New Proles and Competencies in the Communication Realm. A Literature ReviewNuevos perles, nuevas competencias en comunicación. Una revisión de la literatura doxa.comunicación | nº 40, pp. 409-433 | 409 January-June of 2025ISSN: 1696-019X / e-ISSN: 2386-3978How to cite this article: Meza-Rivera, B.; Londoño-Muñoz, D. C. and Arango-Lopera, C. A. (2025). New Proles and Competencies in the Communication Realm. A Literature Review. Doxa Comunicación, 40, pp. 409-433.https://doi.org/10.31921/doxacom.n40a2728Brenda 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 Holográco 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 proles 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: 0000-0002-5017-5058Diana Catalina Londoño-Muñoz. Publicist and graduate from the Universidad Ponticia 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 Holográco 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

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410 | nº 40, pp. 409-433 | January-June of 2025New Proles and Competencies in the Communication Realm. A Literature ReviewISSN: 1696-019X / e-ISSN: 2386-3978doxa.comunicaciónRecibido: 01/07/2024 - Aceptado: 29/09/2024 - En edición: 05/12/2024 - Publicado: 01/01/2025Resumen:Este trabajo presenta un análisis de literatura sobre el perl laboral del comunicador gráco publicitario, con nes a la conformación de un perl 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 perlan. La categorización de las competencias identicadas en la literatura sigue la clasicación del Ministerio de Educación Na-cional de Colombia, que propone dividir las competencias de la edu-cación superior entre genéricas, transversales y especícas. Los resul-tados evidencian la movilidad del mercado laboral y la forma como las universidades incrementan el interés en investigar sus perles de competencias para estar acorde a dicha dinámica.Palabras clave: Competencias; comunicación; diseño gráco; publicidad; habilidades; campo profesional.Received: 01/07/2024 - Accepted: 29/09/2024 - Early access: 05/12/2024 - Published: 01/01/2025Abstract:is study presents a literature review of the professional background of a graphic advertising communicator, the aim of which is to develop a prole of competencies for a professional university training programme. To carry out the review, the scientic 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 identied in the literature follows the classication of the Colombian National Ministry of Education, which recommends dividing higher education competence into three categories: generic, transversal, and specic. e results show evidence of a changing labour market, in addition to indicating that universities are showing increased interest in researching their competency proles 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 Ponticia 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 Holográco 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 [música.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: 0000-0002-2120-33041. IntroductionIn the contemporary context, and specically 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 eectively. In contrast to the traditional approach to education, which focuses on the

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doxa.comunicación | nº 40, pp. 409-433 January-June of 2025Brenda Meza-Rivera, Diana Catalina Londoño-Muñoz and Carlos Andrés Arango-LoperaISSN: 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 specic, 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 eective communication between professionals from dierent 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 denition, 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 specic profession. ese professional skills are not only limited to theoretical knowledge, but also include the ability to apply them eectively in practical situations related to workplace activity (Ordóñez et al., 2021).Competence-based training has been widely recognised as an eective 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 specic organisation or institution. is approach is aimed at practical and applicable results, which translate into greater eciency and eectiveness 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 dierent 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 2025New Proles and Competencies in the Communication Realm. A Literature ReviewISSN: 1696-019X / e-ISSN: 2386-3978doxa.comunicacióntogether (Morales Castillo & Varela Ruiz, 2015). ese domains comprise technical knowledge and practical skills, as well as attitudes and values that inuence responsible and eective performance in a variety of contexts and situations.Casanova et al. (2018) proposed a broad and comprehensive denition of competencies, considering them capabilities and skills that lie within individuals and are developed over time, according to the inuences and needs of the environment. is view underscores the relevance of integrating theoretical and practical knowledge, as well as positive attitudes that enhance the ecient implementation of related actions.Just as denitions and concepts surrounding the idea of competence proliferate in the literature, the fact is that models and classications more concerned with its application are also numerous. e Organisation for Economic Co-operation and Development (OECD) has developed its own denition since the 1990s, classifying competence as the ability to use tools interactively, act autonomously, and function in heterogeneous groups in order foster eectiveness 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 dierent contexts (Diaz et al., 2021). Introduced in 1982, the Boyatzis Model highlights the technical, human, and conceptual competencies needed to inuence 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. Classication of benchmark competenciesOrganisationClassicationYearGeneral approachOECDInteractive use of tools; Taking action autonomously; and working in heterogeneous groups.1999Competence as abilities and a willingness to take eective actions in a number of situations.UNESCOLearning to know; Learning to do; Learning to live together; Learning to be.1996Competence as a combination of skills, knowledge and attitudes for carrying out tasks in a variety of situations.Boyatzis ModelTechnical competence; Human competence; Conceptual competence.1982Skills and behaviours that inuence people’s work performance.SCANSCore competencies; Performance skills.1991e set of abilities and skills necessary for success in the workplace.Source: prepared by the authors based on documentary researchFor 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: