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Descripción
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| Promoting professional competencies is becoming an issue of interest and major concern in university environments. The assessment of individual students has usually been based on their knowledge and skills in solving problems on paper in an environment where time is scarce and information is restricted to the data given in the written instructions. However, the human resource managers of the major companies rate basic professional competencies very highly in the graduates that they take on, putting less importance on the level of technical knowledge possessed at the time of they are being taken on. In 1982 engineers from Ford, Chrysler and General Motors in the United States, being aware of how newly graduated engineers were adapted to automotive companies, designed a competition for universities throughout the world: Formula SAE. This competition involved conceiving, designing, manufacturing and competing with a formula-type vehicle. In 2003 the University Institute for Automobile Research (UPM?INSIA), was set up as the first Spanish Formula SAE competition team, called UPMRacing. The aim of this paper is the assessment of the professional competencies promoted by the FormulaSAEproject in individual students participating in the UPMRacing team. The compeTEA questionnaire# has been selected to assess competencies in the context of the UPMRacing team. This questionnaire has been applied to the team members in two milestones: when they start their participation (initial stage), and after they compete. Results conclude that this learning activity increases the professional competencies in a significant way, mainly in case of the students with the lowest level of professional competencies in the initial stage. Additionally, the main deficiencies identified in the participating students were the acquisition of organisational and planning competencies. | |
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Internacional
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Si |
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JCR del ISI
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Si |
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Título de la revista
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International Journal of Engineering Education (IJEE) |
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ISSN
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0949-149X |
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Factor de impacto JCR
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Información de impacto
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Volumen
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DOI
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Número de revista
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Desde la página
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1720 |
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Hasta la página
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1728 |
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Mes
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SIN MES |
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Ranking
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