a globalised and inter-connected world,
such skills enable collaboration and eective communication between professionals from dierent cultures and backgrounds
(Dziobczenski et al., 2018; Dziobczenski & Galeotti, 2017).
Professional competence plays a key role in driving economic growth and sustainable development. Highly competent
professionals have a greater willingness to generate innovative solutions and improve productivity, which has a positive
impact on social progress and general well-being (López-García, 2022). Furthermore, such competencies help reduce the gap
between education and employment, as they focus on skills in demand in today’s labour market, which increases employment
opportunities and career success (du Toit-Brits & Blignaut, 2019; Rodriguez-de-Mier, 2022).
e emphasis on professional competencies in university education and the contemporary business world addresses the
urgent need to prepare individuals to face the varying challenges of the knowledge society. ese competencies provide the
groundwork for individuals to thrive in a dynamic work environment (Morales Castillo & Varela Ruiz, 2015), and they foster
adaptability (Keith & Collins, 2022), innovation (Perlado-Lamo-de-Espinosa et al., 2019), and collaboration (García-Guardia
& Nuñez-Gómez, 2009), thereby playing a crucial role in the economic and social advancement of today’s society (Clemente-
Mediavilla & Antolín-Prieto, 2019).
In this framework, the idea of competence in the eld of education and work performance has been the subject of multiple
approaches and interpretations from a variety of academic perspectives. Although there is no absolute consensus on its
denition, there is general agreement on its nature and purpose. According to Bunk (1994), competence refers to a set of
knowledge, skills, and aptitudes necessary to undertake a specic profession. ese professional skills are not only limited to
theoretical knowledge, but also include the ability to apply them eectively in practical situations related to workplace activity
(Ordóñez et al., 2021).
Competence-based training has been widely recognised as an eective educational and professional development strategy.
According to Cejas et al. (2019), competence-based training focuses on teaching and learning for the purpose of acquiring
skills, knowledge and abilities that improve performance and achieve the objectives of a specic organisation or institution.
is approach is aimed at practical and applicable results, which translate into greater eciency and eectiveness at work.
is trend is gaining ground, which is why the suggestion has been made to consider competencies as capabilities in order for
these terms to be more precise in their role as concepts that can lead to action (Gutiérrez-García & Sadi, 2020).
Various authors have highlighted the multi-faceted nature of competence. In this regard, it is noteworthy that competencies
are grouped into dierent domains: knowing how to do; knowing how to be; knowing how to act; and knowing how to live
412 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
together (Morales Castillo & Varela Ruiz, 2015). ese domains comprise technical knowledge and practical skills, as well as
attitudes and values that inuence responsible and eective performance in a variety of contexts and situations.
Casanova et al. (2018) proposed a broad and comprehensive denition of competencies, considering them capabilities and
skills that lie within individuals and are developed over time, according to the inuences and needs of the environment. is
view underscores the relevance of integrating theoretical and practical knowledge, as well as positive attitudes that enhance
the ecient implementation of related actions.
Just as denitions and concepts surrounding the idea of competence proliferate in the literature, the fact is that models and
classications more concerned with its application are also numerous. e Organisation for Economic Co-operation and
Development (OECD) has developed its own denition since the 1990s, classifying competence as the ability to use tools
interactively, act autonomously, and function in heterogeneous groups in order foster eectiveness and adaptability in
diverse situations (de Melo, 2021). In its 1996 Delors Report, UNESCO focused on learning to know, learning to do, learning
to live together, learning to be, and seeking a combination of skills, knowledge and attitudes needed to perform tasks in
dierent contexts (Diaz et al., 2021). Introduced in 1982, the Boyatzis Model highlights the technical, human, and conceptual
competencies needed to inuence job performance (Pacheco, 2021). In 1991, the Secretary’s Commission on Achieving
Necessary Skills, or SCANS, focused on basic performance competence with the aim of providing individuals with the skills
and abilities needed to succeed in the workplace (Olivares et al., 2019) (see table 1).
Table 1. Classication of benchmark competencies
OrganisationClassicationYear
General approach
OECD
Interactive use of tools; Taking action
autonomously; and working in
heterogeneous groups.
1999
Competence as abilities and a willingness
to take eective actions in a number of
situations.
UNESCO
Learning to know; Learning to do;
Learning to live together; Learning to be.
1996
Competence as a combination of skills,
knowledge and attitudes for carrying out
tasks in a variety of situations.
Boyatzis
Model
Technical competence; Human
competence; Conceptual competence.
1982
Skills and behaviours that inuence
people’s work performance.
SCANS
Core competencies; Performance skills.
1991
e set of abilities and skills necessary for
success in the workplace.
Source: prepared by the authors based on documentary research
For the National Education Ministry of Colombia (
MEN
), “Competence is an underlying characteristic of a person, directly
related to his or her successful performance in a job position” (Ministry of National Education, 2014). Based on this premise,
MEN
established a categorisation according to which ve groups of competencies are interlinked between primary and
secondary education, higher education, and the world of work:
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 413
ese refer to basic competencies that are necessary for a person to develop in society and in any eld of work. ey include
skills related to communication, mathematics, natural sciences, social sciences, citizenship, and the use of ICT. ese include
generic, or transversal competencies, which are needed in a wide range of professions and occupations, as they provide tools
for eective performance in a variety of situations. ese competencies are further subdivided into the following categories:
a) abstract thinking (critical reasoning, personal understanding, creative thinking, analytical thinking, and problem solving);
b) the practical knowledge and competencies necessary for developing other skills that are more abstract, such as knowledge
of the environment, communication, teamwork, quantitative literacy, information management, English, and ICT; and
c) competencies that enable a person to develop other skills such as knowing how to learn and contextualise. Transversal
or cross-functional competencies are present in nearly all professions and occupations, which enable learners to deal
with diverse situations throughout their lives. Specic competencies are necessary for conducting a particular task in an
occupation or profession, and they are classied into ve levels according to their complexity and specicity. Finally, job-
related competencies linked to the world of to perform specic functions in a work situation (see Graph 1).
Graph 1. Competency model of the National Ministry of Education
Source: Unigarro Gutiérrez, 2017
414 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
It is important to specify that according to
MEN
, generic, transversal/cross-functional and specic/professional competencies
are the domain of higher education and, consequently, the focus of this article. In the case of communication, one relevant
source is the work conducted by the
Asociación Colombiana de Facultades de Comunicación
[Colombian association of
communication faculties] (
AFACOM
). According to this association, social communicators and journalists must develop
several fundamental skills in order to carry out their profession eectively. ese competencies are divided into four main
categories: cognitive, communicative, socio-aective, and value-related. Furthermore, it denes competencies as the process
“of creating, developing, and implementing knowledge, know-how, skills and abilities oriented toward solving problems
through communication by means of analysing, reading, and interpreting contexts using specic languages for professional
practice with social responsibility” (2004, p. 79).
e issue of competencies has generated a great deal of reection and research, both in academia and industry. In
communication, previous studies include those of Fuller et al. (2021) and Daoust-Boisvert (2022). In the academic eld,
research that stands out includes that of Casado et al. (2016), Barrio et al. (2016) and Moreno et al. (2017).
In the area of design, prominent work from academia can be found in Sumantri et al. (2022) and Keith and Collins (2022), and
in the eld of industry, the research of Weinstein (2018) is notable. In advertising, the works of Ordóñez et al. (2021), Miguel
Zamora (2022), and Sánchez-Sánchez and Fernández Cavia (2018) should be mentioned from the academic perspective, while
in industry the works of Ivanova et al. (2022), Omar et al. (2012), and Kovács and Zarándné (2022) are noteworthy.
In literature related to competence in communication, design and advertising, a wide range of approaches and investigative
techniques stand out, which indicates an expanding eld. It bears mentioning that according to the present research,
competency models are not yet fully dened, neither in industry nor in academia (Gutiérrez-García & Sadi, 2020). However,
despite this situation Spain is one of the countries that has conducted the most research on competencies and has oered a
standardised classication (Casademont et al., 2017; Casado et al., 2016; Clemente-Mediavilla & Antolín-Prieto, 2019; Ordóñez
et al., 2021; Sánchez-Sánchez & Fernández Cavia, 2018).
e study at hand presents an analysis of the professional competencies related to graphic advertising communication
(Arango-Lopera & Viana, 2015), which are documented in the academic literature. As a hybrid prole, graphic-advertising
communication integrates three elds: communication, graphic design, and advertising. Communication is widely seen as
the episteme of exchanging meaning in the social sphere; advertising focuses on the persuasive realm, while the sum of both
concepts comprises the idea of persuasive communication; nally, graphic design enables persuasive communication to be
brought to visual design.
e main purpose of this paper is to show how the literature review oers a panorama of knowledge construction in this
evolving eld, while considering the competencies needed for professional training. Although the focus is limited to this
specic area, the methodology employed makes a signicant contribution to studies on competencies in the eld of education,
due to the authors having conducted a bibliographical review that has enabled them to obtain a broad and comprehensive
prole. As a result, we oer an overall view of the skills and aptitudes that future professionals in this eld must develop
to successfully face the challenges of the workplace and help advance the discipline. e present study also highlights the
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 415
relevance of a literature review as a valuable methodological tool for exploring and delimiting the competencies needed to
engage in academic training and successful insertion into the labour market.
2. Materials and methods
With the aim of identifying the professional competencies required to shape a solid professional prole, a literature review was
conducted as the main approach. is method enabled the identication and description of key competencies. e search
criteria was rened as the review progressed, ensuring an accurate and precise selection of relevant studies. Initially, three
foundational categories were dened: social communication, advertising, and graphic design. Preliminary searches provided
a large number of documents that required thorough screening (Arango, 2018; Morales, 2003). After completing this phase, in
light of the recent publication of the manual entitled, “
ChatGPT as a Support Tool for Systematic Scoping Reviews: Integrating
Articial Intelligence with the SALSA Framework
” (Lopezosa et al., 2023), the ChatGPT tool was used to reconsider and
optimize the search equations (see Table 2). is procedure yielded additional documents, many of which had already been
assessed during the initial phase. Moreover, a complementary search for the
communication
category was conducted using
the term “communicative competence,” which acknowledged that communication is considered both a professional eld and
an essential skill for all professions (Rizo García, 2019). e aim of this double search was to comprehensively address both
meanings. e documents analysed cover the period from 2011 to 2023, in both English and Spanish, and were published in
the Scopus database.
2.1. Search equation
Table 2. Search ltering process
Category
Advertising
Graphic Design
Social
Communication
Communicative
Competence
Criteria
Search Equation
Category
ADVERTISEMENT
GRAPHIC DESIGN
Search Equation
COMMUNICATION
Search Equation
COMMUNICATION
COMPETENCE
Search Equation
Initial Search
8922245241185495
Open access
27643281601889
Delimitation by area
1391522489817
Article1241202186700
Keyword-based exclusion
2613313261
416 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Analysed1913712
ChatGPT: kw+scoping
review
scoping review +
advertisement
scoping review +
graphic design
communication AND
skills+scoping AND
review
communication AND
competence+scoping
AND review
11171016
Final corpus
211423
Selection percentage
2.13%0.62%
0.03%
0.22%
Source: prepared by the authors
Table 2 provides a detailed overview of the search and selection process for articles in four categories: Advertising, Graphic
Design, Social Communication, and Communication Competence. Each category includes the specic search criteria used,
as well as the search equations applied. e initial results show the number of articles obtained in each category, followed by
the number of open-access articles available. Next, the process of delimitation by area is described, along with the number
of articles that were nally considered for analysis. To the extent that keyword-based exclusions were applied, and a more
detailed analysis was conducted, a progressive reduction in the number of articles was observed at each stage. Finally, the
number of articles comprising the nal corpus in each category is presented, providing a clear overview of the selection and
ltering process of the studies included in the following analysis.
3. Analysis procedure
e selected documents were organised into an Excel matrix in order to enable their handling and subsequent analysis. A
codebook was developed to ensure accurate coding of key concepts, thereby allowing for a quick compilation of ideas, and
manual coding was also carried out using the title level tool.
Each document underwent a two-stage reading (pre-review and in-depth analysis), and they were documented on an analysis
sheet that included various elds of interest, such as denitions, type of research, research techniques, populations, and
samples, as well as the sector of application (industry or academia).
Later, the skills and competencies identied through the research were extracted. To ensure a coherent and relevant
classication, the proposal by the National Ministry of Education (
MEN
) was used, as it was considered the most suitable for
the purpose of this research (National Ministry of Education, 2014; Unigarro Gutiérrez, 2017).
As some studies presented specic skills rather than actual competencies, a nding that was also identied by Fuller et al.
(2021), these skills were compiled into lists and grouped under their corresponding competencies. e process of renement
underwent three rounds of review by the research group, and was additionally validated by the Programme Curriculum
Committee, which acted as an expert panel to ensure the quality and validity of the process.
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 417
is methodology enabled a systematic analysis of the competencies identied in the literature review. e results obtained
oer a comprehensive and well-founded overview of the skills required in the eld under study, which provides a solid basis
for future research and curriculum development. e involvement of the Curriculum Committee as an expert panel ensured
the soundness and reliability of the ndings, adding an additional level of credibility to the present scientic study.
4. Results and discussion
e presentation of the results is divided into two parts. First, some relevant bibliometric indicators are described, providing a
general overview of the sources for the identied competencies. In the second part, these competencies are presented. At the
end of this section, some of the results are discussed in light of the study’s main objective.
Overview of the publications analysed
For the consolidation and analysis of the documents, the two initial entries in the category of communication were merged
(communication and communicative competence), making this category the one with the highest number of documents (see
Graph 2).
Graph 2. Documents analysed per category
Source: prepared by the authors
Regarding the years of publication, a steady growth in the number of articles was observed from 2011 to 2016, followed by a
decrease in the period from 2018 to 2020. However, the years 2017 and 2022 stand out with a signicantly higher number of
publications, doubling the average of the previous years in both cases (see Graph 3).
418 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Graph 3. Years when the articles were published
Source: prepared by the authors
e remarkable increase in publications in 2022 is a curious phenomenon. With sixteen articles published that year, the volume
of publications nearly quadrupled the overall average of the sample (4.47 articles per year). Although none of the articles from
that period explicitly addressed the pandemic, it is plausible to assume that the analysed corpus reects a trend similar to what
was observed in other elds of knowledge during those years: a general increase in the volume of publications, possibly due
to an increase in the time available for tasks requiring concentration and low levels of interruption (Chapman et al., 2023).
4.2. Sectors
As the interpretation of the concept of competence varies according to whether it is approached from a business or academic
perspective, it is essential to consider the sectors where the studies addressed in this review were conducted. e articles
are mostly divided between academia and industry, with only a small percentage of studies having examined both sectors
simultaneously (see Table 3). From the academic perspective, there is a pervasive trend in which researchers focus on the
captive audience of students (Molares Cardoso, 2022)
1
and professors(Carballo et al., 2021). is approach enables access
to data and provides a controlled environment for observing competencies in an educational setting. On the other hand,
industry-focused research tends to put the focus on employers (Matošková et al., 2022; Rodríguez-de-Mier, 2022), in addition
to employees (Lalueza Bosch & Creus, 2014; Weinstein, 2018), usually through interviews and surveys, but also via job oers
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 419
examined by using content analysis (Kovács & Zarándné, 2022; Omar et al., 2012; Powers, 2021). ese studies directly address
the needs and expectations of the labour market, providing a clear picture of the competencies demanded by industry.
e studies analysed are based on the premise that there is a signicant gap between the training provided to future
professionals by universities and the real demands of the constantly evolving labour market (Clemente-Mediavilla & Antolín-
Prieto, 2019; Farfán Montero, 2016; Ferrer-Mavárez et al., 2021; Macdonald, 2014; Monge-Benito & Etxebarria-Gangoiti, 2017;
Ordóñez et al., 2021). is discrepancy highlights the need for greater alignment between the competencies developed in
educational settings and the skills demanded in the professional sphere, as the former must ensure improved training so that
graduates are capable of facing the challenges of today’s labour market.
Table 3. Sectors to which the research was applied
SectorFrequency
Industry35
Education19
Education/Industry4
Total58
Source: prepared by the authors
Some authors have even pointed out that although the professional community is adapting to the new demands of today’s
context, academic institutions show a certain resistance to change, which negatively impacts the alignment between
university education and job demands in the commercial communication sector (Sánchez-Sánchez & Fernández Cavia, 2018).
is imbalance presents a challenge both for graduates who might face diculties when entering the job market, and for the
workplace, which requires competent and up-to-date professionals.
Constant technological progress and the transformation of work processes have raised concerns about the gap between
universities and the professional environment (Álvarez-Flores et al., 2018; Torres & Vivas, 2009). It has been pointed out
repeatedly that this gap could lead to a mismatch between the academic content taught in classrooms and the professional
reality that students will face upon graduation. As a result, university education might not be adequately fullling the current
needs of industry, which highlights the importance of continuously updating the curricula in order to maintain the relevance
and pertinence of higher education in a rapidly changing digital environment.
420 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
4.3. Competencies
As mentioned above, the classication of competencies is an intricate task. Frequent confusion between abilities and
competencies makes it dicult to develop a clear taxonomy.
Additionally, the job proles demanded by the market are subject to the dynamics of the labour market and the prot demands
of company managers, which makes the merging of roles a common practice (Álvarez-Flores et al., 2018; Rodríguez-de-Mier,
2022).
In addition to the classications of competencies presented in the introduction, which include those of organizations such as
the OECD, UNESCO, and models such as SCAN and Boyatzis, the review has identied the following additional classications
(see Table 4):
Table 4. Classications of competencies found in the literature review
Proposed classication
Reference
Aneca (Spain): professional, cross-functional, specic and academic(Sánchez-Sánchez & Fernández Cavia, 2018)
Conceptual, procedural and attitudinal; transversal, general, and
specic
(Casado et al., 2016)
Casado, M. C. G., Barrio, M. G., & García, S. Á.
(2016)
Specialised cognition, personal and social competencies, and meta-
competencies
(Cruz-González et al., 2020; López-García, 2022)
Instrumental, systemic, interpersonal.(Rodríguez-de-Mier, 2022)
1) Conceptual design skills; 2) Project management skills; 3) Software
skills; 4) Technical design skills
(Dziobczenski & Galeotti, 2017)
Traditional and digital(Dziobczenski et al., 2018)
Source: prepared by the authors
For the study at hand, we will use the classication system provided by the National Ministry of Education (
MEN
), which
regulates this topic in Colombia (Estrada et al., 2015; Unigarro Gutiérrez, 2017). To do so, we will focus on generic competencies
common to all professionals, transversal/cross-functional, and specic competencies inherent to each professional prole.
Firstly, the competencies identied in each study were extracted from all the articles. is process required an additional eort,
due to the fact that competencies and abilities are not always clearly dierentiated in the literature, as previously mentioned.
A total of 227 abilities and competencies were identied, which were later regrouped as shown below.
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 421
Graph 4. Overall distribution of competencies by category
Source: prepared by the authors
What is surprising is that
generic
competencies hold such a prominent place within the
communication
category. is highlights
the diculty of limiting this professional eld to a specic set of basic competencies. is situation seems to reinforce the
assumption that these professionals are required to “do it all”, and they are expected to master a wide range of skills as well.
Moreover, this perception is exacerbated even further by the low level of specic competencies identied in this area. By
contrast, in the
advertising
category, numerous specic skills have been observed, indicating that this eld is more precisely
dened and specialised.
4.4. Generic
As these competencies are common to all professionals, once again we nd a broad list of skills such as “correctly using data and
statistics” (Sánchez-Sánchez & Fernández Cavia, 2018, p. 237), “knowledge of the context” (Busuttil, 2022, p. 591), “obtaining
and selecting information” (Benites, 2022, p. 6), and “creativity” (Carballo et al., 2021). To achieve a more comprehensive view,
the reclassication proposed by Unigarro (2017) was used, which distinguishes between abstract thinking skills, practical
knowledge and competencies for the development of abstract skills, and dynamic competencies that enable the development
of other skills (see Table 5).
422 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 5. Generic competencies in the three categories of analysis
ReclassicationCompetenciesAdvertisingCommunication
Graphic
Design
Abstract thinking
Critical thinking
220
Personal understanding
000
Creative thinking
431
Analytical thinking
110
Problem-solving170
Practical knowledge and
competencies for the
development of abstract
skills
Knowledge of the context
251
Communication431
Teamwork542
Quantitative literacy
232
Information management
030
Second language ability
230
ICT231
Dynamic competencies for
the development of other
skills
Knowing how to learn
322
Contextualizing000
Total283910
Source: prepared by the authors
In being distributed across the categories, the overview of these generic competencies is shown in Graph 5.
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 423
Graph 5. Distribution of generic competencies across categories
Source: prepared by the authors
4.5. Transversal competencies
It is important to highlight that regardless of their specic areas of application, these competencies make up the common
core of foundational knowledge shared by professionals within the same eld. Just as in engineering, where there is a set of
shared knowledge that is common to all proles, whether civil, environmental, administrative, or computer science-related,
transversal competencies in the eld of communication must also show the features that unify all communication proles,
including audio-visual, corporate, graphic, digital, and others.
e initial list provided sixty-eight skills considered transversal competencies. Once aggregated, they displayed certain
characteristics (see Table 6). It bears mentioning that according to what was found in the literature, these competencies should
be common to all individuals undertaking education in communication studies, regardless of their specic proles.
424 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 6. Overview of skills in transversal competencies
Emerging (Reformulated)
Competencies
Initial skills
Digital community
management (social media)
Social Media Prole Development; Searching for and managing information in the digital
environment; Creating videos for YouTube (streaming platforms); Web analytics; Knowledge and
use of social media; Social networks; Content production and distribution; Persuasion; Managing
multiple languages to address digital challenges; Creating content for diverse media and maintaining
narrative continuity through them; and Media management.
ICT environment
Web content creation, website management, creating corporate blogs; WordPress; Knowing and
applying specic software and new digital technologies to the sector.
Image management and
production (still and moving
images)
Photography; Video editing; Graphic element management; Searching, selecting, and systematizing
any type of audiovisual document in a database; Editing sound and visual materials according
to a given concept using necessary narrative techniques and technologies; Visual language and
aesthetics.
Strategic communication
management
Organizing and managing technical resources (production); Multichannel vision; Strategy; Strategic
planning; Supporting intangible management; Strategic thinking; Communicating information
eectively; Knowledge of management systems; Designing communication plans; Management
of project management tools; Budgeting; Management knowledge applied to communication;
Project management; Management of (production) teams; Understanding the political aspects of
communication; Planning and managing information; Dissemination of (research) results.
Market orientation (the
public, audiences, otherness)
Understanding and critically interpreting a complex communication environment (handling
the communication setting); Understanding client needs; Client orientation; Negotiating skills;
Relationship-building with stakeholders; Identifying client needs; Customer service; Client relations;
Market trends.
Professional communication
and expression
Communication skills (good oral or written expression in one’s own language); Mastery of non-verbal
communication; Understanding non-verbal communication; Ability to communicate in simple
terms; Conceptualising communication ideas; Mastery of the communication process; Aesthetic
sense; Persuasive techniques; Mastery of communication tools and tactics; Oral communication;
Interdisciplinary knowledge applied to the creation of communication messages; Presentation
skills; Rhetorical practice; Designing, developing, and supervising graphic elements, images, or texts
creatively.
Source: prepared by the authors
At this point, a key nding is presented in the following paragraph, which could be relevant to competency proles in the eld
of communication. Although the professional proles and emphasis on communication vary from country to country, these six
competencies could be considered fundamental in exercising the communication profession: in short, they encompasses the
management of communities, which is linked to the rise of social networks and the development of clusters and congurations
that are somewhat random, yet follow a common thread of shared interests (Han, 2014).
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 425
4.6. Specic
Table 7. Regrouping skills into specic competencies
Graphic design
(36 skills)
Advertising
(11 skills)
Communication
(11 skills)
Skills
Competencies related to
Creativity, Graphic design, and
Conceptualization:
Generating design
ideas, Graphic Conceptualization
Graphic Design Competence:
Illustration, Layout, Typography,
Photo Editing, Print Production, Pace,
ematic strength, Graphic focus,
Graphic Style, Graphic Space, Depth,
Colour Matching
Digital design skills:
Interactive
design, Service design, Data-driven
design, Data visualisation, Animation
and special eects techniques
Software competence and tools
Software skills:
2D software (Adobe
Suite, Corel Draw, etc.), 3D software
(3D Studio, Maya, etc.), Coding skills
(Java, PhP, HTML, CSS, etc.), 3D
Modelling, Motion graphics, Web
Development, Photoshop, Illustrator,
InDesign,
Web design
Web layout, Web design,
Presentation and Visual
Communication Skills
Dreamweaver, Keynote, Prezi
Communicative competence
(persuasive):
Writing advertising
copy,
Advertising products and services
Marketing Competence
Branding,
Sales (customer service):
Strategic competence
Brieng skills
Planning
Art Direction
Audiovisual directing,
production and post-production,
Audiovisual production and
post-production:
Adjusting quantities and qualities
of sound, light and colour during
the creation process (sound
design).
Ability to recreate the sound
environment of an audiovisual or
multimedia project according to
the intention of the text and the
narration.
Create and direct the
comprehensive staging of
audiovisual productions
Journalistic and content writing.
Journalistic writing:
Fluently write texts, outlines, and
scripts.
Event Planning and Management
Knowledge of media outlets
Audiovisual knowledge,
Journalistic air,
Knowledge of the editorial line,
Analyse structures, content and
styles of television and radio
programming
Source: prepared by the authors
A peculiar feature of this competency landscape is that in the case of graphic advertising communication, the specic skills
emerge from three distinct elds –advertising, communication, and graphic design– each of which is a professional domain
with its own specialised knowledge. Each of these elds provides its own set of specic competencies. When integrated, they
encompass skills that are more closely related to audiovisual communication than to general communication (see Table 7).
Nevertheless, some clear aspects stand out: rstly, there is a strong presence of software tools, which leads to the discussion of
“proprietary” competencies. ese skills can only be used with the exclusive involvement of patents and intellectual property,
with a notable example being Adobe (Keith & Collins, 2022).
426 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
As for advertising, the development of communication campaigns is crucial, and especially their integration with marketing.
Persuasive communication inherently involves the exchange of messages with the aim of inuencing audience behaviour,
including buying habits. With regard to communication, what stands out is that audiovisual content production is now a skill
that is expected of all communication graduates, regardless of whether they are specically trained in this area.
4.7. Final reection
ere is one constant complaint regarding generic competencies: although considered basic, they are usually not fullled upon
entering university. is presents a unique challenge for the eld of communication since competencies such as creativity and
communication are inherently part of this body of knowledge. Consequently, in Colombia it is crucial to focus on the learning
outcomes that students demonstrate at the end of their training, which suggests that dening specic performance levels for
each competency is relevant.
Regarding transversal competencies, what stands out is the specic absence of creativity in the set of transversal skills used
for professional training in communication, advertising, and design. is exclusion can be interpreted from several points of
view. On the one hand, it could be argued that creativity is a fundamental skill that should be inherent to individuals dedicated
to these disciplines, thereby making it a minimum requirement in their professional education. On the other hand, creativity
might be considered just one part of a broader set of generic competencies, and its development could be viewed as essential
in the comprehensive training of any professional.
By contrast, research seems to have found its niche within the strategic aspect of education in communication, advertising,
and design. ese disciplines tend to view research as a means to achieve specic objectives rather than an end in itself. In this
sense, research is approached for specic purposes and is closely linked to strategic communication planning.
is perspective is in line with the applied and practical nature of these elds, where research is used to substantiate and
reinforce strategies and decisions that have a direct impact on the target audience, public, or market.
Regarding specic competencies, it is advisable to evaluate each educational programme independently. In terms of training,
what makes a programme specic is closely related to what sets it apart in the market through its graduates. However, this
specic dierentiation also requires a clear denition of how specic competencies are applied, developed, and articulated.
5. Conclusions
e classication of skills into competencies is a complex, analytical challenge that requires a thoughtful and detailed
approach. While these terms may seem interchangeable, it is crucial to dierentiate between the act of grouping related skills
into broad competence categories and the precise denition of the competencies within those classications. e initial
grouping involves organizing related skills into broader categories that can be addressed collectively during the education of
professionals. By contrast, dening competencies requires a detailed and specic description of the abilities, knowledge, and
attitudes that professionals must have in order to perform a particular role eectively.
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 427
ere is a clear interconnection between the components of the communication process and the competencies required of
professionals in this eld. For instance, the consideration of audiences, the public, and markets is a fundamental aspect in
the design of marketing strategies. In this context, communication implies the ability to understand and meet the needs and
preferences of the target audience. However, some critical competencies, such as inter-cultural awareness, may not be clearly
identied within this classication. Despite their importance in communication, these competencies might be found in other
learning contexts as well. For example, in the case of intercultural awareness, this is closely related to understanding and
respecting cultural dierences, which is essential for eective communication in a world that is increasingly globalized and
diverse.
e evolution of competencies in the eld of professional communication raises key questions regarding the point at which
certain specic skills might become required, transversal competencies. A clear example of this is search engine optimization,
or SEO. As this skill becomes increasingly common and essential in communication practice, it is necessary to assess when it
will make the transition from being a specic competency to a fundamental requirement in the training of professionals in this
eld. Such a shift would reect the standardization of certain abilities, setting a point at which previous specializations would
become basic and indispensable competencies, or an essential measure of competent professional performance.
e research indicates that specic competencies manifest themselves more prominently in the eld of audiovisual
communication. However, a limitation in the scope of such studies is also evident, as communicative competence could not
be addressed in contexts that are not strictly related to the social sciences. In this regard, one signicant challenge is to conduct
a broader and more comprehensive review involving the exploration of more than 25,000 articles in order to identify those
that address communicative competence in professional settings. While communication is undeniably a fundamental skill for
everyone, both in work and in social contexts, the lingering challenge is to specify the exact expectations of professionals in
particular areas of communication. ere is a lack of clarity in research descriptions regarding what is expected of professionals
in terms of communicative competence, which makes it dicult to establish a dierentiated standard for these professionals
compared to other individuals who also need to communicate in their daily lives.
At the end of the day, the transition from specic skills to transversal competencies in the eld of communication reects the
evolution of professional demands and the standardisation of skills that were previously considered specialized. is dynamic
poses challenges in dening and delimiting distinct competencies for communication professionals, especially when faced
with the complexity of covering all contexts where communicative competence is needed. In this process, communication as
an essential skill, together with specic competencies, become intertwined in a constant redenition of what is expected of
professionals in this constantly evolving eld.
e prominence of the digital realm in this entire shift is evident, as the issue is not merely about using new tools. In essence,
the issue is about a language, a unique way of understanding the world, and a new dynamic that makes relationships more
transversal, in addition to making such relations more horizontal. During the research period, no specic references were found
regarding the role of articial intelligence in transforming professional elds, nor its impact on the training of communication
professionals. It bears mentioning that many of the skills mentioned in the studies had already included developments in
articial intelligence, the most well-known being AI applied to social media. However, as the chat version of GPT (Generative
428 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Pre-trained Transformer), which was available for user interaction, was not launched until late 2022, no studies addressing
this topic were identied in the time-frame of the present analysis.
Regarding the working methodology, it is essential to highlight that a systematic literature review played a key role in developing
professional competency proles in a precise and robust manner. is methodology provides a rigorous and reliable platform
for identifying and analysing trends, advances, and current knowledge in a specic eld. By applying this approach, it is
possible to examine and evaluate multiple sources of information, such as empirical studies, theories, approaches, and existing
practices with the aim of gaining a comprehensive and up-to-date understanding of the essential competencies required in
a specic profession. e systematic review carried out in the present study has enabled a distinction to be made between
generic and specic skills, as well as the identication of emerging skills, or those in the process of becoming standardized.
Finally, this methodology has helped the authors validate the relevance of competencies in relation to the changing demands
of the labour market, thereby ensuring coherence and suitability in the proles of professional competencies.
6. Acknowledgements
is article has been translated into English by Charles E. Arthur, to whom we are grateful for his meticulous work.
Funding sources: is entire project was made possible thanks to nancing provided by the Vice Rectorate of Science and
Technology of the University of Medellín, under the auspices of the project known as “Professionals in Graphic Advertising
Communication of the University of Medellín and their Prole in Relation to the Current Competencies Required by the
Productive and Social Sectors in Medellín”, Administrative Act 1237.
7. Specic contributions of each author
Name and Surname
Conception and design of the work
Brenda Meza-Rivera, Carlos Andrés Arango-Lopera and
Diana Catalina Londoño-Muñoz
Methodology
Carlos Andrés Arango-Lopera
Data collection and analysisBrenda Meza-Rivera and Diana Catalina Londoño-Muñoz
Discussion and conclusionsBrenda Meza-Rivera and Diana Catalina Londoño-Muñoz
Drafting, formatting, version review and approvalBrenda Meza-Rivera and Carlos Andrés Arango-Lopera
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 429
9. Bibliographic references
Afacom. (2004).
Marco de fundamentación y especicaciones de la prueba ECAES-ICFES
.
https://bit.ly/489zFHn
Álvarez-Flores, E., Núñez-Gómez, P., & Olivares-Santamaría, J. (2018). Perles profesionales y salidas laborales para graduados
en Publicidad y Relaciones Públicas: De la especialización a la hibridación.
Profesional de La Información, 27
(1), 136-148.
https://doi.org/10.3145/epi.2018.ene.13
Arango, C. (2018). Estados del arte: Pistas para investigar sobre la investigación. En M. A. Álvarez Moreno (Ed.),
Pensar la
comunicación. Tomo V
(pp. 45-81). Sello Editorial Universidad de Medellín.
Arango-Lopera, C. A., & Viana, L. R. (2015). Comunicación gráco publicitaria: Conceptualización y puesta en práctica de un
objeto de estudio. En
Pensar la comunicación. Tomo IV
(pp. 97-161).
Benites, L. E. H. (2022). Investigación formativa en planes curriculares de una universidad pública de Perú.
Human Review.
International Humanities Review/Revista Internacional de Humanidades, 13
(2), 1-18.
https://doi.org/10.37467/revhuman.
v11.4021
Bunk, G. (1994). La transformación de las competencias en la formación y perfeccionamiento profesionales de la RFA
(Asociación de Estudios sobre el Trabajo y la Organización de Empresas).
Revista Europea de Formación Profesional, 1
, 8-14.
https://bit.ly/3Ntn3kX
Busuttil, L. (2022). e symbiotic interaction between industry and academia in tertiary education: A case study on internships.
Informatics in Education - An International Journal, 21
(4), 589-603.
https://doi.org/10.15388/infedu.2022.24
Carballo, F. S., Martins, N. D., & San Román, J. R. M. (2021). La educación estética del director de arte en los grados universitarios
de Publicidad en España.
Icono14, 19
(2), 143-166.
https://doi.org/10.7195/ri14.v19i2.1664
Casademont, R., Schena, J., & Sánchez, C. (2017). Competencias más relevantes en los estudios de Comunicación Audiovisual.
Las percepciones de los profesionales.
Revista Latina de Comunicación Social, 72
, 1536-1553.
https://doi.org/10.4185/
RLCS-2017-1233
Casado, M. C. G., Barrio, M. G., & García, S. Á. (2016). Competencias informativas profesionales y datos abiertos: Retos para el
empoderamiento ciudadano y el cambio social.
Comunicar: Revista Cientíca Iberoamericana de Comunicación y Educación, 47
,
39-47.
https://doi.org/10.3916/C47-2016-04
Casanova, I., Canquiz, L., Paredes Chacín, I., & Inciarte González, A. (2018). Visión general del enfoque por competencias en
Latinoamérica.
Revista de Ciencias Sociales, 24
(4), 114-125.
https://repositorio.cuc.edu.co/handle/11323/5282
Cejas, M., Rueda, M., Cayo, L., & Villa, L. (2019). Formación por competencias: Reto de la educación superior.
Revista de Ciencias
Sociales, 25
(1), 94-101.
https://doi.org/10.31876/rcs.v25i1.27298
Chapman, E., Illanes, E., Reveiz, L., & Saenz, C. (2023). Mapeo de protocolos de investigación, publicaciones y colaboraciones
sobre la COVID-19 en América Latina y el Caribe.
Revista Panamericana de Salud Pública, 46
, e42.
https://doi.org/10.26633/
RPSP.2022.42
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
430 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Clemente-Mediavilla, J., & Antolín-Prieto, R. (2019). LinkedIn job oers aimed at advertising graduates in Spain.
Profesional de La
Información, 28
(6).
https://doi.org/10.3145/epi.2019.nov.13
Cruz-González, M. C., Penagos-Carreño, J., & Ruiz, J. D. (2020). Pensamientos, recuerdos y conversaciones: Un diálogo con Sergio
Roncallo-Dow, pensador, lósofo y colega.
Palabra Clave, 23
(Supl.), 1-17.
https://doi.org/10.5294/pacla.2020.23.s.6
Daoust-Boisvert, A. (2022). Science communication skills as an asset across disciplines: A 10-year case study of students’ motivation
patterns at Université Laval.
Public Understanding of Science, 31
(5), 648-659.
https://doi.org/10.1177/09636625211051970
de Melo, A. A. S. (2021). Desenvolvendo competências e habilidades para o trabalhador do futuro: Caminhos do Banco Mundial
e da OCDE.
Revista Lusófona de Educação, 51
(51).
https://orcid.org/0000-0002-6749-4725
de Miguel Zamora, M. (2022). La narración como herramienta didáctica de creación publicitaria.
Doxa Comunicación. Revista
Interdisciplinar de Estudios de Comunicación y Ciencias Sociales
, 201-220.
https://doi.org/10.31921/doxacom.n34a846
Diaz, G., Merchán, S., & Samper, O. (2021). La educación superior por competencias en la sociedad del conocimiento.
Merchán,
S, 98
, 257-270.
https://doi.org/10.5281/zenodo.5527518
du Toit-Brits, C., & Blignaut, H. (2019). Positioning self-directed continuing learning skills in twenty-rst century education.
Tydskrif Vir Geesteswetenskappe, 59
(4), 512-529.
https://doi.org/10.1016/B978-0-12-811909-9.00013-7
Dziobczenski, P. R. N., & Galeotti, A. A. R. (2017). Preparing design students for the market: An initial investigation on the required
knowledge and skills for graphic designers in Brazil.
e Design Journal, 20
(sup1), S1241-S1249.
https://doi.org/10.1080/146069
25.2017.1352653
Dziobczenski, P. R. N., Person, O., & Meriläinen, S. (2018). Designing career paths in graphic design: A document analysis of job
advertisements for graphic design positions in Finland.
e Design Journal, 21
(3), 349-370.
https://doi.org/10.1080/14606925.2
018.1444874
Estrada, J. D., García-Ael, C., & Martorell, J. L. (2015). Gender dierences in adolescents’ choice of heroes and admired adults in
ve countries.
Gender & Education, 27
(1), 69-87.
https://doi.org/10.1080/09540253.2014.992302
Farfán Montero, J. (2016). Publicidad y periodismo: habilidades del periodista en las agencias de publicidad, agencias de
comunicación y departamentos de comunicación.
Publicidad y Periodismo: Habilidades Del Periodista En Las Agencias de
Publicidad, Agencias de Comunicación y Departamentos de Comunicación,
113-123.
Ferrer-Mavárez M. d. l. Á., Aguirre-Villalobos E. R. y Méndez-Sánchez R. E. (2021). Ruta UX para comunicadores. Un modelo para
el desarrollo de productos digitales desde la mirada de la comunicación.
Estudios sobre el Mensaje Periodístico
,
27
(2), 497-517.
https://doi.org/10.5209/esmp.70420
Fuller, M., Kamans, E., van Vuuren, M., Wolfensberger, M., & de Jong, M. D. T. (2021). Conceptualizing empathy
competence: A professional communication perspective.
Journal of Business and Technical Communication, 35
(3), 333-368.
https://doi.org/10.1177/10506519211001125
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 431
García, N. M., García, A. M., & Cansado, M. Á. N. (2022). El festival Publicatessen: Herramienta para la integración de competencias
académicas y profesionales.
Human Review. International Humanities Review/Revista Internacional de Humanidades, 11
(6),
1-14.
https://doi.org/10.37467/revhuman.v11.3890
García-Guardia, M. L., & Nuñez-Gómez, P. (2009). Los bloggers y su inuencia en la imagen de marca.
Revista de Comunicación
y Tecnologías Emergentes, 7
(1), 242-252.
https://doi.org/10.7195/ri14.v7i1.343
Gutiérrez-García, E., & Sadi, G. (2020). Capacidades profesionales para el mañana de la comunicación estratégica: Contribuciones
desde España y Argentina.
Revista de Comunicación, 19
(1), 125-148.
https://doi.org/10.26441/rc19.1-2020-a8
Han, B.-C. (2014).
En el enjambre
. Herder.
https://doi.org/10.2307/j.ctvt9k4gh.6
Ivanova, R., Gaifullina, N., & Al Said, N. (2022). e role of social networks in the development of skills of professional
communication: An empirical study.
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17
(1),
1-15.
https://doi.org/10.4018/ijwltt.299860
Keith, S., & Collins, S. (2022). “Must know Photoshop”: Proprietary skills and media jobs in Australia.
Media International
Australia.
https://doi.org/10.1177/1329878x221099046
Kovács, I., & Zarándné, K. V. (2022). Digital marketing employability skills in job advertisements—must-have soft skills for entry-
level workers: A content analysis.
Economics & Sociology, 15
(1), 178-192.
https://doi.org/10.14254/2071-789x.2022/15-1/11
Lalueza Bosch, F., & Creus, A. S. (2014). Prácticas reales en entornos no presenciales: La agencia virtual de comunicación como
herramienta de aprendizaje profesionalizador.
Historia y Comunicación Social, 18.
https://doi.org/10.5209/rev_hics.2013.
v18.44319
López-García, X. (2022). Redenición de metacompetencias, competencias y habilidades de los periodistas digitales.
Anuario
inkEPI, 16.
https://doi.org/10.3145/thinkepi.2022.e16a03
Lopezosa, C., Codina, L., & Ferran-Ferrer, N. (2023).
ChatGPT como apoyo a las systematic scoping reviews: Integrando la
inteligencia articial con el framework
SALSA.
Macdonald, I. (2014). Cultural change in the creative industries: A case study of BBC graphic design from 1990-2011.
Visual
Communication, 13
(1), 31-49.
https://doi.org/10.1177/1470357213507510
Matošková, J., Bartók, O., & Tomancová, L. (2022). e relation between employee characteristics and knowledge sharing.
VINE
Journal of Information and Knowledge Management Systems, 52
(4), 486-507.
https://doi.org/10.1108/vjikms-05-2020-0092
Ministerio de Educación Nacional. (2014).
Evaluación de competencias para el ascenso o reubicación de nivel salarial en
el Escalafón de Profesionalización Docente de los docentes y directivos docentes regidos por el Decreto Ley 1278 de 2002
. MEN.
https://bit.ly/3Nub5HR
Molares Cardoso, J. (2022). Pensamiento creador: Programa de potenciación de la creatividad. Análisis y evaluación de resultados.
International Visual Culture Review/Revista Internacional de Cultura Visual.
https://doi.org/10.37467/revvisual.v9.3528
Monge-Benito, S., & Etxebarria-Gangoiti, J. A. (2017). Competences Basque Advertising Professionals Consider Most Important
to eir Work: A Comparison 2008–2016.
Communication & Society
,
30
(2), 97-109.
https://doi.org/10.15581/003.30.35785
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
432 |
nº 40, pp. 409-433
|
January-June of 2025
New Proles and Competencies in the Communication Realm. A Literature Review
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Morales Castillo, J. D., & Varela Ruiz, M. (2015). El debate en torno al concepto de competencias.
Investigación En Educación
Médica, 4
(13), 36-41.
https://doi.org/10.1016/s2007-5057(15)72167-8
Morales, O. (2003).
Fundamentos de la investigación documental y la monografía
. Universidad de Los Andes.
Moreno, Á., Tench, R., & Okay, A. (2017). Re-fuelling the talent tank. A qualitative study of key deciencies, future needs,
and life-long learning needs of communication management professionals in Europe.
Communication & Society, 30
(3).
https://doi.org/10.15581/003.30.35774
Olivares, S. L. O., Torres, E. A., Palet, J. E. A., Corolla, M. L. T., Cabrera, M. V. L., & Valdez-García, J. E. (2019). Valor percibido de una
experiencia de inmersión educativa para el desarrollo de competencias transversales: Semana i.
Educación Médica, 20
, 93-99.
https://doi.org/10.1016/j.edumed.2018.04.015
Omar, N. H., Manaf, A. A., Mohd, R. H., Kassim, A. C., & Abd Aziz, K. (2012). Graduates’ employability skills based on current job
demand through electronic advertisement.
Asian Social Science, 8
(9), 103.
https://doi.org/10.5539/ass.v8n9p103
Ordóñez, C. de los Á. P., Martín, J. L. T., Martínez, A. C., & Alarcón, E. V. (2021). La creatividad en la universidad española. Un
análisis crítico de los planes de estudio, la actividad docente y las necesidades del sector profesional en los grados de comunicación
audiovisual, publicidad y relaciones públicas.
Icono14, 19
(2), 36-65.
https://doi.org/10.5539/ass.v8n9p103
Pacheco, J. (2021). Gestión por competencias: propuesta de cara a la realidad organizacional en Perú.
Revista de Filosofía
(Venezuela), 98
, 310-326.
https://doi.org/10.5281/zenodo.5527593
Perlado-Lamo-de-Espinosa, M., Papí-Gálvez, N., & Bergaz-Portolés, M. (2019). From media planner to media expert: e digital
eect in advertising. [Del planicador de medios al experto en medios: El efecto digital en la publicidad].
Comunicar, 59
, 105-114.
https://doi.org/10.3916/C59-2019-10
Powers, E. (2021). Seeking “skilled, poised, uent” verbal communicators: Aesthetic labor and signaling in journalism job
advertisements.
Newspaper Research Journal, 42
(1), 12-28.
https://doi.org/10.1177/0739532921989884
Rizo García, M. (2019). La comunicación como relación e interacción. Un mapa general de acepciones teórico-conceptuales y
un apunte sobre sus posibilidades empíricas en los estudios sobre interculturalidad.
Revista Iberoamericana de Comunicación,
36
, 147-174.
Rodríguez-de-Mier, B. Á. (2022). Habilidades buscadas en los profesionales de la comunicación comercial.
Visual Review.
International Visual Culture Review/Revista Internacional de Cultura Visual, 10
(1), 1-11.
https://doi.org/10.37467/revvisual.
v9.3561
Sánchez-Sánchez, C., & Fernández Cavia, J. (2018). Percepción de profesionales y académicos sobre los conocimientos y
competencias necesarios en el publicitario actual.
Revista Latina de Comunicación Social
, (73), 228-263.
https://doi.org/10.4185/
RLCS-2018-1254
Sumantri, M. S., Gandana, G., Supriatna, A. R., Iasha, V., & Setiawan, B. (2022). Maker-Centered Project-Based Learning: e
Eort to Improve Skills of Graphic Design and Student’s Learning Liveliness.
Journal of Educational and Social Research, 12
(3),
192.
https://doi.org/10.36941/jesr-2022-0078
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 40, pp. 409-433
January-June of 2025
Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-Lopera
ISSN: 1696-019X / e-ISSN: 2386-3978
| 433
Torres, F. C., & Vivas, G. P. M. (2009). Nativos digitales: ¿ocultamiento de factores generadores de fracaso escolar?
Revista
Iberoamericana de Educación, 50
, 113-130.
https://doi.org/10.35362/rie500665
Unigarro Guitiérrez, M. A. (2017).
Un modelo educativo crítico con enfoque de competencias
. Ediciones UCC.
Weinstein, K. (2018).
From College to Careers: Tracking the First Two Years for Graphic Design Graduates
.
https://doi.org/10.18848/2325-1581/cgp/v12i01/1-22
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>