An assessment of behavioural variables implied in teamwork: an experience with engineering students of Zaragoza University

Fernández, Juan Senís; López, Iván; Rubio, Rubén Rebollar; Marco, Fernando Gimeno

doi:10.1080/03043790902748788

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…Data were collected from students who had participated in the Aventics/Rexroth Pneumobile Race for four years, from 2010 until 2013 (see Tables 1 to 16). Using the research and related work of literature, 11, 22,23 an exploratory field interview survey was developed and used in this research to collect relevant data from students. The survey included two major sections presented as the following questions: (Q 1.1) Year of participation; (Q 1.2) Country of origin; (Q 1.3) Gender; (Q 1.4) Year of study; (Q 2.1) Did the pneumobile vehicle project deliver the results and quality expected?…”

Section: Methodsmentioning

confidence: 99%

Assessment of extracurricular activities’ effects on automotive engineering education: A cross-national study

Mariașiu

Raboca

2016

International Journal of Mechanical Engineering Education

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The complexity and dynamics of the automotive industry require highly trained graduates with competencies and skills in various scientific and industrial fields, as well as practical skills. Theory with can be applied to practice in several ways: increasing practical application of labs and workshops, practice activities, race car contests, participation in scientific groups, work on research and development projects, internships, etc. The present paper explores the attitudes and perceptions of students who participated in an international competition for prototype vehicles powered with compressed air. Based on an exploratory questionnaire, uni-and multivariate statistical methods were applied, and the results were used to create a model related to the students' perception of the usefulness of participating compared to the additional engineering skills learned. The results show that students involved in race car competitions enjoy positive feedback and more (regardless of country of origin) and learn professional skills with highquality and relevant technical, social, and behavioral competences, which are required in the automotive industry today.

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Section: Methodsmentioning

confidence: 99%

Assessment of extracurricular activities’ effects on automotive engineering education: A cross-national study

Mariașiu

Raboca

2016

International Journal of Mechanical Engineering Education

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“…Haciendo una revisión a nivel internacional de la educación en ingeniería industrial, se observa como tendencia en varios autores: (Lappalainen, 2010), (Larsen, 2009), (Fernandez, 2009), (Hazelton, 2009), (Sharma, 2009), la de integrar el conocimiento científico y tecnológico con el humanístico. ¿Podría esto obedecer al cambio de concepción que ha tenido el modelo desarrollista, que habiendo caído en crisis al privilegiar la educación científica y tecnológica por encima de la humanista, ahora trata de vincular conceptos como multiculturalidad, interdisciplinariedad y ecología tanto al entorno organizacional como al educativo atribuyéndole a esta vinculación el éxito y la pertinencia que los nuevos modelos educativos requieren?.…”

Section: Consideraciones Finalesunclassified

El campo de la Ingeniería industrial en Colombia

Valbuena¹

2011

Rev. Clepsidra

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El presente trabajo pretende presentar un posible estado del arte y marco teórico a través de los cuales analizar el proceso de surgimiento y cambio de la ingeniería industrial en Colombia desde que fue instituida como carrera profesional en la Facultad de Ingeniería de la Universidad Industrial de Santander en 1958 hasta el año 2000. Desde una mirada crítica se analizarán los acontecimientos que motivaron su aparición como disciplina de saber en las diferentes facultades de ingeniería, así como su relación con el campo industrial y tecnológico nacional desde la teoría de campos de Bourdieu, tratando de establecer a lo largo del análisis, las condiciones de posibilidad del campo de la ingeniería industrial en Colombia.

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“…If the trend towards accentuation of working life competences serves as the first emerging requirement, a second paradigm shift can be detected in the transition of focus from learning outcomes to the learning process, moving education from didactic to more student-centred approaches such as cooperative and experiential learning. [30], [31] This serves the aim of reducing the traditional emphasis on knowledge transmission while encouraging students to understand, investigate, and solve problems. [32] Third, as personal attributes, behaviours and traits are becoming acknowledged as factors decisive in recruitment and career advancement, universities are challenged to move away from the dissemination of facts to a more holistic education securing a wider configuration of student competencies.…”

Section: A Learnability Of Social Competencementioning

confidence: 99%

Can and Should Social Competence be Taught to Engineers?

Lappalainen

2011

Int. J. Eng. Ped.

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Abstract-The traditional focus in engineering syllabi on technical abilities has been well substantiated by the type of expertise required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students' social skills.This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative research conducted to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy.

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An assessment of behavioural variables implied in teamwork: an experience with engineering students of Zaragoza University

Cited by 9 publications

References 8 publications

Assessment of extracurricular activities’ effects on automotive engineering education: A cross-national study

Assessment of extracurricular activities’ effects on automotive engineering education: A cross-national study

El campo de la Ingeniería industrial en Colombia

Can and Should Social Competence be Taught to Engineers?

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