Research in Engineering Education Symposium 2011 - rees2009

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concerned (fig. 3), most valued competences were: capacity for analysis and synthesis
(C10), problem solving (C11) and concern for quality (C26). Least valued competences
were ability to work in an interdisciplinary team (C7), ability to work in an
interdisciplinary team (C14) and understanding of cultures and customs of other
countries (C24). According to figure 5 and 6, we observe that instrumental competences
were most valued, following systemic and personal competences, respectively. However,
students think (see figure 4) that they have been developed in a lesser extent (current
year).
Figure 5: Average of three points of view and three years data group by competences type (classified
per competences)
Figure 6: Average of three points of view and three years data group by competences type
We can see that in general the nivel of competences are being worked below of expecting
(Figure 4). To sum up, according to figure 5, the more valued competences on average and
taking into account the three points of view have been Problem solving (C11) and
Elementary computing skills (C8).
Conclusions
Several sources have propounded the advantages offered by considering different
methodologies in order to acquire the skills and competences students will need in their
future jobs. Interpersonal communication, teamwork, group problem-solving, leadership,
negotiation and time management are competences our students have to develop. The
introduction of competences on the curriculum has had positive effects in students’
academic performance, in motivation and their attitudes towards learning. Some of these
advantages have also been underlined by students, who consider group
activities and active methodologies to be more interesting and entertaining than
traditional teaching. In this work, we have dealt with the importance of competences
acquisition in engineering education; in particular, we have focused our analysis on the
field of Electrical and Electronic Engineering. Due to the forthcoming implementation of
the new educational model focused on the student, teaching/learning activities should be
carefully designed and schedule to reach the educational goals as far as competence
acquisition is concerned.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011