A Model for Implementing Non-specific Competencies (NSCs) in Degree Studies, Defined Using a Delphi Study in Spanish Universities

This work discusses the difficulties currently being faced by Spanish universities in adapting their education system to the development of the competency-based curriculum introduced by the EHEA, especially with regard to the introduction of non-specific competencies (NSCs). Using the Delphi technique, we performed an exploratory study to collate opinions and proposed actions to facilitate implementation or advancement of these competencies in university degree studies. The panel of experts consisted of university lecturers with different profiles identified in Spanish public universities. The study’s primary contribution is to establish an implementation model, consisting of a sequential process in three phases: (a) concept design; (b) organisational design; (c) launch and monitoring. The tasks involved in the planning, organization and development of the process are intended to facilitate the coordinated and gradual implementation of NSCs—by all teaching staff involved–in university degree studies. The utility of the model lies in the fact is that it resolves many of the problems currently restricting progress in the universities’ social commitment to the comprehensive education of new graduates, and does so within the area of action of university management and teaching staff, providing solutions related to organisation and coordination.