Labour competences as a key axis in higher education within the framework of the substantive functions

Abstract

The aim of this article was to characterise the labour competences of university teachers using characteristics according to the professional pathway that responds to the substantive functions. The methodology was of the mixed or multi-method type, and the research design was of the exploratory sequential type. First, a qualitative analysis was applied. Then, based on the results, a final quantitative study was applied. The study was aimed at the university teaching population in Ecuador. A non-probabilistic participative sampling was applied. A total of 210 university teachers participated in the study. Documentary review was used as a technique with interpretative and systematic analysis. The questionnaire consisting of 27 items or questions was also used as a data instrument. The analysis of the criteria underpinning the work competences, the leading role of the university teacher and the requirements for a high-performance teacher were established. It was concluded that the university teacher must be characterised by being, knowing and doing. This trilogy is fundamental in the activities that guarantee the suitability of work performance. Teaching is based on transversal skills and competences relevant to professional development research: this is based on the ability to search for information and formulate and solve problems. The following can be characterised as key competences in Ecuadorian university education: leadership, professional experience, teamwork and communication skills. The competences corresponding to the substantive functions are teaching and research.