Final Report Pilot Project - Relaciones Internacionales de la ...

these guidelines, universities were free to select whatever
employers they through appropriate. It has been suggested
that a tighter control on the balance of different types of
employers might have been exercised so as to obtain more
representative results. However, this would have improved a
fixed framework on a very varied reality.
• The corresponding university sent the questionnaires to the
employers with a letter which, beside presenting the
questionnaire, asked them to return it within 10 days.
• The questionnaire and the letter of introduction were sent
along with a stamped addressed envelope for the return of
the questionnaire.
—Questionnaire for Academics:
• Every participating university was asked to gather information
from, at least, 15 academics in the area in which the subject
university was participating.
• Each university sent the academics a questionnaire in electronic
form that they were asked to return within seven days.
5.4. Type of Response Requested
The questionnaires required two types of response:
1. Importance / Level of Achievement.
2. Ranking the five competences considered most important.
For each of the thirty competences, the respondents were asked to
indicate:
—The importance of the skill or competence, in his/her opinion,
for work in their profession and
—the level of achievement of the skill/competence that they
estimated they have reached as a result of taking their degree
programme.
To indicate this respondents were asked to use a scale of 1 = none
to 4 = strong.
Asking about both aspects (importance and level of achievement)
responded to the interest in finding where their institution stood in
terms of thirty competences arranged into four categories, represented
in the diagram below:
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