personalized development of informative and advertising content (Couldry and Turow, 2014), despite the fact that the creative possibilities provided by the data have not yet been explored (Selva-Ruiz and Caro-Castaño, 2016).

For all of these reasons, the professional who specifically includes him or herself within interactive digital communication is the one who perceives the most valued skills to be “learning independently and adapting to technological change” (Ventura, Roca-Cuberes and Corral-Rodríguez, 2018: 340), as well as “having knowledge of and applying specific software and new digital technologies to the sector” (2018: 341), with these considered to be the most important disciplinary competencies. Monge-Benito and Etxebarria-Gangoiti (2017) compared the skills most highly valued by advertising professionals in the Basque Autonomous Region between 2008 and 2016, and found a particularly decisive weight on digital marketing skills.

The journalistic field also urgently requires greater digital skills that will allow it to struggle against the gradual fall in the number of readers that has been suffered during the last decade by the traditional press as reflected by the fact that 46.67% of the continuous training that RTVE journalists receive deal with technological innovation (Ortiz-Sobrino, 2015).

A technological profile is essential so that journalists do not become a less important element of the teams that today are composed of programmers, system technicians and software developers. Only then will it be possible to analyse news-related big data, process it, understand it, and make it comprehensible (López-García, Rodríguez-Vázquez and Pereira-Fariña, 2017). The first approach that Journalism students make toward the labour market is in the role of interns, with a remuneration that ranges from 0 to 500 euros, with their digital tasks being limited to online writing (Pérez-Serrano, Rodríguez-Barba and Rodríguez- Pallares, 2015).

Digital professional profiles increasingly require more specific training and previous experience in a digital environment. In the case of the community manager, 89% had held positions in online communications before accessing their current positions, and even considering communication studies as the most suitable (73.5%), the figure of 59.3% consider a postgraduate specialization to be necessary, and 33.0% consider it necessary to incorporate specific subjects into undergraduate studies (Silva-Robles, 2016). At the beginning of this decade, Sánchez-Gonzales and Méndez-Muros (2013) analysed the 2.0 professional profiles of communication, confirming a rise in the figure of the community manager. After the changes that have taken place in Internet with big data, it would be necessary to verify whether this figure continues to lead in job offers in the communication sector.

Regarding the Director of Public Relations in large companies, his or her strategic and communicative competence is usually highlighted, but nothing is said about technological issues (Cabrera-Cabrera and Almansa-Martínez, 2016) beyond digital communication carried out in social media (Puertas-Hidalgo, Cadme and Álvarez-Nobell, 2015). As a result, communication consultancy firms have added online communication services to their offering, which is currently provided by 53.8% of these companies (Miquel-Segarra, López-Font and Gil-Soldevilla, 2018).

Competencies associated with Audiovisual Communication degrees have also been diversified and digitized despite the fact that on average limited importance is placed on database management (3.62/5.00) or on programming and optimization of web pages, SEO and SEM (3.21/5.00) (Besalú-Casademont, Schena and Sánchez-Sánchez, 2017), by