Publication: "Liderazgo para el bien común”. Desarrollo de competencias en el alumno universitario
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2021
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Abstract
El contexto social y profesional requiere, en la formación universitaria, diseños curriculares basados en el desarrollo de destrezas técnico-conceptuales y competencias, que permitan hacer frente a los retos que plantea la responsabilidad social inherente a la profesión: el bienestar humano y la mejora de la sociedad.
Desde esta perspectiva consideramos que las competencias que habilitan al universitario-profesional para contribuir al bienestar y mejora de la sociedad, son las que constituyen el “liderazgo para el bien común”. Este constructo, elaborado ad hoc, se entiende como: Una forma de ser personal y autobiográfica que se revela en la acción y que, desde la puesta en juego de la mejor versión propia, influye o inspira para que el otro despliegue a su vez su mejor versión.
Se pretende mostrar el efecto del “tratamiento formativo” (elaboración proyecto colaborativo de mejora social), en el desarrollo de competencias de “liderazgo para el bien común”, en los alumnos universitarios.
Los participantes son una muestra de 683 universitarios de primero de grado de las facultades de Psicología y Educación de la Universidad Francisco de Vitoria y la Universidad Complutense de Madrid. Se ha llevado a cabo un estudio de tipo cuasi experimental con medición pretest-postest y con grupo control no equivalente. En dicho estudio se ha aplicado a los alumnos del grupo experimental (alumnos UFV) un tratamiento formativo de elaboración de un proyecto colaborativo para la realización de una propuesta de mejora social desde su ámbito profesional.
El análisis previo de los datos muestra un incremento en el desarrollo de las dimensiones que componen el “liderazgo para el bien común”, entre la medida pretest y la postest y en los alumnos a los que se aplicó el tratamiento. Ello nos hace pensar en un efecto del “tratamiento” sobre el desarrollo del “liderazgo para el bien común”.
The social and professional context requires, in university education, curricular designs based on the development of technical-conceptual skills and competencies that allow facing the challenges posed by the social responsibility inherent to the profession: human welfare and the improvement of society. From this perspective, we consider that the competencies that enable the university-professional to contribute to the welfare and improvement of society are those that constitute "leadership for the common good". This construct, elaborated ad hoc, is understood as: A personal and autobiographical way of being that is revealed in action and that, from the implementation of the best version of oneself, influences or inspires others to deploy their best version in turn. The aim is to show the effect of the "formative treatment" (elaboration of a collaborative project for social improvement) on the development of "leadership for the common good" competencies in university students. The participants are a sample of 683 first year university students from the faculties of Psychology and Education of the Universidad Francisco de Vitoria and the Universidad Complutense de Madrid. A quasi-experimental study was carried out with pretest-posttest measurement and a non-equivalent control group. In this study, the students of the experimental group (UFV students) were given a training treatment for the elaboration of a collaborative project for the realization of a proposal for social improvement from their professional field. The previous analysis of the data shows an increase in the development of the dimensions that make up the "leadership for the common good", between the pretest and posttest measures and in the students to whom the treatment was applied. This suggests an effect of the "treatment" on the development of "leadership for the common good".
The social and professional context requires, in university education, curricular designs based on the development of technical-conceptual skills and competencies that allow facing the challenges posed by the social responsibility inherent to the profession: human welfare and the improvement of society. From this perspective, we consider that the competencies that enable the university-professional to contribute to the welfare and improvement of society are those that constitute "leadership for the common good". This construct, elaborated ad hoc, is understood as: A personal and autobiographical way of being that is revealed in action and that, from the implementation of the best version of oneself, influences or inspires others to deploy their best version in turn. The aim is to show the effect of the "formative treatment" (elaboration of a collaborative project for social improvement) on the development of "leadership for the common good" competencies in university students. The participants are a sample of 683 first year university students from the faculties of Psychology and Education of the Universidad Francisco de Vitoria and the Universidad Complutense de Madrid. A quasi-experimental study was carried out with pretest-posttest measurement and a non-equivalent control group. In this study, the students of the experimental group (UFV students) were given a training treatment for the elaboration of a collaborative project for the realization of a proposal for social improvement from their professional field. The previous analysis of the data shows an increase in the development of the dimensions that make up the "leadership for the common good", between the pretest and posttest measures and in the students to whom the treatment was applied. This suggests an effect of the "treatment" on the development of "leadership for the common good".
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