RESUMEN Alinear los objetivos de aprendizaje con las necesidades del mercado laboral representa un desafío considerable para las universidades en la actualidad. A pesar de que las organizaciones demandan profesionales con competencias variadas y flexibles, a menudo las universidades subestiman la relevancia de las competencias transversales. Por tanto, este artículo tiene como objetivo identificar la percepción de los recién graduados sobre la importancia de las competencias transversales adquiridas y desarrolladas en su formación universitaria, así como la manera en que estas se aplican en el entorno laboral. En el marco de este estudio exploratorio, se distribuyó un cuestionario a los recién graduados que actualmente están empleados en 14 instituciones educativas de la Zona Sur de Manabí y en 3 instituciones de educación básica pública de Jipijapa. Esta metodología permitió analizar el desarrollo y la aplicabilidad de las competencias transversales en las organizaciones del sector educativo y su impacto en la práctica pedagógica. Los resultados se discuten en el contexto más amplio de cómo las universidades se están adaptando a los intensos desafíos socioeconómicos que caracterizan el presente, así como la integración de los recién graduados en el mercado laboral. Se concluye que la flexibilidad curricular y el desarrollo de competencias transversales son esenciales para mejorar la empleabilidad de los egresados y su capacidad para enfrentar las exigencias del mundo laboral contemporáneo.

ABSTRACT Aligning learning objectives with the needs of the labour market represents a considerable challenge for universities today. Although organisations demand professionals with varied and flexible skills, universities often underestimate the relevance of transversal skills. Therefore, this article aims to identify the perception of recent graduates on the importance of transversal skills acquired and developed in their university education, as well as the way in which these are applied in the work environment. Within the framework of this exploratory study, a questionnaire was distributed to recent graduates who are currently employed in 14 educational institutions in the Southern Zone of Manabí and in 3 public basic education institutions in Jipijapa. This methodology allowed us to analyse the development and applicability of transversal skills in organisations in the educational sector and their impact on pedagogical practice. The results are discussed in the broader context of how universities are adapting to the intense socio-economic challenges that characterise the present, as well as the integration of recent graduates into the labour market. It is concluded that curricular flexibility and the development of transversal competences are essential to improve the employability of graduates and their ability to face the demands of the contemporary labor market.

Abstract: The objective of this research study is to assess the professional social responsibility (PSR) of graduates in administrative, economic, and accounting sciences from Chile. An instrument is applied to a non-probabilistic sample of 137 professionals. The methodology is exploratory and a validated instrument is applied. An exploratory factor analysis is performed and statistically significant differences are examined. The results show differences according to: gender, volunteering, and social organization. Universities should implement educational policies that include the values of social responsibility while being consistent with both professional profiles and the needs of modern companies. In conclusion, the results of this research should be used by higher education institutions (HEIs) according to both the characteristics of the professional discipline and the unique requirements of the interest groups inhabiting their territories of influence.

Resumen: El objetivo de esta investigación es analizar la responsabilidad social profesional (RSP) de titulados en ciencias administrativas, económicas y contables en Chile. Se aplica un instrumento a una muestra no probabilística compuesta por 137 profesionales. La metodología es de carácter exploratorio y se aplica un instrumento validado. Se realiza un análisis factorial exploratorio y se examinan diferencias estadísticamente significativas. Los resultados demuestran diferencias según: sexo, voluntariado y organización social. Las universidades deben implementar políticas educativas que incluyan los valores de la responsabilidad social en consistencia con los perfiles profesionales en coherencia con las necesidades de las empresas modernas. En conclusión, los resultados de esta investigación deben ser usados por instituciones de educación superior (IES) de acuerdo a las características de la disciplina profesional y la singularidad de los requerimientos de los grupos de interés que habitan sus territorios de influencia.

Abstract This research analysed how the perspective of continuing studies is perceived by graduating high school students, teachers, and pedagogical coordinators of public schools in the municipality of Campinas, where the largest campus of the State University of Campinas (Unicamp) is located. The purpose was to analyze the extent to which the university’s affirmative action programs are part of the school culture, the future prospects of these young people from public high schools, and the extent to which they demonstrate a process of appropriating these rights. The research was carried out through questionnaires with students and teachers and interviews with pedagogical coordinators from a representative sample of ten public schools. It was observed that among students, there is a significant difference between abstract plans and the concreteness of applying to selective processes. Teachers play a relevant role as a source of information that expands students’ choices. Additionally, in the case of the university, there is the potential for expanding slots in the ENEM modality and a need to pay attention to communication strategies to make their inclusion policies more effective.

Resumo Esta pesquisa investigou como a perspectiva de continuidade dos estudos é percebida por alunos concluintes do ensino médio, professores e coordenadores pedagógicos de escolas públicas do município de Campinas, onde está localizado o maior campus da Universidade Estadual de Campinas (Unicamp). O propósito foi analisar em que medida os programas de ação afirmativa desta universidade fazem parte da cultura escolar e da perspectiva de futuro desses jovens do ensino médio de escolas públicas e em que medida demonstram um processo de apropriação desses direitos. A pesquisa foi realizada por meio de questionários com estudantes e professores e entrevistas com os coordenadores pedagógicos de uma amostra representativa de dez escolas públicas. Observou-se que entre os estudantes há uma diferença significativa entre os planos abstratos e a concretude de se inscrever nos processos seletivos; os professores representam um relevante papel como fonte de informações que abrem o leque de escolhas para os estudantes. No caso da universidade, sugere-se a possível ampliação de vagas na modalidade ENEM e a atenção às estratégias de comunicação, como relevantes a fim de tornar suas políticas de inclusão mais efetivas.

Abstract Differences in skills among graduates form the key explanation of meritocratic approaches to the unequal results observed in the labor market. In this study, we use data from Enade (2009-2011) and Rais (2013-2015) to analyze to what extent qualitative dimensions of higher education, including training quality, can structure formal employment and wages four years after graduation. The main result indicates the significance of the skills measured for the occupational destination of graduates, but also that the dichotomy between formal-informal employment does not seem to apply to the upper strata of the workforce: graduates with a privileged social background and high professional qualification in technically intensive areas tend to remain out of formal employment after graduation, which seems to be aggravated by deteriorating employment conditions in occupations that require higher education. Although skills matter for the transition between higher education and the labor market, we found evidence of the persistence of processes of social reproduction and social closure by diploma. market study 20092011 2009 2011 (2009-2011 20132015 2013 2015 (2013-2015 quality graduation formalinformal informal workforce diploma 2009201 200 201 (2009-201 2013201 (2013-201 200920 20 (2009-20 201320 (2013-20 20092 2 (2009-2 20132 (2013-2 (2009- (2013- (2009 (2013 (200 (201 (20 (2 (

Résumé différences de compétences entre les diplômés constituent l’explication clé des approches méritocratiques aux résultats inégaux observés sur le marché du travail. Dans cette étude, nous utilisons les données d’Enade (2009-2011) et de Rais (2013-2015) pour analyser dans quelle mesure les dimensions qualitatives de l’enseignement supérieur, y compris la qualité de la formation, ont une capacité distinctes de structurer l’emploi formel et les salaires quatre ans après l’obtention du diplôme. Le principal résultat indique la pertinence des compétences mesurées pour la destination professionnelle des diplômés, mais aussi que la dichotomie entre l’emploi formel et informel ne s’applique pas aux couches supérieures de la population active : Les diplômés d’origine sociale privilégiée et de haute qualification professionnelle dans les domaines techniquement intensifs ont tendance à rester en dehors de l’emploi formel après l’obtention de leur diplôme, ce qui semble aggravé par des conditions de détérioration de l’emploi dans les professions de niveau supérieur. Bien que les compétences importent pour la transition entre l’enseignement supérieur et le marché du travail, nous avons trouvé des preuves de la persistance des processus de reproduction sociale et de fermeture sociale par diplôme. lexplication l explication travail étude dEnade d Enade 20092011 2009 2011 (2009-2011 20132015 2013 2015 (2013-2015 lenseignement enseignement formation lemploi emploi lobtention obtention diplôme sapplique s applique dorigine origine 2009201 200 201 (2009-201 2013201 (2013-201 200920 20 (2009-20 201320 (2013-20 20092 2 (2009-2 20132 (2013-2 (2009- (2013- (2009 (2013 (200 (201 (20 (2 (

Resumo As diferenças de habilidades entre graduados compõem a explicação chave das abordagens meritocráticas para os resultados desiguais observados no mercado de trabalho. Neste estudo, utilizamos dados do Enade (2009-2011) e da Rais (2013-2015) para analisar em que medida dimensões qualitativas da educação superior, incluindo a qualidade da formação, têm capacidades distintas de estruturar o emprego formal e os salários quatro anos após a graduação. O principal resultado indica a relevância das habilidades mensuradas para o destino ocupacional dos graduados, mas também que a dicotomia entre o emprego formal-informal não se aplica aos estratos superiores da força de trabalho: os graduados com origem social privilegiada e elevada qualificação profissional em áreas tecnicamente intensivas tendem a permanecer fora do emprego formal após a graduação, o que parece agravado por condições de deterioração do emprego em ocupações de nível superior. Embora as habilidades importem para a transição entre educação superior e mercado de trabalho, encontramos evidências de persistência de processos de reprodução social e fechamento social por diploma. trabalho estudo 20092011 2009 2011 (2009-2011 20132015 2013 2015 (2013-2015 formação graduação formalinformal informal diploma 2009201 200 201 (2009-201 2013201 (2013-201 200920 20 (2009-20 201320 (2013-20 20092 2 (2009-2 20132 (2013-2 (2009- (2013- (2009 (2013 (200 (201 (20 (2 (

Resumen Las diferencias de competencias entre los titulados constituyen la explicación clave de los enfoques meritocráticos para los resultados desiguales observados en el mercado laboral. En este estudio, utilizamos datos de Enade (2009-2011) y Rais (2013-2015) para analizar en qué medida las dimensiones cualitativas de la educación superior, incluida la calidad de la formación, tienen diferentes capacidades para estructurar el empleo formal y los salarios cuatro años después de la graduación. El principal resultado indica la pertinencia de las competencias medidas para el destino profesional de los titulados, pero también que la dicotomía entre empleo formal e informal no se aplica a los estratos superiores de la población activa: los titulados procedentes de medios sociales privilegiados con altas cualificaciones profesionales en ámbitos técnicamente intensivos tienden a permanecer fuera del empleo formal tras su titulación, lo que parece agravarse por las condiciones de deterioro del empleo en las ocupaciones de nivel superior. Aunque las competencias son importantes para la transición entre la enseñanza superior y el mercado laboral, encontramos pruebas de la persistencia de procesos de reproducción social y de cierre social a través de los diplomas. laboral estudio 20092011 2009 2011 (2009-2011 20132015 2013 2015 (2013-2015 formación graduación activa titulación diplomas 2009201 200 201 (2009-201 2013201 (2013-201 200920 20 (2009-20 201320 (2013-20 20092 2 (2009-2 20132 (2013-2 (2009- (2013- (2009 (2013 (200 (201 (20 (2 (

ORIENTATION: The unemployment problem in South Africa has been explored from both supply and demand perspectives, but there is a gap in understanding industry expectations on graduate competence and market readiness RESEARCH PURPOSE: This study investigates a labour market-driven assessment strategy to evaluate the employability of Human Resource Management (HRM) graduates in South Africa MOTIVATION FOR THE STUDY: The study aims to ensure that graduate assessments align with industry needs, enhancing employability through industry-based methods RESEARCH APPROACH/DESIGN AND METHOD: A case study design was used, selecting a university offering HRM qualifications and 196 employed HRM graduates. Supervisors of these graduates provided feedback on the alignment between university assessments and graduate performance. The study used a pragmatic approach, incorporating both qualitative and quantitative data collection MAIN FINDINGS: The data from 196 supervisors revealed eight key themes: assessments were seen as inappropriate, lacking industry focus, too general and needing industry collaboration. Respondents also suggested industry responsibility in assessments, linking students to industry, emphasising solutions to industry challenges, and calling for industry-based standards. Most respondents viewed current assessments as inaccurate indicators of graduate capabilities PRACTICAL/MANAGERIAL IMPLICATIONS: The study recommends adopting an industry-centric assessment approach to improve graduate assessments. This alignment could enhance graduate fitness for employment and the value they add to the industry CONTRIBUTION/VALUE-ADD: This study helps to align university assessments with industry expectations, increasing HRM graduates' employability and ensuring assessments reflect the capabilities needed in the labour market

ORIENTATION: Substantial investment in entrepreneurship education did not resolve the issue of only 50% of vocational graduates finding employment, highlighting the need to foster entrepreneurial pursuits RESEARCH PURPOSE: To examine the impact of achievement goals on the entrepreneurial psychological readiness (EPR) of vocational high school students, as mediated by psychological capital in Pekanbaru, Indonesia MOTIVATION FOR THE STUDY: This study involved 378 vocational high school students from all available vocational fields. Data were collected with the assistance of class teachers after completing administrative processes with the school RESEARCH APPROACH/DESIGN AND METHOD: This research employs a quantitative methodology and is assisted by SEM-SmartPLS statistical analysis. The data collection instruments consist of four components: self-report, the Goal Measure-Revised (AGQ-R), 12 items; the PsyCap questionnaire (PCQ), 12 items and the EPR, 24 items. A two-step partial least squares structural equation modelling (PLS-SEM) approach was used to evaluate the measurement and structural models MAIN FINDINGS: The relationship between achievement goals and entrepreneurship psychological readiness is completely mediated by psychological capital that this hypothesis indicates. We conclude that the relationship between achievement goals and psychological readiness for entrepreneurship through psychological capital shows a significant influence PRACTICAL/MANAGERIAL IMPLICATIONS: The study underscored the critical role of psychological capital in enhancing entrepreneurial readiness and suggested that balancing goal orientation with psychological well-being was essential for developing entrepreneurial potential among vocational students CONTRIBUTION/VALUE-ADD: This study underscores the importance of psychological capital in fostering entrepreneurial readiness, revealing its indispensable role in achieving entrepreneurial success

RESUMEN Introducción: La sociedad exige que los graduados de Enfermería satisfagan las necesidades relacionadas con la salud, lo que garantiza su pertinencia social; para ello es útil como justificación conocer sobre su contribución social. Objetivo: Delimitar la contribución social de la enfermería en el avance disciplinario. Métodos: Se aplicó una metodología cualitativa, con un método de revisiones sistemáticas de artículos indexados en bases de datos de alto impacto como Scopus y ScienceDirect. Se obtuvieron 10 artículos de los últimos cinco años. Los datos fueron registrados en una matriz de sistematización de los hallazgos encontrados. Se empleó la técnica de análisis de documento extraído, relativo a la contribución social de la enfermería en el avance disciplinario. Fueron presentados en códigos, categorías y temas centrales. Resultados: Los resultados muestran cuatro categorías: avance científico y teórico, que evidencia la contribución social de la enfermería; transformación académica, para la innovación disciplinar de la enfermería; innovación en la práctica, para la pertinencia social de la enfermería y empoderamiento tecnológico, para la pertinencia social de la enfermería. La discusión se centró en estas últimas cuatros categorías. Conclusiones: La enfermería se ha convertido en una disciplina con enfoque social y humanístico. Se le reconoce como una ciencia transformadora de la comprensión de uno mismo y del otro. Se visibiliza la enfermería en el cuidado holístico y tecnológico.

ABSTRACT Introduction: Society demands that nursing graduates meet health-related needs, ensuring their social relevance, which justifies understanding their social contribution. Objective: To delimit the social contribution of nursing in disciplinary advancement. Methods: A qualitative methodology was applied using a systematic review method of indexed articles from high-impact databases such as Scopus, ScienceDirect, and others. A total of 10 articles from the past five years were selected, with data organized in a matrix for systematizing findings. A document analysis technique was employed to extract data on the social contribution of nursing in disciplinary advancement, presented in codes, categories, and central themes. Results: The results revealed four categories: 1) scientific and theoretical advancement evidencing nursing's social contribution, 2) academic transformation for disciplinary innovation in nursing, 3) practice innovation for nursing’s social relevance, and 4) technological empowerment for nursing’s social relevance. The discussion focused on these four categories. Conclusions: Nursing has evolved into a discipline with a social and humanistic approach, recognized as a science transforming academia for a deeper understanding of oneself and others. It highlights nursing’s role in holistic and technological care.

RESUMEN Introducción: La atención de emergencias se caracteriza por la asistencia a los pacientes en riesgo inminente de vida o con sufrimiento intenso y, para resultados favorables, requiere la articulación de competencias técnicas y no técnicas. Las competencias no técnicas, foco del presente estudio, pueden ser ilustradas por el liderazgo del equipo, la delegación de funciones, la comunicación clara y respetuosa, la organización de la atención de emergencias, el autocontrol y la capacidad de gestionar adversidades. Objetivo: Conocer la visión de egresados del curso de Medicina sobre el aprendizaje de competencias no técnicas en el contexto de la atención de emergencias. Métodos: Se trató de una investigación cualitativa. Se realizaron entrevistas grabadas en audio, a través de una plataforma en línea, con 20 egresados del curso de Medicina, de la universidad escenario del estudio. Las entrevistas fueron examinadas mediante análisis temático. Resultados: Se elaboraron tres temas, dos de ellos con un subtema cada uno, en los que se congregaron las experiencias de los egresados tras la formación académica, su percepción acerca de la importancia de las competencias no técnicas en la práctica médica y algunas limitaciones en la enseñanza, en lo que se refiere a los aspectos pedagógicos y estructurales del curso. Conclusiones: La graduación ofreció pocas experiencias prácticas para el desarrollo de competencias no técnicas, debido a diversos factores. Se sugiere la realización de más estudios que pongan en pauta estrategias durante el período formativo, que puedan potenciar el desarrollo de las competencias no técnicas por parte del estudiante de Medicina.

ABSTRACT Introduction: Emergency care is characterized by the assistance to patients at imminent risk of life or with intense suffering and, for favorable results, requires the articulation of technical and non-technical skills. Non-technical skills, the focus of this study, can be illustrated by team leadership, delegation of functions, clear and respectful communication, organization of emergency care, self-control, and the ability to manage adversities. Objective: To know the vision of graduates of the Medicine course on learning non-technical skills in the context of emergency care. Methods: This was a qualitative research. Audio-recorded interviews were conducted through an online platform, with 20 graduates of the Medicine course, from the university where the study was conducted. The interviews were examined through thematic analysis. Results: Three themes were developed, two of them with a subtheme each, in which the experiences of the graduates after academic training, their perception of the importance of non-technical skills in medical practice, and some limitations in teaching were brought together, regarding the pedagogical and structural aspects of the course. Conclusion: Graduation offered few practical experiences for the development of non-technical skills due to various factors. It is suggested the realization of more studies that outline strategies during the training period, that can enhance the development of non-technical skills by the Medicine student.

BACKGROUND. The South African (SA) radiography curricula have notable shortcomings in adequately preparing students for entrepreneurship, leaving most graduates disinterested in starting their own private firms. As a result, they primarily seek employment opportunities. Promoting entrepreneurship in radiography could help meet the growing demand for radiography services in SA. OBJECTIVE. To explore the entrepreneurial knowledge of radiographers in SA to formulate recommendations for improving entrepreneurship in radiography curricula. METHODS. A qualitative exploratory research design was employed, involving diagnostic radiographers and ultrasonographers from the eThekwini district of KwaZulu-Natal. Primary data were collected through a semi-structured interview schedule with a sample size of 1 ultra-sonographer and 14 diagnostic radiographers. Kolb's experiential learning cycle served as the study's theoretical framework. RESULTS. The study identified three key themes: (a) incorporation of entrepreneurial and business skills; (b) entrepreneurial knowledge and skills acquired by radiographers during radiography training; and (c) proposed changes that should be made to the radiography curriculum to develop successful entrepreneurs. CONCLUSION. The study revealed that, while the structure of the radiography curriculum is generally satisfactory, there is a significant lack of theoretical and clinical training in entrepreneurship. This gap hinders graduates from transitioning to clinical practice. Therefore, it is crucial for tertiary institutions to restructure the curriculum, incorporating modules and activities that specifically promote entrepreneurship in radiography.

BACKGROUND. Nursing and midwifery training institutions are responsible for preparing the future nursing and midwifery workforce to ensure that they practise in accordance with the applicable patient safety standards. As such, simulation-based education (SBE) is thoughtfully being implemented in many parts of the world to train nursing and midwifery students to help the graduates to acquire the technical and non-technical skills needed to deliver safe patient care. This study, therefore, attempted to identify strategies for implementing SBE in nursing and midwifery in Malawi. OBJECTIVE. To identify strategies for implementing SBE in nursing and midwifery in selected education institutions and clinical sites in Malawi. METHODS. The data were collected using mixed methods with questionnaires, in-depth interviews, focus group discussions and desk reviews of nursing and midwifery syllabuses and curricula documents in Malawi. Two hundred and ninety-three participants responded to the questionnaire (144 clinical instructors and 149 final-year nursing and midwifery students). Ten focus group discussions were held with fourth-year students. In-depth interviews with deputy hospital directors (nursing and midwifery services), college principals, deans, department heads and other key stakeholders were conducted. The College of Medicine Research and Ethics Committee granted ethical approval for the study. Quantitative data were entered into SPSS version 23.0 for descriptive statistics, and qualitative data were thematically analysed using NVivo 12. RESULTS. The study identified several strategies for implementing SBE in Malawi, including building appropriate simulation infrastructure (n=115; 39.3%), training educators on simulation (n=130; 44.4%), training clinical instructors/preceptors (n=106; 36.3%) and purchasing appropriate equipment (n=202; 68.9%). Scenarios with standardised patients and collaborative work in simulation between clinical staff and academics in training institutions and clinical settings were critical strategies for implementing SBE in Malawi. CONCLUSION. The successful implementation of SBE in nursing and midwifery in Malawi relies on a holistic approach that encompasses infrastructure, educator training, collaboration, scenario development, curriculum integration and ongoing evaluation. The journey towards realising these goals will undoubtedly require dedication, persistence, and the collective efforts of all stakeholders involved in nursing and midwifery education in Malawi.

RESUMEN La presente investigación tuvo como objetivo: analizar los factores de riesgo relacionados con la salud mental y las estrategias de enfrentamiento de los estudiantes de psicología. Se trata de una investigación de campo con enfoque cualitativo y descriptivo, la cual se realizó con 10 estudiantes del último año de la carrera de Psicología. Al final de la investigación, se pudo dar cuenta que los factores de riesgo relacionados con la salud mental involucran aspectos externos e internos, tales como: infraestructura de las instituciones, distribución y organización de las horas de estudio, no considerar al estudiante como un ser que tiene roles diferentes, cuestiones sociales, falta de actividades para promover la salud mental, autoexigencia, poco uso de estrategias de enfrentamiento y desequilibrio en el ritmo personal. Finalmente, la principal estrategia de enfrentamiento indicada por los participantes fue la terapia.

RESUMO A presente pesquisa objetivou: analisar os fatores de risco relacionados à saúde mental e estratégias de enfrentamento de estudantes de psicologia. Trata-se de uma pesquisa de campo de abordagem qualitativa e do tipo descritiva, que foi realizada com 10 estudantes do último ano do curso de Psicologia. Ao final da pesquisa, foi possível perceber que os fatores de risco relacionados à saúde mental envolvem aspectos externos e internos, tais como: infraestrutura das instituições, distribuição e organização da carga horária do curso, não consideração do aluno como um ser que possui diversos papeis sociais, escassez de atividades de promoção da saúde mental, autocobrança, pouca utilização de estratégias de enfrentamento e o desequilíbrio no ritmo pessoal. Por fim, a principal estratégia de enfrentamento indicada pelos participantes foi a terapia.

ABSTRACT The present research aimed to: analyze the risk factors related to mental health and coping strategies of psychology students. This is field research with a qualitative and descriptive approach, which was carried out with 10 students in their final year of the Psychology course. At the end of the research, it was possible to realize that the risk factors related to mental health involve external and internal aspects, such as: infrastructure of institutions, distribution and organization of course hours, failure to consider the student as a being who has different roles social issues, lack of activities to promote mental health, self-demand, little use of coping strategies and imbalance in personal rhythm. Finally, the main coping strategy indicated by the participants was therapy.

Government institutions in South Africa, including universities, are diversifying revenue sources to maintain operations in response to financial pressures exacerbated by COVID-19. This study focuses on sustaining university finances amidst rising youth unemployment by investigating strategies that emphasize placing graduates in university-driven job opportunities. It addresses how universities support graduate employment aiming to integrate these initiatives into revenue strategies. By leveraging these strategies, the study seeks to combat South Africa's significant youth unemployment problem while benefiting university finances. Conducted across all twenty-six South African public universities, the study employed a positivist epistemology and quantitative methodology. The first of two research questions were addressed by demonstrating a visual representation reflecting a comparison of the university graduate population to the top business industry in each province. This was intended to explore how the top industries relate to the profile of the total graduates produced in each province. The outcome would be to inform decision-making prioritizing industry relations as an important factor to graduates' work placement. The study underscores the potential for universities to develop self-sustaining revenue streams through strategic investment in graduate work placement initiatives. The research not only offers crucial insights for universities to enhance financial sustainability but also addresses youth unemployment, a pressing challenge in the South African economy. By aligning revenue generation with graduate job placements, universities can enhance their financial health while contributing to broader societal goals.

With the inception of the fourth industrial revolution, the world has undergone significant changes in terms of data availability and analysis. With the vast amounts of data available and the need for businesses to stay profitable in trying times, there is an ever-increasing requirement for data-driven solutions. Finding suitable data analytics practitioners with the knowledge and skill sets to meet these demands is difficult, posing a challenge to universities to keep up with the demands. South Africa is one of the worst-performing countries regarding mathematics standards at school level, which presents a challenge for its universities to provide employable data scientists for the market. This article identifies the competencies required of data analytics practitioners by companies operating in South Africa. This will assist universities in identifying the gaps between what they offer and what is required by the industry, enabling them to implement much-needed changes to produce graduates who can become world-class data professionals. Data were gathered from online job recruiting advertisements for data analysts, business analysts, data scientists, data engineers, and statisticians. The data were analysed using a three-step pluralistic method by which a qualitative method was used to determine broad themes and identify initial skills. These were combined with skills identified in the literature to perform text mining, which led to the creation of a structured dataset that was analysed. The most sought-after skills cover artificial intelligence, statistics, mathematics, and programming (hard skills), SQL, Python, Excel, and Power BI (data analytics software skills), and interpersonal, intrapersonal, business, analytical, communication and creativity (soft skills). Universities need to incorporate these skills in their academic programmes and inform students about the significance of developing these skills.

Resumen Introducción: Elaborar una tesis es un proceso complejo y algunos estudiantes no la culminan, la abandonan o entran en un estado de postergación permanente. Objetivo: Identificar los factores que se relacionan con la presencia del estado Todo-Menos-Tesis (TMT) en los graduados de un programa de odontología. Método: Estudio exploratorio con enfoque cualitativo donde participaron 21 graduados. Se utilizó la técnica de la encuesta y una entrevista semiestructurada. El cuestionario recopiló información relacionada a la condición laboral, características personales, tiempo de graduación y características familiares. La guía de entrevista recopiló las categorías de motivos (personales, académicos, económicos y laborales), consecuencias (repercusiones de la postergación de la tesis) y recomendaciones para evitar el estado TMT. Resultados: El 57,1 % (n = 12) fueron varones. Los principales motivos para postergar la tesis estuvieron relacionados con la adquisición de recursos económicos, pérdida de interés, prioridades familiares, alejamiento académico y sensaciones de habilidades inadecuadas. Los participantes recomiendan ofrecer otras modalidades de titulación, realizar capacitaciones académicas, mejorar las experiencias investigativas y brindar orientación al graduado. Conclusiones: Los graduados de la carrera de estomatología de la Universidad Científica del Sur presentan múltiples factores personales, cognitivos e institucionales que influyen en la decisión de continuar o retomar la elaboración de su tesis de licenciatura. La dedicación laboral y las responsabilidades familiares son los principales factores que limitan el tiempo de dedicación a la tesis.

Abstract Introduction: Preparing a thesis is a complex process and some students do not complete it, abandon it or enter a permanent state of procrastination. Objective: To identify the factors that are related to the presence of the All-But-Dissertation (ABD) state in the graduates of a Dentistry program. Method: Exploratory study with a qualitative approach in which 21 graduates participated. The survey technique and a semi-structured interview were used. The questionnaire collected information related to employment status, personal characteristics, time of graduation, and family characteristics. The interview guide collected the categories of reasons (personal, academic, economic, and labor), consequences (repercussions of postponing the thesis), and recommendations to avoid the syndrome. Results: 57.1% (n = 12) were male. The main reasons for postponing the thesis were related to the acquisition of economic resources, loss of interest, family priorities, academic distance and feelings of inadequate skills. The participants recommend offering other degree modalities, academic training, improving research experiences, and providing orientation to the graduate. Conclusions: Stomatology graduates of the Universidad Científica del Sur present multiple personal, cognitive, and institutional factors that influence the decision to continue or resume the elaboration of their degree thesis. Work dedication and family responsibilities are the main factors that limit the time devoted to the thesis.

ABSTRACT Employability is a complex process, characterized in recent years by dissimilar requirements, which represents a challenge for university graduates, due to the demand for professional and social competencies demanded by the market. Given the existing concern to effectively guarantee the employment process of the graduates of the tourism careers in the Universities of Santiago de los Caballeros, in the Dominican Republic, a diagnosis was carried out to identify the factors that affect the process.

RESUMEN La empleabilidad es un proceso complejo, caracterizado en los últimos años por disímiles requerimientos, por lo que representa un reto para los graduados de las universidades, debido a la exigencia de competencias profesionales y sociales que demanda el mercado. Dada la preocupación existente, para garantizar de forma eficaz el proceso de empleo de los graduados de las carreras de turismo en las Universidades de Santiago de los Caballeros, de la República Dominicana, se realizó un diagnóstico que permitió la identificación de los factores que inciden en el proceso.