This research draws from theories of graduate employability and transferable skills and the TASE project’s 13 graduate competences model, to explore the evaluation of the various stakeholders concerning the degree to which VNU graduates have acquired general competences. The survey measured three variables: (i) importance, (ii) achievement and (iii) priority, using the four categories of ‘none’, ‘weak’, ‘considerable’, and ‘strong’. Between February and December 2018, a total of 818 informants agreed to participate, including 168 employers, 152 alumni, 189 students who had just graduated in 2018 or were about to graduate, 51 lecturers and university managers, and 258 students. The importance of the 13 general competences was rated more highly than graduate achievement. The ability to uphold professional, moral and ethical values was rated by VNU employers as of greatest importance and the highest achievement. Similarly, VNU students and alumni rated this ability as their highest achievement. The ability to conduct research and the ability to understand, value, and respect diversity and multiculturalism were rated as of lowest importance by VNU employers. The former (ability to conduct research) was rated as of lowest importance by VNU alumni and their lowest achievement by both VNU alumni and VNU students. VNU students rated the latter ability (to understand, value, and respect diversity and multiculturalism) as of least importance. The ability to initiate, plan, organise, implement and evaluate courses of action was rated the lowest achievement by VNU employers. The ability to apply knowledge in practice was considered of greatest importance by both VNU students and alumni, but for the latter group this ability ranked equally with the ability to communicate clearly and effectively. Students gave most of their own general competences a significantly lower rating than that given by employers to alumni achievement. Received : 26 June 2019 Accepted : 13 March 2020 Published online : 19 May 2020

中文翻译：

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利益相关者对一般能力的看法：河内越南国立大学毕业生的案例

这项研究借鉴了毕业生的就业能力和可转移技能的理论以及TASE项目的13种毕业生能力模型，以探讨各种利益相关者对VNU毕业生获得一般能力的程度的评估。该调查使用“无”，“弱”，“相当”和“强”这四个类别测量了三个变量：（i）重要性，（ii）成就和（iii）优先级。在2018年2月至2018年12月期间，共有818名线人同意参加，其中包括168名雇主，152名校友，189名刚在2018年毕业或即将毕业的学生，​​51名讲师和大学经理以及258名学生。13种一般能力的重要性被评为比研究生的成就更高。坚持专业的能力，道德和道德价值观被VNU雇主评为最重要和最高成就。同样，VNU的学生和校友将这项能力评为最高成就。VNU雇主将开展研究的能力以及理解，重视和尊重多样性以及多元文化主义的能力评为最低。前者（进行研究的能力）被VNU校友评为最不重要，而VNU校友和VNU学生均被评为最低。VNU学生将后一种能力（理解，重视和尊重多样性和多元文化主义）评为最不重要。VNU雇主将发起，计划，组织，实施和评估行动方案的能力评为最低成就。VNU学生和校友都认为在实践中运用知识的能力最为重要，但是对于后一组，这种能力与清晰有效地交流的能力排名相同。学生给自己的大多数一般能力的评分远低于雇主对校友成绩的评分。收到：2019年6月26日接受：2020年3月13日在线发布：2020年5月19日