to current educational, labor and social challenges. The objective of

this research was to evaluate the perception of the students of the

Bachelor's Degree in Business Administration - University of

Guayaquil regarding the competencies developed in their

professional training. For the application of the exploratory-

descriptive methodology, the comparison of the surveys conducted

in two academic periods 2019-2020 CII and 2020-2021 CI to the

students of the Business Administration degree was carried out

through the application of the survey of the Tuning project that

evaluates the generic and specific competencies. Despite the

environment during and after the confinement by covid-19, the

perception of the development of the specific competencies

necessary for business administration has increased. However, the

need to deepen the analysis of the legal framework for business

La formación universitaria se orienta a desarrollar competencias para

responder a los retos educativos, laborales y sociales actuales. La

presente investigación tuvo como objetivo evaluar la percepción de

los estudiantes de la Licenciatura de Administración de Empresas -

Universidad de Guayaquil respecto a las competencias desarrolladas

en su formación profesional. Para la aplicación de la metodología

exploratoria-descriptiva se realizó la comparación de las encuestas

realizados en dos periodos académicos 2019-2020 CII y 2020-2021

CI a los estudiantes de la carrera de Administración de Empresas

mediante la aplicación de la encuesta del proyecto Tuning que evalúa

a la gestión empresarial, el análisis del entorno social y el uso de las

tecnologías de la información y comunicación.

Educación Superior, Proyecto Tuning.

Introduction

the development of individual and collective capacities and

potentialities of the population; being the center the subject who

learns, and will operate in a flexible and dynamic, inclusive,

effective and efficient way (Constitution of the Republic of Ecuador,

2008, p. 168). Quiñonez (2017) in his comparative analysis of higher

form values such as: responsibility and social sensitivity, respect for

the individual, appreciation of diversity, political commitment and

work as a mechanism of social institution.

The Lisbon European Council 2009 highlighted the need for citizens

to acquire key competencies as an indispensable condition for

economic development and their ability to compete in the

international arena, achieving personal, social and professional

development. The Organization for Economic Cooperation and

Development (OECD) promoted the DeSeCo project (Definition and

Selection of Key Competences), analyzing the scope of the term

diversity of contexts.... (National Center for Educational Innovation

and Research (CNIIE), 2013, pp. 17-18)..

Romero Fernández, Álvarez Gavilanes, & Murillo Párraga (2014)

relate professional competence to knowing, knowing how to do,

knowing how to be, knowing how to be, knowing how to be and

wanting to be linked to the professional activity that the person

develops in order to obtain the desired results (p. 6). For Correa

Correa, Delgado Hurtado, & Conde Cardona (2011)competencies

are permanent behavioral and functional characteristics of people,

which are demonstrated in the successful performance of an activity

Oberta de Catalunya during the 2017/2018 and 2018/2019 academic

years. The generic competencies best valued by students were

drawing conclusions, persistence and perseverance, finding,

coronavirus on teaching processes in higher education at the

the World Health Organization, the Council of Higher Education

issues the transitional regulations for the development of academic

which stand out economic, poor connectivity, low quality of the

internet signal, teaching methodologies and didactic models.... (p.

13). The aforementioned evaluation was carried out in the first cycle

of adaptation to the new methodology, concluding that students had

not understood the autonomous nature of the e-learning model.

of study, with a sample of 246 teachers and 276 students, taken from

the total population of the institution.

Consequently, it is a challenge for the teacher to generate adequate

material to guide student learning that responds to the demands of

this new educational scenario. After the adaptation period and after

3 academic cycles have elapsed under the online modality, it is

important to know the students' perception regarding their

professional training. According to Bedregal et al. (2019) students

are willing to use the virtual classroom implemented in the Moodle

platform, as long as they find that the activities to be performed favor

2019-2020 CII used a self-administered questionnaire that was

distributed in the classroom; for the second evaluation during the

academic period 2021-2022 CI the questionnaire was provided

through Google forms. The sampling applied was probabilistic with

a confidence level of 95% and a margin of error of 5%. The

Cronbach's Alpha Coefficient analysis obtained a reliability greater

than 0.9, which allowed obtaining reliable results.

sample for the year 2021 versus the year 2019, a slight increase in

the development of generic competencies is evident in the average

evaluations. In general terms, in the case of the perception of the

The students who attended the academic period 2021-2022 CI in the

fourth, fifth and sixth semesters perceive a better development

mainly in: the ability to work autonomously; ethical commitment;

ability to learn and update themselves, to identify, pose and solve

Business Administration - University of Guayaquil regarding their

professional training (Pin Loor & Moran Figueroa, 2021).

When analyzing the perception of the least developed specific

competencies in the second sample, it is important to take into

consideration that the students have not taken the subjects of

strategic planning and marketing management, in which they receive

guidance on the analysis of the environment, inter-functional and

operational relations of the organization. In contrast, despite

receiving training in relation to aspects of law and management

information systems, there are weaknesses in evaluating the legal

competencies. Sanchez Lima (2021) developed a theoretical

proposal for a performance evaluation model focused on marketing

companies or financial entities that incorporate commercial

positions in their organizational structure. The instrument is an

adaptation of Beer's 4Cs model, which evaluates the effectiveness of

human resources management results based on 4 components or

The comparison made between the competencies evaluated through

students' perception of training oriented to the dimensions of

competence, cost-effectiveness and congruence is higher than the

indicators of the dimension of commitment, the latter being related

to the behavior acquired through experience and putting into practice

the knowledge acquired.

skills.

Discussion

Iglesias & Chang (2021) suggest further research related to the

contextual factors that condition the formation of competencies at

adapted to the needs of students. Consequently, it is recommended

to complement the present research with the perception of teachers

Chávez, Rivera and Haro (2021) recommend following up with the

teacher in relation to teaching tactics and forms of teaching to verify

the level of student learning and improve their knowledge. For

Kubessi, (2015) the faculty could be unaware of the transversal

competencies marked by the university and how they are measured

and evaluated, which generates discontent and lack of motivation.