Employability: NLP in the context of the transfer of key qualifications at Universities
IN President of Croatia
Employability is a major objective in the scope of higher education within the Bologna Process. In Germany the discussion was led under the concepts of key qualifications, competencies and professional action competency. Competence orientation, competence development and competence measurement are terms which are currently playing a central role in educational policy discussion, particularly within the vocational education.
Above all, the main interest is to define, which skills should be promoted in higher education so that students are able to gain initial employment, to maintain employment, and to be able to move around within the labour market. Depending on respective occupational field the meaning of key qualifications also differs widely. That's why a nearly unclear variety of skills was compiled by concept versions and allocations. Almost everybody who takes part in the discussion understands something else by it. The most common classification arranges the key qualifications for the university area in subject competence, method competence, self-competence and social competence.
Neither a consensus about adequate conceptual regulations could be found up to now with it, nor was it possible to give an orientation to university teachers and students, which qualifications, abilities and competence are really demanded of the job market. Therefore it is not possible to achieve a uniform understanding, requirement and qualification level consensus throughout Europe. Aspects from view of potential employers have come up to now clearly too briefly.
In the present paper, the classical and newer management research is examined whether or not competences can be derived as causes for leadership success in order to be able to integrate this into curricula at universities.
The most productive and comprehensive approach is the approach of Emotional Intelligence. Within this concept the competences self-consciousness, self motivation, selfcontrol, social competence and empathy are key competences. These, as well as resource sense of responsibility, creativity, perception and reflecting ability form the base for the following evaluation of the requirements and the stamping of the mentioned competences with students and working academics.
Furthermore, the arrangement of relationships, process control and adaptability were identified as meta-competences. Those can be used for controlling the own development of competences as well as learning such competences. These competences can be an essential contribution for the mediation of colleges because through it, the learning of competences can be on focus. NLP as a communication model and as an example for a carried out meta-competence can capture a high rate in the draft.
The introduced competences for a professional employment bear a meaning in the carried out evaluation, which is almost equally distinctive in the groups of employees, students and first year students. The present stamping of the introduced competences is equally distinctive, although some areas show competence deficits clearly. The insight into the established competence deficits makes it possible to provide these Meta-competences in the university education.
The carried out investigation shows that the level of competence of employed individuals is a little higher than the one of students; the level of competence of individuals with a NLP-training is the highest. All groups settle the three Meta-competences in the medium range of importance.
An educational concept, which is based on the mediation of meta-competences including NLP, makes it possible to create a uniform understanding of meaning and content among students, college teachers and representatives of the job market. There should be no more discussions about what the job market needs, what colleges consider being worth to teach and what students guess to need. This concept could be a use for quality assurance and for a Europe wide standardization.