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El presente artículo trata de dar a conocer las conclusiones obtenidas en un estudio realizado por la Universidad de Deusto sobre la percepción de competencias adquiridas por universitarios egresados, así como reflexionar sobre las posibilidades y los enfoques para desarrollar un aprendizaje basado en competencias con una orientación de formación integral. Este trabajo pretende responder a varias cuestiones. En primer lugar, identificar los ámbitos competenciales de una formación fundamentada en un aprendizaje basado en competencias. El propósito de este enfoque es presentar tres áreas interrelacionadas que configuran un modelo de formación integral del universitario en la actualidad (área de competencia académica, área profesional y área cívico-social). En segundo lugar, se intenta conocer la visión de los universitarios que acceden al mundo laboral sobre la importancia de ciertas competencias, y entender las diferencias existentes en dicha percepción en función de diferentes variables, como son: el sexo, el área de conocimiento de los estudios realizados y el año de egreso, es decir, la perspectiva de aquellas personas que acaban de finalizar frente a las que terminaron antes y, por tanto, pueden tener una mayor perspectiva y un mayor conocimiento de las exigencias del mercado de trabajo.The aim of this paper is twofold. First, it deals with the conclusions of a study carried out by the University of Deusto on the perception of competences acquired by university graduates. And second, it is meant as reflection on the possibilities and approaches that are needed to develop a process of competence-based learning oriented toward integral training. This paper focuses on various issues. On the one hand, it identifies the competence fields of training backed up by competence-based learning. The purpose of this approach is to present three interrelated areas that shape up a training model for the university student nowadays (academic competence field, professional area and civic social area). On the other hand, we try to get to know the opinion of the university students, who access the labour market, on the importance of certain competences, and to understand the existing differences in perception depending on variables such as sex, study area as well as graduation year. Indeed we are interested in the perspective of those persons who have just finished their studies versus that of those who finished them before and may, therefore, have both a wider perspective and knowledge of the labour market demands

Competence-based learning and the development of the social dimension in universities