Monografico_1_EN_Doxa_27

that academics perceive that the labour market is evolving toward the predominance of a multidisciplinary profile in which the online environment prevails (López-Berna, Papí-Gálvez and Martín-Llaguno, 2016), although less than 5% of the specific subjects of the curricula of Spanish universities are, for example, related to communication in social networks, a fact that continues to move universities away from the reality of the selection processes carried out by companies (Navío-Navarro, González-Díez and Puebla-Martínez, 2018).

In this way, and despite the fact that 90% of the jobs in Europe already require some kind of digital competence (European Commission, 2017), it is difficult to achieve advanced digital capability in terms of transformation, innovation and creativity (Martin et al. Grudziecki, 2006). The development of interactive communication has demonstrated the importance of professional profiles with features as diverse as interactive design, web design, art direction, media project manager, user experience or usability expert (Soler-Adillon et al., 2016), showing that full-stack development, which requires knowledge of the front-end environment as well as the back-end (Carrillo-Tripp et al., 2018), also requires project management, infrastructures and databases with the aim of understanding the entire process rather than the ability to develop all of the parts (Tegze, 2017).

These competencies are especially relevant for the interconnection that is currently required, enhanced within the context of the Internet of Things (Mazzei et al., 2018).

The term full-stack was created as a result of conversations that the developer Carlos Bueno generated in his social networks within the context of software development to designate a professional who is a “generalist”, because “nobody can know everything about everything”, but one should be able to “visualize what happens from the lowest level to the highest level in a computer application” (Bueno, 2010). However, this concept acquires greater development when we extend it to other territories of the changing world of digital communication where profiles with this systemic perspective, which combines the client side with the infrastructure that supports different services, have also become indispensable.

An example of this development, in two opposite but complementary directions, would be those professional profiles that combine user experience (UX) and database management (statistics, data mining, and big data). The concern for user experience (UX) with regard to design involves working to achieve ease of use, satisfaction, enjoyment, fun and visual appeal (Frederick et al., 2015). However, it is necessary to combine such user experience with interactivity in the user interface (UI), as long as its effects and gratifying qualifications are improved (Sutcliffe and Hart, 2017). Consequently, both design and experiential aspects are essential in this third wave of human-computer interaction or HCI (Vermeeren, Roto and Vaananen, 2016), and learning these requires a pedagogical approach that solves real problems in achieving the necessary professional competencies. (Getto and Beecher, 2016).

The revolution that is generating data management is another essential factor in the perspective of the communication professional. Every two days there is as much digital information as all the conversations that have taken place throughout history (Romanov, 2015), and it should be highlighted that while in the year 2000 only 25% of the information was in digital format, in 2007 the analogic information comprised just 7% of the total (Hilbert, 2012). All of this management of large amounts of information that compels us to speak about big data and its interrelation with the media implies