Mapping generic skills is an important tool to develop training and evaluation in higher education. It could be considered as a strategy to encourage communication, transparency and organizational development.
This paper describes the results of 12 Case Study in Spain. We review the fundamentals, possibilities and difficulties of mapping generic skills as a tool to improve the quality and the different approaches that are currently applied to adopt the guidelines of the Bologna Process.
The results draw attention to the complexity associated with curriculum mapping and highlight the need to develop participative process to encourage the collegiate responsibility of competence development and assessment.
