Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View
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The document discusses integrating generic competences into engineering degree curricula from the students' perspective, identifying issues in the current education framework that hinder the development of these competences. It highlights the need for curriculum review and the importance of providing effective training in skills such as oral and written communication, teamwork, and foreign language proficiency. The findings suggest a general perception among students of inadequate emphasis on these competences, with a call for improved teaching methodologies and involvement in generic competences development.
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Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View
Framework research objective
To propose feasible changes in current BD curriculum to
improve the current development of Generic Competences
1.- Obtain information for each GC about:
Need of considering CG in the bachelor degree:
Is it important for graduates to attain GC?
Should GC be developed at university?
CG definition and ideal model to develop it (Proposal): :
What and how do we want to do?
Description of CG current scenario
What about teachers, students and resources?
2.- Study how feasible the proposal is: comparison between ideal model
requirements and the current scenario
Problems related to GC development: Frame work research / Student's point of view: Questionnaire
Student's point of view: Participants and Results / Conclusions
Oral Communication (OC)
Written Communication (WC)
Teamwork (TW)
Second language (EN)
Selected
GC
Questionnaire objective:
From teachers (in-depth interviews)
& from students (survey)
From teachers (in-depth interviews)
& from students (survey)
From teachers (in-depth interviews)
1.- Obtain information for each GC about:
Need of considering CG in the bachelor degree. Need of improving and Degree duties on it
Is it important for graduates to attain GC?
Should GC be developed at university?
CG definition and ideal model to develop it (Proposal): :
What and how do we want to do?
Description of CG current scenario. Current involvement of the degree. Subjects with GC activities
2.- Study how feasible the proposal is: comparison between ideal model requirements and the
current scenario
Did the subjects you have studied include activities to improve [your ability to communicate orally/your ability to
communicate in written/ your ability to work in a team/your English proficiency]?
1 No subject; 5 All subjects
If you need to improve [your oral communication skills/your written communication skills, your ability to work in a
team/your English proficiency], do you think your selected bachelor degree should provide you the necessary
training?
0 No need to improve; 1 No, the Bachelor Degree should train only on technical issues; 5 Yes, the bachelor
degree should provide me this training.](https://image.slidesharecdn.com/07-presentacioncgberdones-170321112741/85/Integrating-Generic-Competences-in-an-Engineering-Degree-Curriculum-the-Students-Point-of-View-5-320.jpg)
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Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View
1.- Obtain information for each GC about:
Perceived skill improvement since the beginning of the bachelor degree up to now
Is it important for graduates to attain GC?
Should GC be developed at university?
Proposal: CG definition and ideal model to develop it:
What and how do we want to do?
chers, students and resources?
Anything about the GC that the student wants to share with us
At the beginning of the bachelor degree, you think that [you were able to communicate orally/you were able to
communicate in writing/you were able to work in a team/your English proficiency level was] at a level
1 Basic – 10 Expert
Now, you think that [you are able to communicate orally/you are able to communicate in writing/you are able to work
in a team/your English proficiency level is] at a level
1 Basic – 10 Expert
Problems related to GC development: Frame work research / Student's point of view: Questionnaire
Student's point of view: Participants and Results / Conclusions
Additional questions in order to compel the students to think about their answers:
Free answer
Selected
GC
Oral Communication (OC)
Written Communication (WC)
Teamwork (TW)
Second language (EN)
Questionnaire objective:](https://image.slidesharecdn.com/07-presentacioncgberdones-170321112741/85/Integrating-Generic-Competences-in-an-Engineering-Degree-Curriculum-the-Students-Point-of-View-6-320.jpg)
Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View
- 1. 1 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Carmen García Berdonés Francisco David Trujillo Aguilar Juan Carlos Tójar Hurtado
- 2. 2 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to generic competences development Frame work research Student's point of view: Questionnaire, Participants and Results Conclusions
- 3. 3 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to GC development / Frame work research/ Student's point of view: Questionnaire Student's point of view: Participants and Results / Conclusions EHEA shifts the learning process focus from the teacher showing contents to students developing competences Problems related to Generic Competences development: There are no references in old syllabus based on content Generic Competences development in Telecommunication Engineering School (University of Malaga) Described by Learning Outputs: what a learner is expected to know, understand and be able to do after the successful completion of a process of learning Two kinds: Specific ones for each bachelor degree and Generic ones (Transferable competences, soft skills) Usually are defined in inaccurate way, for instance the definition enacted by Spanish Ministry of Education for Engeneering BD with professional responsibilities There is no settled model to develop them (within curriculum subjects? free-standing modules? work placements?) Five BD with professional responsibilities. SC have been widely treated while GC have been relegated to the background It is necessary a review about GC development
- 4. 4 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to GC development/ Frame work research /Student's point of view: Questionnaire Student's point of view: Participants and Results / Conclusions 1.- Obtain information for each GC about: Need of considering CG in the bachelor degree Is it important for graduates to attain GC? Should GC be developed at university? CG definition and ideal model to develop it (Proposal) What and how do we want to do? Description of CG current scenario What about teachers, students and resources? 2.- Study how feasible the proposal is: comparison between ideal model requirements and the current scenario From teachers (in-depth interviews) & from students (survey) From teachers (in-depth interviews) From teachers (in-depth interviews) & from students (survey) Framework research objective To propose feasible changes in current BD curriculum to improve the current development of Generic Competences Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC
- 5. 5 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Framework research objective To propose feasible changes in current BD curriculum to improve the current development of Generic Competences 1.- Obtain information for each GC about: Need of considering CG in the bachelor degree: Is it important for graduates to attain GC? Should GC be developed at university? CG definition and ideal model to develop it (Proposal): : What and how do we want to do? Description of CG current scenario What about teachers, students and resources? 2.- Study how feasible the proposal is: comparison between ideal model requirements and the current scenario Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Participants and Results / Conclusions Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC Questionnaire objective: From teachers (in-depth interviews) & from students (survey) From teachers (in-depth interviews) & from students (survey) From teachers (in-depth interviews) 1.- Obtain information for each GC about: Need of considering CG in the bachelor degree. Need of improving and Degree duties on it Is it important for graduates to attain GC? Should GC be developed at university? CG definition and ideal model to develop it (Proposal): : What and how do we want to do? Description of CG current scenario. Current involvement of the degree. Subjects with GC activities 2.- Study how feasible the proposal is: comparison between ideal model requirements and the current scenario Did the subjects you have studied include activities to improve [your ability to communicate orally/your ability to communicate in written/ your ability to work in a team/your English proficiency]? 1 No subject; 5 All subjects If you need to improve [your oral communication skills/your written communication skills, your ability to work in a team/your English proficiency], do you think your selected bachelor degree should provide you the necessary training? 0 No need to improve; 1 No, the Bachelor Degree should train only on technical issues; 5 Yes, the bachelor degree should provide me this training.
- 6. 6 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View 1.- Obtain information for each GC about: Perceived skill improvement since the beginning of the bachelor degree up to now Is it important for graduates to attain GC? Should GC be developed at university? Proposal: CG definition and ideal model to develop it: What and how do we want to do? chers, students and resources? Anything about the GC that the student wants to share with us At the beginning of the bachelor degree, you think that [you were able to communicate orally/you were able to communicate in writing/you were able to work in a team/your English proficiency level was] at a level 1 Basic – 10 Expert Now, you think that [you are able to communicate orally/you are able to communicate in writing/you are able to work in a team/your English proficiency level is] at a level 1 Basic – 10 Expert Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Participants and Results / Conclusions Additional questions in order to compel the students to think about their answers: Free answer Selected GC Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Questionnaire objective:
- 7. 7 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Results / Conclusions Qualitative analysis of students comments: “The degree should focus on technical issues”, “Students should improve on GC by their own”, “there is no time during the degree to work on CG”. Not a clear agreement in which combination of GC should be addressed by Grade Percentages of students who prefer develop each possible combination of CG with medium level of Degree involvement Students need improvement but their opinion about Degree involvement in CG development is an important issue. Could be specific competences being prioritized by students? Participants: 310 students from the five ETSIT BD (four years of each) Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC EN 94,8% OC 91,3% TW 88,8 % WC 82,0% Perception of improvement needs and degree duties 0 NO need to improve 1 No, BD only technical issues 5 Yes, BD should provide training. A vast majority of students perceive they need to improve Percentages of students who need to improve
- 8. 8 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Results / Conclusions Skill self-perception. Current skills 1 Basic 10 Expert. Friedman test was run to determine whether there were differences or not among the selected GC in the student self-perception of current skills. Pairwise comparisons were performed with a Wilcoxon signed-rank test (with Bonferroni correction) GC have been grouped where post-hoc analysis didn´t reveal statistically significant differences between them. Qualitative analysis of students comments OC and WC: complain about the lack of feedback from teachers EN: subjects using documentation in English become more difficult (true self assessment?) Me ẋ Previous Skills WC 7 6,9 TW 7 6,2 EN 6 6,0 OC 6 6,0 Current Skills TW 8 7,4 WC 8 7,4 OC 7 7,0 EN 6 6,1 Skills Improvement TW 1 1,2 OC 1 1,0 WC 0 0,5 EN 0 0,2 Very high, low dispersion Lowest, highest dispersion The need of slight improvement is perceived. How can students self asses their skills? Is EN the only CG correctly self assessed? Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC Participants: 310 students from the five ETSIT BD (four years of each)
- 9. 9 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Me ẋ Previous Skills WC 7 6,9 TW 7 6,2 EN 6 6,0 OC 6 6,0 Current Skills TW 8 7,4 WC 8 7,4 OC 7 7,0 EN 6 6,1 Skills Improvement TW 1 1,2 OC 1 1,0 WC 0 0,5 EN 0 0,2 Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Results / Conclusions Skill self-perception: Skills improvement 1 Basic 10 Expert. Very low Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC Participants: 310 students from the five ETSIT BD (four years of each) Improvement = Current - Previous Friedman + Wilcoxon signed-rank test (with Bonferroni correction). GC have been grouped where post-hoc analysis didn´t reveal statistically significant differences between them. No GC improvement during their time at university (even loss) Skill loss
- 10. 10 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Problems related to GC development: Frame work research / Student's point of view: Questionnaire Student's point of view: Results / Conclusions Degree involvement: Subjects with identified activities 1 No subject; 5 All subjects. Qualitative analysis of students comments: OC, WC and EN: Teachers as not interested in training (much more interested in technical skills) Teaching methodologies are not suitable for practicing these CG TW: Claim more attention from teachers when carrying out activities. Teaching methodologies encourage individual work and competitiveness Me ẋ Subjects with GC activities TW 3 3,3 WC 2 2,4 OC 2 2,2 EN 1 1,4 Very low Specially in EN Currently, very poor involvement of the degree Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC Participants: 310 students from the five ETSIT BD (four years of each) Friedman + Wilcoxon signed-rank test (with Bonferroni correction). GC have been grouped where post-hoc analysis didn´t reveal statistically significant differences between them.
- 11. 11 / 11 Integrating Generic Competences in an Engineering Degree Curriculum: the Students' Point of View Currently, very poor involvement of the degree is perceived: few subject including GC activities, teachers are interested in training specific competences and teaching methodologies are not adequate No GC improvement during their time at university (even loss) The need of slight improvement is perceived. Not agree about level of degree involvement in that improvement. (Could be specific competences prioritized by students?) Problems related to GC development: Frame work research / Student's point of view: Questionnaire design & Participants Student's point of view: Results / Conclusions Description of CG current scenario Oral Communication (OC) Written Communication (WC) Teamwork (TW) Second language (EN) Selected GC Participants: 310 students from the five ETSIT BD (four years of each) Need of considering CG in the bachelor degree It is necessary a true assessment (to set a reference level, if possible) Are students influenced by poor degree involvement? Contrast with data from teachers (in-depth interviews) More research with students (Qualitative methodology) Future work
Editor's Notes
- #3: Enfocada al emprendimiento económico o tecnológico
- #4: Enfocada al emprendimiento económico o tecnológico
- #5: Enfocada al emprendimiento económico o tecnológico
- #6: Enfocada al emprendimiento económico o tecnológico
- #7: Enfocada al emprendimiento económico o tecnológico
- #8: Enfocada al emprendimiento económico o tecnológico
- #9: Enfocada al emprendimiento económico o tecnológico
- #10: Enfocada al emprendimiento económico o tecnológico
- #11: Enfocada al emprendimiento económico o tecnológico
- #12: Enfocada al emprendimiento económico o tecnológico