In the past 30 years, the camino to Santiago de Compostela has been recreated as an eclectic pilgrimage, open to both religious and atheist travelers. Following previous work on motivational orientations and religion, we conducted a study examining atheist versus religious pilgrims’ motivations to walk the Santiago way. We assessed pilgrims (N = 360) at various parts of the northern Spanish camino using a questionnaire that measured motivations to go on pilgrimage. In addition, we measured levels of positive and negative affect, physical exertion, and emotional problems. Atheists scored significantly lower on community and religious types of motivations. However, in several measures no differences were found between groups. We suggest that both atheist and religious pilgrims are exploring forms of horizontal and vertical transcendence characterized by a desire to connect to nature and one’s deeper self.

The current labor market demands new qualities and knowledge from the recent graduates of universities. This has been called ‘21st century digital skills’ and there is not enough research on the self-perception of students in this regard. The objective of this research was to measure student self-perception about their own 21st century digital skills related to the use of information and communication technologies (ICT) in Higher Education. A questionnaire was generated and applied to 356 students with the stratified random sampling technique. A principal component analysis was carried out, supported by adequate values of the Kaiser-Meyer-Olkin coefficient and the Bartlett sphericity test. The data indicate that the students use digital technology in academic projects, primarily; they have a lot of skill when using ICT for information management, to develop critical thinking and to solve problems, as well as to manage mobile devices. However, their self-perception in the use of ICT in teaching classes is low. The results suggest that the students do not believe that the use of ICT in the classroom is useful to develop this kind of emerging digital skills. Instead, they think that carrying out academic projects does strengthen the acquisition and development of such skills in relation to the use of ICT. El mercado laboral actual exige nuevas cualidades y conocimientos a los recién egresados de las universidades, incluidas las habilidades digitales, no existiendo suficientes investigaciones sobre la autopercepción del estudiantado al respecto. El objetivo de esta investigación fue medir la percepción que el estudiantado tiene sobre sus propias habilidades digitales del siglo XXI, en relación con el uso de las tecnologías de la comunicación (TIC) en la Educación Superior. Se generó y aplicó un cuestionario a 356 estudiantes con la técnica de muestreo aleatorio estratificado. Se realizó un análisis de componentes principales avalado por valores adecuados del coeficiente Kaiser-Meyer-Olkin y de la prueba de esfericidad de Barlett. Los datos indican que el estudiantado usa la tecnología digital en proyectos académicos primordialmente, y posee alta habilidad al usar las TIC para la gestión de información, para desarrollar pensamiento crítico y para resolver problemas, así como para manejar dispositivos móviles. Sin embargo, su autopercepción es baja respecto al uso de las TIC en la impartición de clases. Los resultados sugieren que el estudiantado no cree que el uso de las TIC en el aula sea útil para desarrollar este tipo de habilidades digitales emergentes. En cambio, indican que la realización de proyectos académicos sí fortalece la adquisición y desarrollo de tales habilidades en relación con el uso de las TIC.

Purpose: – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach: – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings: – The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications: – This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications: – This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications: – Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value: – Despite the recent increasing research in the field of competency-based learning and competences required in graduates’ workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences.