Undergraduate Research Training and Generic Competencies in Engineering Graduates

Abstract

Higher education programs are embracing curricular models that incorporate active teaching-learning methodologies to foster students’ active participation in knowledge building, based on competency-based training. Research-based learning (RBL) stands out as an active methodology that can be used at various academic levels, including undergraduate. In this context, the present research explores the contribution of undergraduate research training to the process of developing generic competencies in engineering students. The study focuses on the perceptions of a group of employers and graduates from a Peruvian higher education institution. A mixed-methods approach was adopted, as interviews and surveys were applied. The study had a descriptive purpose with a concurrent design. The findings suggest that undergraduate research training is perceived as supporting the development of generic competencies such as research, teamwork, effective communication, analytical and critical thinking, adaptability, digital literacy, intellectual curiosity, and lifelong learning (LL). Overall, the results highlight undergraduate research training, implemented through RBL, as an effective strategy associated with the development and strengthening of generic competencies and the alignment of Science, Technology, Engineering, and Mathematics (STEM) education with labor market demands, while underscoring the importance of consolidating an institutional research culture within competency-based curricula.