Key competences of students entering higher education: a research on students with Supplementary Learning Requirements.

Abstract

The paper examines the complex issues related to the need to make european higher education systems more inclusive, one of the essential aims of the policy guidelines outlined by the Bologna Process. In connection with these issues, which pose the challenge of responding to the needs of a diverse student population, attention is focused on the role of higher education institutions in promoting the key competences required for study success and supporting students showing weaknesses in the admission phase. The context, objectives, design and first results of an empirical research on students entering university with Supplementary Learning Requirements are presented. The main purpose of the study, started during the academic year 2017/2018, is to contribute to reflection on existing measures and on possible directions and intervention strategies with a view to qualifying the supplementary activities.