García Álvarez, JesúsVázquez-Rodríguez, AnaQuiroga Carrillo, AnaïsPriegue Caamaño, Diana2022-12-072022-12-072022García-Álvarez, J., Vázquez-Rodríguez, A., Quiroga-Carrillo, A., & Priegue Caamaño, D. (2022). Transversal Competencies for Employability in University Graduates: A Systematic Review from the Employers’ Perspective. Education Sciences, 12(3), 204http://hdl.handle.net/10347/29498The aim of this article is to provide a systematic review of the transversal competencies for employability in university graduates from an employer’s perspective, with consideration to the importance of the topic in the cross-national context. The PRISMA statement was used to guide the methodology and the reporting for the systematic review. The data collection produced 52 articles from the Scopus and Web of Science (JCR only) databases in the ten years between 2008 and 2018. The analysis focused on the characteristics of the employers and organizations, the methods and the instruments for evaluating transversal competencies, and the most highly valued competencies, both internationally and by continent. One of the main contributions is the creation of a classification that is made up of 41 transversal competencies that are grouped into five dimensions. The results show that employers attributed more importance to the competencies in the dimensions of Job-related basic (JRB) skills, Socio-relational (SR) skills, and Self-management (SM) skills. We conclude that Higher education institutions need to incorporate “pedagogies for employability”, which will strengthen the link between the academic setting and the socio-occupational reality and will ensure that graduates make a suitable transition to the world of workeng© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/)Soft skillsEmployabilityUniversity graduatesEmployersHigher educationLabour marketjournal article10.3390/educsci120302042227-7102open access