Soft Skills Development for Professors and Z Gen Students at Universidad Panamericana (Mexico) María Teresa Nicolás Gavilán, María de los Ángeles Padilla Lavín

Soft Skills Development for Professors and Z Gen Students at Universidad Panamericana (Mexico)

María Teresa Nicolás Gavilán, María de los Ángeles Padilla Lavín

Abstract

There are new challenges in our universities with the arrival of Z Generation students. This generation is the first truly digital native generation. Labor markets are increasingly requiring a broader set of soft skills from the students: critical thinking, team collaboration, and communication.

The primary objective of this study was to know the perception of the three soft skills mentioned above between professors and new students. The research was carried out in three different stages. The first stage focused on professors reflections, the second one centered on students´ perceptions and, the final step was to compare and contrast the information obtained from both of them. In the first stage, participated in more than 300 professors, using quantitative and qualitative techniques. On the second stage, more than 1,000 new students (2018-2022 cycle) participated in a survey about lifestyle. SPSS was chosen to make a comprehensive statistical analysis of the data obtained. The results show that the professors were aware of the importance of soft skills. The students are used to work and some aspects from critical thinking. In university classrooms, it is necessary to adjust teaching-learning processes and methods to foster the acquisition of soft skills. For this purpose, UP programs, courses, and academic initiatives are being developed.

Keywords: Soft skills, Z Generation, university, 21st-century educational challenges.

1. INTRODUCTION

Universities are receiving the first students from Generation Z, also known in the literature as iGeneration, Net Generation, Post Gen, Plurals Homeland Generation or Generation of Post-Millennials [1,2, 3]. In Mexico, Generation Z is made up of just over 33 million men and women born since 1995, representing 27% of its total population [4]; worldwide, Generation Z is made up of just over 2,610 million people, around 35.5% of the total population of the planet [5].

One of the peculiarities of this generation is that they were born in a digitalized world where the internet is a reality - a commodity - that surrounds them everywhere, besides they do not conceive the world without technological devices that allow them to access diverse contents, without limit of spaces or time zones. The population that has access to digital services can establish relationships with people who are physically far away, with almost

Publicación original en INTED2019 Proceedings

Año 2019

doi

10.21125/inted.2019.1736

Referencia bibliográfica

Nicolás-Gavilán, M. T. y Padilla-Lavín, M. A. (2019). Soft Skills Development for Professors and Z Gen Students at Universidad Panamericana (Mexico). INTED2019 Proceedings. doi: 10.21125/ inted.2019.1736

immediate responses and practically continuous interaction. Gen Z is the first truly digital native generation, growing up with devices and technologies that have re-shaped forms of interaction, learning and consumption.

The language that young people now use in social networks uses multiple audiovisual resources: text, audio, images, videos, interactive graphics, animations. The propagation of contents can multiply exponentially and viral in a matter of seconds. In an investigation done by Statista [6], the total number of monthly users of social networks and messaging services, in 2017, was already very close to the entire population of inhabitants on the planet. Gen Z´s unique attitudes and expectations will have a great impact on a range of industries over the coming years, including consumer goods, financial services and education.

These students belonging to Generation Z are now entering the university classrooms and this entails a new challenge for professors and managers belonging to previous generations such as the Baby- boomers (born between 1945 in the mid-sixties [7]), the Generation X (born in the mid-sixties in the late seventies [8]) or Millennials (born between the early eighties and mid-nineties [1]). Gen Z is quickly becoming the focus of understanding for decision makers across industries. Gen Z is a significant force at a global level, and even more so in developing economies such as Mexico. Figure 1 shows Gen Z in numbers.

Thus, in the field of university education, there are significant questions: 1) What should be the role of the University in the training of professionals who contribute to the construction of a better world based on the characteristics of this new generation? 2) How to prepare students for the professional work they will have to perform in the coming years?

Figure 1. Characteristics of the Generation Z entering Higher Education [9]

Employers value and are in the look for international experiences and skills on college graduate candidates. Nowadays, companies require those university students who begin to work with them, in addition to knowledge or hard skills, handle soft skills for the new challenges that our world has [10].

Beyond the generic definitions of “21st-Century Skills”, it is indispensable to understand how to teach, to practice and evaluate better the granular skills that will be in highest demand and above all to discover how to encourage more educators to prioritize these skills in the development of educational programs. In reviewing the literature on the competencies that are now demanded in the labor market by employers, we find some that are constant and of decisive importance to perform satisfactorily: critical thinking and problem solving, the ability to work as a team or in collaborative environments and communication [10,11,12,13]. All three are of vital importance because of the impact they have on creativity and on the possibility of generating innovation [12,14,15].

However, how we can define these competencies? Mason [16] defines critical thinking as the ability to assess reasons accurately, weigh relevant evidence or identify fallacious arguments. Critical thinking is the process that every human being uses

to solve problems, make decisions, generate new ideas and be creative [17], in other words, using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Teamwork and collaboration are often a crucial part to get success in business [18,19]. The collaborative effort of a team to achieve common goals, trying to cooperate, using their specific skills despite any particular conflict between individuals is decisive in any job. And finally, communication competency composed by verbal, nonverbal and written communication is vital for everybody, employees, business owners and managers [20,21]. Without a doubt, interaction with others is essential no matter what business you are in.

The education sector needs to generate effective strategies that respond to the profile of current students and what the labor market demands through the development of soft skills mentioned above.

2. METHODOLOGY

The present study was accomplished during 2018, at the Universidad Panamericana (UP), Campus Mexico City, an educational institution with just over 50 years of history. UP promotes the search for truth and commitment of its educational community with the construction of a better world, through the formation of graduates with human values and professional excellence.

The primary objective of this research was to know the perception of the three soft skills mentioned above between professors and new students.

The research was carried out in three different stages. The first stage focused on professors reflections, the second one centered on students´ perceptions and, the final step was to compare and contrast the information obtained from both audiences to design a soft skills development plan that would cover the needs of professors and students.

2.1 RESEARCH QUESTIONS

ADDRESSED TO PROFESSORS

The objective of the research questions directed to the professors was to know what soft skills they consider essential to develop in the students of the Gen Z:

» RQ1 What educational trends do you consider incorporating as professors in the short term? (Choose three answers from a list of 13).

» RQ2 What educational trends do you consider including as professors in a long time? (Choose three answers from a list of 13).

» RQ3 What competencies or soft skills do you find the most important to develop in university students? (Open question)

2.2 RESEARCH QUESTIONS

ADDRESSED TO STUDENTS

The research questions directed to the students focused on describing the Gen Z students who entered the university during the two school cycles of 2018, concerning attitudes and actions related to the three competencies studied: critical thinking, collaborative work, and communication.

» RQ4 Do you research additional information from the given by your professors?

» RQ5 How many languages do you speak without considering your mother tongue?

» RQ6 Do you usually work as a team?

2.3 PHASES OF THE RESEARCH

The research was divided into four phases:

Phase I. Compilation of information for the elaboration of the survey for full-time professors. The techniques used in this phase were: 3 focus groups and in-depth interviews with leaders. Based on the findings of this phase, the instrument was designed.

Phase II. Preparation and online application of the survey. The period for the collection of information was eight days. Responses were obtained from 369 full-time professors. Tables 1 to 5 provide more information about the professors surveyed.

Table 1. Distribution of professors population according to gender.

Gender Frequency

Male 166

Female 203

Total 369

45 55

100

Table 2. Distribution of professors population according to age.

Age (years) Frequency 20 - 30 43

31 - 40 116

41 - 50 104

51 - 60

86 More than 61 20

Total 369

12 32 28 23 5

100

Table 3. Distribution of professors population according to time working at UP Campus Mexico.

Time working at UP Campus Mexico (years) Frequency % Less than a year 28 7 1 to 5 130 35 6 to 10 85 23 11 to 20 76 21 More than 20 50 14

Total 369 100

Table 4. Distribution of professors population according to the academic degree.

Academic Degree Frequency

Bachelor 88

Masters Doctorate

Total

188 93

369

24 51 25

100

Table 5. Distribution of professors population according to adscription area.

School

Engineering Business Frequency % 66 17.89 58 15.72

Law 35 9.49

Communication Health Sciences

32 8.67 27 7.32 Humanities 22 5.96 Hospitality Management 19 5.15 Language Center 18 4.88 Pedagogy 27 7.32 Philosophy 8 2.16 Government 8 2.16 Others 49 13.28

Total 369 100

Phase III. Student´s survey. An online questionnaire was applied to 1,054 students admitted in January and July 2018 at the Universidad Panamericana, Campus Mexico. The objective of this survey was to know the needs, attitudes, and interests presented by new students. Tables 6 to 9 provide more information about the students surveyed:

Table 6. Distribution of students according to gender.

Gender Frequency

Male 531

Female 523

Total 1054

50.4 49.6

100

Table 7: Distribution of students according to age

Age 17 years 18 years 19 years 20 years 21 years 22 years 23 years

Total

Frequency 73 464 380 85 32 10 10

1054

7 44 36 8 3 1 1 100

Table 8: Average obtained by students in High School

Average in High School Frequency % 90 a 100 points 285 27 80 a 89 points 506 48 70 a 79 points 242 23 60 a 69 points 21 2

Total 1054 100

Table 9:Distribution of students according to their career

School Program Frequency % Business Administration and Finance 93 9 Business Hospitality Management 49 5 Business Administration and Marketing 76 7 Business Administration and Int. Affairs 100 9 Business Administration and Human Resources 15 1 Business Accountancy 27 3 Communication Communication 92 9 Law Law 231 22 Government Economy 14 1 Government Government and Public Policies 15 2 Health Sciences Nursing 14 1 Psychology Psychology 39 4 Philosophy Philosophy 22 2 Engineering Digital Animation Engineering 35 3 Engineering Innovation and Design Engineering 47 4 Engineering TI Engineering 31 3

School Program Frequency % Engineering Industrial Engineering 61 6 Engineering Mechanical Engineering 26 2 Engineering Mechatronics Engineering 34 3 Pedagogy Pedagogy 33 3

Total Total 1054 100

PHASE IV. Analysis of the data obtained. SPSS was chosen to make a comprehensive statistical analysis of the data obtained, and thus to know trends that would allow implementing actions aimed at the development of soft skills in both professors and new students.

For the research question three (RQ3 What competencies or soft skills do you find the most important to develop in university students?) since it was an open answer, it was used the method proposed by Lawshe [22]: The content validity ration (CVR). The method is a linear transformation of a proportional level of agreement on how many “experts” within a panel rate an item “essential” calculated in the following way:

where CVR is the content validity ratio, ne is the number of panel experts indicating an item “essential,” and N is the number of experts.

Choice of categories: after a thorough analysis of the answers issued by the professors, we chose the qualitative stance, to generate categories based on the responses of the professors, and thus give the opportunity for the theoretical core proposed by them to be reflected. It should be mentioned that in the qualitative stance the sense and the answers of the participants, generating categories product of conceptual wealth. In this way, 11 grouping cat-

egories were determined: critical thinking, creativity, communication skills, collaboration, knowledge transfer, managerial competencies, virtues and values, emotional competences, openness to learning, technical competence and thinking skills. The UP chose 12 expert judges to carry out the validation through two categorization instruments.

In the first instrument, the participants grouped the responses of the teachers in the 11 categories mentioned above. Descriptive statistics were used to obtain frequency analysis and with this will determine which answers would conform to each category. The criterion was the majority of responses from expert judges.

In the second instrument, the experts classified the categories denominating them as essential, non- essential, and useful but not essential.

The validity ratio of the content obtained from each grouping was contrasted with the probability of occurring randomly, taking as the criterion that the RVC that had a probability greater than 5% of occurring randomly, would be discarded. Four categories were found that fulfilled the requirements to validate the grouping: virtues and values, communicative competences, collaborative working, critical thinking.

All phases of the investigation were carried out under confidentiality controls and data privacy policies.

3. RESULTS

The results obtained in each of the stages are presented as followed:

3.1 PROFESSORS

In the professors’ survey, it was opportune to ask about the incorporation of new educational trends, among which some soft skills were included, in two moments, in the short and long term. Subsequently, they were asked directly about soft skills. These three questions yielded the results that are presented below.

RQ1 What educational trends do you consider incorporating as professors in the short term? (choose 3 answers from a list of 13).

As shown in Table 10, professors consider that they should provide critical think and problem solving as the first soft skill in their students, in the short term (incise 1). In the second place, appears to “Develop self-learning skills” and in the third place, in congruence with the mission of our university, “Educate in values”. The collaborative working is mentioned, in the short term with 8.2%.

Table 10. Trends that will shape education in 2030 that should be incorporated into the teaching practice in the short term.

Trends Frequency %

1

2 Manage thinking skills such as critical thinking and problem solving Develop self-learning skills in students (“Learning to learn”) 235 21.2%

212 19.2%

3 Educate in values 133 12.0%

4

Link the learning of the subject with problems in real scenarios 112 10.1%

5 Promote collaborative working 6 Others (dispersed in 8 responses) 7 None of above 91 8.2%

295 26.6%

3 0.3%

8 Without answer

Total

26 2.3%

1107 100%

RQ2 What educational trends do you consider including as professors in a long time?

In table 11, it is observed that the first two data obtained in the previous table are inverted. That is, in the first place, “develop self-learning skills” is mentioned and in the second place “Manage thinking skills such as critical thinking and problem solving “. In ad-

dition, the percentage is lower, falling from 21.2% to 10.7%, which suggests that professors believe that it is more important to promote critical thinking in the short term. Regarding collaborative work, the percentage is similar in both tables since in table 10 it has a 8.2% and in it, 7.3%.

Table 11. Trends that will shape education in 2030 that should be incorporated into the teaching practice in the long term.

1

2 Trends Develop self-learning skills in students (“Learning to learn”) Manage thinking skills such as critical thinking and problem solving Frequency %

146 13.2%

119 10.7%

3 Develop innovative thinking 110 9.9%

4 Educate in values 95 8.6%

5

6

Incorporate technological advances, including intelligent technology in teaching Link the learning of the subject with problems in real scenarios 7 Promote collaborative working 8 Others (dispersed in 8 responses) 9 None of above 10 Without answer

Total

88 7.9%

86 7.8%

81 7.3%

601 54.3%

5 0.5% 41 3.7% 1107 100%

It is important to note that communication was not included in these first two options as an educational trend.

RQ3 What competencies or soft skills do you find the most important to develop in university students? (Open question).

The results of this open question, submitted to the Lawshe validation process discussed above (Phase IV), are very relevant for this investigation. It is verified that two of the three soft skills most valued by employers -communicative competencies and collaborative working- are considered in the same way by teachers. Draws attention to the resulting percentage for critical thinking, it should be investigated if for teachers this competence is a hard skill rather than a soft skill.

Table 12. Important soft skills to develop in Students

Trends

1 Virtues and values 42.2 2 Communicative competencies 33.4 3 Collaborative working 20.4 4 Critical thinking 4

Total 100

3.2 STUDENTS

As this investigation was the first approximation to measure how Gen Z´ university students were, the questions asked about competencies were very general. The results are presented below:

RQ4 Do you research additional information from the given by your professors?

It is observed that 68% of Gen Z´ university students show an attitude related to critical thinking: they seek additional information, beyond that received by their teachers. It is considered that this is due to the ease with which they can search for information on the web. However, the University should continue to encourage insisting on recourse to reliable source.

Table 13. Answers to the question: “Do you research additional information from the given by your professors?”

Students´ answers Frequency % 1 Yes, I look for more information 717 68

2 No, I only have the information given in class

Total

337 32

1054 100

RQ5 How many languages do you speak without considering your mother tongue?

In a globalized world, communications skills are related to the possibility that students can communicate in other languages. The results show that only 32% of students can express themselves fluently both verbally and in writing in a second language. The result indicates that even though almost every private high school teaches English courses, the students do not feel they know that language.

Table 14. Answers to the question: “How m any languages do you speak?”

Students´ answers Frequency %

1 One language 612 58

2 Two languages 337 32 3 Three or more languages 63 6 4 None 42 4

Total 1054 100

RQ6 Do you usually work as a team?

As shown in the table, the collaborative work is a soft skill that Gen Z´ students have developed before entering the university, since 87% usually work as a team.

Table 15: Do you usually work as a team?

Answer Frequency

1 Always 559

2 Almost always 358

3 Rarely 137

4 Never 0

Total 1054

53

34

13

0

100

3.3 ACTIONS EXECUTED AFTER RESEARCH

The Center for Educational Innovation (CIE) developed courses and workshops for professors with the aim of helping them to improve educational practices and to foster soft skills development. For example, to enhance critical thinking and problem solving, CIE developed the “Flipped Classroom” workshop. It is aimed to show professors how to create a learning environment in which students should actively participate in each class, knowing and working previously on a topic. Another example is a virtual module for the Political Communication class developed under the premise of the Cloud Learning Challenge,

The SMART CENTER (an acronym for Success Center + Meeting point + Advisory + Reload and Talent Center) was responsible for the activities designed to enhance soft skills. The SMART conduct a workshop to enhance the three soft skills simultaneously to improve the academic and personal performance of the students, based on a personalized analysis of the learning styles of each participant. Also, it was promoted Hult Prize contest, a multidisciplinary and international competition, aimed at entrepreneurs who seek to solve creatively any problem that afflicts humanity.

Finally, as it was said previously, in a globalized world, communications skills are related to the possibility that students can communicate in other languages, so our Language Center expanded the offer of courses from five to eight different languages

so that they can express themselves fluently both verbally and in writing.

4. CONCLUSIONS

Gen Z is quickly becoming the focus of understanding for decision makers. The employees increasingly require a broader, higher order set of soft skills. The main ones are critical thinking, team collaboration, and communication.

Educational institutions will need to provide supports to professors as they are asked to teach these new skills. Education systems will need to support better understanding, teaching practice, and assessment of the granular abilities that will be in higher demand. All this could require a significant reorganization of teacher training or teacher incentives in universities.

Making the undergraduate experience more rewarding and accomplishing not only when talking about hard skills but also when it has to do with soft skills will help students to have a better professional development. For this purpose, UP programs, courses, and academic initiatives are being developed. The CIE, SMART Center and the Language Center have become strategic allies in this task.

In the UP the training in virtues and values -a fundamental part of the ideology- is considered by teachers as an essential aspect in the formation of students. In future research it will be interesting to break down what virtues and values are and if they can be considered as soft skills or hard skills.

ACKNOWLEDGEMENTS

This research was supported by the General Rectory and the rector of Campus Mexico of UP. We thank our colleagues from Pedagogy School who provided insight and expertise that greatly assisted the research. We thank Pearson Group for sharing their pearls of wisdom with us during the course of this research. We also thank the Smart Center for the data provided and, finally, to all the professors and students who answered the survey and the questionnaire.

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