The contemporary period is characterized by the undeniable influence of the globalization phenomenon at various levels of human endeavour, which has reshaped the workplace skills array. Responding to the workplace globalization trend, tertiary education students, the future employees in a globally oriented environment, seek to develop a new range of both hard, but mainly soft skills, in order to be better equipped to perform successfully in an enlarged multinational environment. It has therefore become crucial for the higher education to ensure individuals a high level of proficiency in such skills, which are critical to their future careers. Still, there are universities in our country that grant disproportionate priority to the professional competence development, on the grounds that it is the main criterion in deciding upon success in one’s professional career today, while we are advocating that, beside the necessary professional knowledge, it is the soft skills that matter at the workplace nowadays, making an applicant more eligible, thus distinguishing them from the other ones with the same/equivalent professional qualification. There is a tendency in our globalized market, as the literature shows, that the demand for hard skills will decrease in relationship to the demand for soft skills, as hard skills can be outsourced more easily, while the soft skills gap requires more intense effort to bridge. In order to ensure the mobility of the workforce and the chance to perform optimally in multinationals, our tertiary education system must be re-shaped in order to deliver new skills, able to provide support to the learners who will be trying to explore career prospects of a more globally oriented type. The soft skills we should include in the tertiary education curriculum widely range from language and communication abilities, through personal development and managerial one and up to cultural sensitivity and work ethics. It should be our purpose as trainers to form a generation that should be very confident in operating in a global environment. This study makes reference to the author’s experience in designing a CLIL type of English for Scientific and Technical Communication course for the Bucharest Polytechnic engineering students and wishes to extend it to the delivery of further soft skills modular courses in the described educational context. We do hope that this could be conducive to generating many transferable skills and an improvement to the human capital dynamics in order to attain success in a truly global context.