Soft Skills and STEM Education: Vision of the European University EURECA-PRO

Erreferentzia bibliografikoak

• de Campos, D.B., de Resende, L.M.M., Fagundes, A.B.: The importance of soft skills for the engineering. Creat Educ 11, 1504–1520 (2020). https://doi.org/10.4236/ce.2020.118109
• Burgstahler, S., Moore, E., Crawford, L.: AccessSTEM/AccessComputing/DO-IT longitudinal transition study (ALTS). University of Washington, Seattle (2011)
• Burgstahler, S., Moore, E., Crawford, L.: AccessSTEM/ AccessComputing/DO-IT: longitudinal transition study (ALTS). University of Washington, Seattle (2016)
• Girls Go Circular: Digital and entrepreneurial skills for the circular economy (2022). https://eit-girlsgocircular.eu/. Zugegriffen: 19.07.2022
• OECD: Skills for social progress: the power of social and emotional skills. OECD Publishing, Paris (2015)
• OECD: Skills matter: further results from the survey of adult skills. OECD Publishing, Paris (2016)
• OECD: The survey of adult skills: reader’s companion. OECD Publishing, Paris (2016)
• Succi, C., Canovi, M.: Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Stud. High. Educ. 45, 1834–1847 (2020). https://doi.org/10.1080/03075079.2019.1585420
• Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S., Gernsbacher, M.A.: The science of sex differences in science and mathematics. Psychol. Sci. Public. Interest 8, 1–51 (2007). https://doi.org/10.1111/j.1529-1006.2007.00032.x
• Zawistowska, A.: Is entering STEM socially contagious? Contextual factors in women’s educational decisions. Pol. Sociol. Rev. 197(1), 51–66 (2017)
• International Youth Foundation, Inter American Development Bank: Final report of the entra21 program phase I: 2001–2007. Inter American Development Bank, Washington, D.C. (2009)
• Koch, J., Polnick, B., Irby, B.: Girls and women in STEM: a never ending story. Information Age Publishing, Charlotte (2014)
• Midkiff, B.: Review of girls and women in STEM: a never ending story. Educ. Rev. (2015). https://doi.org/10.14507/er.v22.1862
• Kahn, S., Ginther, D.: Women and STEM. National Bureau of Economic Research, Cambridge (2017)
• Genlott, A.A., Grönlund, Å.: Closing the gaps—Improving literacy and mathematics by ict-enhanced collaboration. Comput. Educ. 99, 68–80 (2016). https://doi.org/10.1016/j.compedu.2016.04.004
• Planty, M., Kena, G., Hannes, G.: The condition of education 2009 in brief. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, Washington, D.C. (2009in)
• Baelo Álvarez, R., Fernández Raga, M., Valle Florez, R.E.: Hacia una sociedad 4.0: efectividad de las medidas educativas impulsadas en Castilla y León para el desarrollo de competencias STEM. Consejo Económico y Social de Castilla y León, Valladolid (2018)
• National Academy of Engineering, Committee on Public Understanding of Engineering Messages: Changing the conversation messages for improving public understanding of engineering. National Academies Press, Washington, D.C. (2008)
• National Academy of Sciences (US), National Academy of Engineering (US), Institute of Medicine (US): Rising above the gathering storm, revisited: rapidly approaching category 5. National Academies Press, Washington, D.C. (2011)
• National Science Foundation: Science and engineering indicators 2010 (2010). http://www.nsf.gov. Zugegriffen: 12.07.2022
• Bughin, J., Hazan, E., Lund, S., Dahlström, P., Wiesinger, A., Subramaniam, A.: Skill shift: automation and the future of the workforce. McKinsey Global Institute (2018)
• Zahidi, S., Ratcheva, V., Hingel, G., Brown, S.: Weltwirtschaftsforum: the future of jobs report 2020 (2020)
• European Commission, Directorate-General for Education, Youth, Sport and Culture: Erasmus+ higher education impact study: final report. Publications Office of the European Union, Luxembourg (2019)