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Competência digital de estudantes e diplomados no ensino superior : um estudo na área das ciências económicas e empresariais
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Resumo(s)
O estudo que apresentamos foca-se no nível de competência digital autoavaliado de estudantes e diplomados dos programas de mestrado em Gestão, Economia e Finanças. O problema de investigação partiu da questão “qual o nível de competência digital autoavaliada por estudantes e diplomados de três programas de mestrado de uma instituição do ensino superior portuguesa” na área das Ciências Económicas e Empresariais da região de Lisboa e Vale do Tejo. O nosso propósito foi aferir o nível de competência digital, com base no Quadro Europeu de Competência Digital para Cidadãos – DigComp - na versão 2.1. Assumimos uma abordagem metodológica quantitativa e adotamos métodos quantitativos de recolha e análise de dados. Foi construído um questionário a partir da estrutura do DigComp 2.1 com 111 itens de autoavaliação, distribuídos por 21 competências, divididas por 5 áreas de competência. O instrumento foi aplicado a 43 estudantes e 65 diplomados, de uma IES da área de negócios da região de Lisboa entre junho e outubro de 2021. Com base nos resultados encontrados, concluímos que o nível médio de competência digital autoavaliado nos 111 cenários de competência digital se situa no nível 5 da escala 1 a 8 adotada do DigComp 2.1. A área que mais se destacou foi Comunicação e Colaboração (nível 6) e a que requer maior investimento Resolução de Problemas (nível 4). Concluiu-se também que a média do nível de competência digital não é influenciada por serem estudantes ou diplomados, nem pelo número de anos de experiência profissional (ou falta dela), nem pela área de formação (Gestão, Economia ou Finanças), género ou faixa etária. Entendemos que o principal contributo deste trabalho se traduz na discussão em torno da importância de as instituições do ensino superior assumirem a competência digital como essencial à formação dos estudantes, e que incluam o desenvolvimento da competência digital na sua agenda estratégica, uma vez que a transformação digital exigirá num futuro próximo profissionais com mais do que com competência digital intermédia ou até mesmo avançada. O futuro precisará de profissionais com um nível de competência digital altamente especializado.
This study is focused on self-assessed level of digital competence of master students and graduates in Management, Economics and Finance. The research problem departed from the question “what is the level of digital competence self-assessed by students and graduates of three master programs at a Portuguese higher education institution” in Business and Economics field of studies, in the Lisbon and Tagus Valley region. Our purpose was to assess the level of self-assessed digital competence, based on the European Digital Competence Framework for Citizens - DigComp - 2.1. We adopted a quantitative methodological approach with quantitative data collection and analysis. A questionnaire was built based on DigComp 2.1 framework with 111 items, distributed across 21 competencies, divided into 5 competency areas. The questionnaire was applied to 43 master students and 65 master graduates, from a higher education institution in business field, in the Lisbon region between June and October 2021. Based on the results we found, we were able to conclude that average level of self-assessed digital competence in the 111 digital competence scenarios is 5 on the scale from 1 to 8 adopted from the DigComp 2.1 Framework. The competence area that obtained better results was Communication and Collaboration (level 6) and the one that requires more investment is Problem Solving. We have also concluded that the average level of digital competence self-assessed by these students and graduates is not influenced by the fact that they are students or graduates, nor by the number of years of professional experience (or lack of it), nor by the area of studies (Management, Economics or Finance), gender or age. The main contribution of this work is the discussion around the importance of higher education institutions assuming digital competence as essential, and that the development of digital competence must be included in their strategic agenda. Digital transformation will require professionals with more than intermediate or even advanced digital competence level in the future. The future will need professionals with a highly specialized level of digital competence.
This study is focused on self-assessed level of digital competence of master students and graduates in Management, Economics and Finance. The research problem departed from the question “what is the level of digital competence self-assessed by students and graduates of three master programs at a Portuguese higher education institution” in Business and Economics field of studies, in the Lisbon and Tagus Valley region. Our purpose was to assess the level of self-assessed digital competence, based on the European Digital Competence Framework for Citizens - DigComp - 2.1. We adopted a quantitative methodological approach with quantitative data collection and analysis. A questionnaire was built based on DigComp 2.1 framework with 111 items, distributed across 21 competencies, divided into 5 competency areas. The questionnaire was applied to 43 master students and 65 master graduates, from a higher education institution in business field, in the Lisbon region between June and October 2021. Based on the results we found, we were able to conclude that average level of self-assessed digital competence in the 111 digital competence scenarios is 5 on the scale from 1 to 8 adopted from the DigComp 2.1 Framework. The competence area that obtained better results was Communication and Collaboration (level 6) and the one that requires more investment is Problem Solving. We have also concluded that the average level of digital competence self-assessed by these students and graduates is not influenced by the fact that they are students or graduates, nor by the number of years of professional experience (or lack of it), nor by the area of studies (Management, Economics or Finance), gender or age. The main contribution of this work is the discussion around the importance of higher education institutions assuming digital competence as essential, and that the development of digital competence must be included in their strategic agenda. Digital transformation will require professionals with more than intermediate or even advanced digital competence level in the future. The future will need professionals with a highly specialized level of digital competence.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em E-Learning e Formação a Distância), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Competências Literacia digital Competitividade Empregabilidade Ensino superior Tecnologias digitais Dissertações de mestrado - 2023