View in EDS

ASSESSMENT OF GENERIC COMPETENCIES IN CIVIL ENGINEERING STUDENTS DURING PRE-PROFESSIONAL INTERNSHIPS.

Saved in:
Bibliographic Details
Title: ASSESSMENT OF GENERIC COMPETENCIES IN CIVIL ENGINEERING STUDENTS DURING PRE-PROFESSIONAL INTERNSHIPS.
Alternate Title: Evaluación de las competencias genéricas en estudiantes de ingeniería civil durante las prácticas preprofesionales.
Authors: Arias-Rueda, Jhon Herminson1 jariasr@ups.edu.ec, Arias-Rueda, César Augusto2 carias@uegonzaga.edu.ec
Source: Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento. ene-jun2025, Vol. 25 Issue 1, p216-240. 25p.
Subject Terms: Confirmatory factor analysis, Multiple regression analysis, Civil engineers, Training of engineers, Labor market
Abstract (English): Pre-professional internships are crucial in training civil engineering students, as they foster the development of generic competencies essential for professional success and workplace adaptability. This study assessed these competencies using a quantitative, descriptive, and correlational approach with a cross-sectional design through an adapted and validated Work Experience Questionnaire (WEQ) version. Ninety-five students from the seventh and eighth levels at Salesian Polytechnic University of Ecuador were surveyed, focusing on Clear Goals, Workplace Support, University Support, and Generic Competencies. The instrument's reliability was confirmed with high Cronbach's alpha values (>0.90), and exploratory (EFA) and confirmatory factor analyses (CFA) supported its structural validity. The findings revealed that Clear Goals (r = 0.867) and Workplace Support (r = 0.838) significantly influence the development of generic competencies. In contrast, University Support (r = 0.690) showed a moderate effect. The multiple regression analysis corroborated these results. This study highlights the need for an integrated academic and workplace environment to maximize the impact of internships on the training of future civil engineers. A collaborative approach between universities and companies would not only facilitate the alignment of learning objectives with the demands of the labour market. However, it would also allow students to receive more structured and continuous support during their practical experience. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Las prácticas preprofesionales son fundamentales en la formación de los estudiantes de ingeniería civil, ya que promueven el desarrollo de competencias genéricas esenciales para el éxito profesional y la adaptabilidad en el entorno laboral. Este estudio evaluó dichas competencias mediante un enfoque cuantitativo, descriptivo y correlacional con un diseño transversal, utilizando una versión adaptada y validada del Cuestionario de Experiencia Laboral (WEQ, por sus siglas en inglés). Se encuestaron 95 estudiantes de los niveles séptimo y octavo de la Universidad Politécnica Salesiana de Ecuador, enfocándose en metas claras, apoyo en el lugar de trabajo, apoyo universitario y competencias genéricas. La confiabilidad del instrumento fue confirmada con altos valores de alfa de Cronbach (>0.90), y los análisis factoriales exploratorio (AFE) y confirmatorio (AFC) respaldaron su validez estructural. Los hallazgos revelaron que las metas claras (r = 0.867) y el apoyo en el lugar de trabajo (r = 0.838) influyen significativamente en el desarrollo de competencias genéricas, mientras que el apoyo universitario (r = 0.690) mostró un efecto moderado. El análisis de regresión múltiple corroboró estos resultados. Este estudio destaca la necesidad de un entorno académico y laboral integrado para maximizar el impacto de las pasantías en la formación de los futuros ingenieros civiles. Un enfoque colaborativo entre universidades y empresas no solo facilitaría la alineación de los objetivos de aprendizaje con las demandas del mercado laboral, sino que también permitiría a los estudiantes recibir un apoyo más estructurado y continuo durante su experiencia práctica. [ABSTRACT FROM AUTHOR]
Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Pre-professional internships are crucial in training civil engineering students, as they foster the development of generic competencies essential for professional success and workplace adaptability. This study assessed these competencies using a quantitative, descriptive, and correlational approach with a cross-sectional design through an adapted and validated Work Experience Questionnaire (WEQ) version. Ninety-five students from the seventh and eighth levels at Salesian Polytechnic University of Ecuador were surveyed, focusing on Clear Goals, Workplace Support, University Support, and Generic Competencies. The instrument's reliability was confirmed with high Cronbach's alpha values (>0.90), and exploratory (EFA) and confirmatory factor analyses (CFA) supported its structural validity. The findings revealed that Clear Goals (r = 0.867) and Workplace Support (r = 0.838) significantly influence the development of generic competencies. In contrast, University Support (r = 0.690) showed a moderate effect. The multiple regression analysis corroborated these results. This study highlights the need for an integrated academic and workplace environment to maximize the impact of internships on the training of future civil engineers. A collaborative approach between universities and companies would not only facilitate the alignment of learning objectives with the demands of the labour market. However, it would also allow students to receive more structured and continuous support during their practical experience. [ABSTRACT FROM AUTHOR]
ISSN:1695324X
DOI:10.30827/eticanet.v25i1.32771