https://isiarticles.com/bundles/Article/pre/pdf/7250.pdf

Higher Education in Industrial Engineering in Peru: Towards a New Model Based on Skills

This article analyzes the discourse of industrial engineering in Peru, its relations with major European and American trends, and current trends into the future. Establishes the need for the formation of engineers favor the development of competences that are already required by employers and by the great engineering task receptor, society. In addition, we compare the codifications of Tuning Project competences to those defined in the CDIO Syllabus (Conceive, Desing, Implement and Operate systems in the enterprise and societal context) and IPMA (Internacional Management Association) to define the coding of generic competences most appropriate for the formation of engineers in Latin America. The results show, first, the need to apply holistic models that cover the skills and, second, the relevance of these models to the definition of industrial engineering programs in Peru.

https://www.usfx.bo/nueva/vicerrectorado/citas/TECNOLOGICAS_20/Ingenieria_Industrial/MP%20Lama.pdf

Hacia un Nuevo Modelo desde las Competencias: la Ingeniería Industrial en el Perú

The workplace is increasingly demanding when hiring professionals as project managers, with a certain professional competence development level specific to this area. Universities and professional training centres face the challenge of applying learning methodologies that will facilitate the development of such competences. The aim of this communication is to rigorously analyse the students learning process, through a mixed evaluation methodology (quantitative and qualitative) applied to project-based learning methods, on a course that combines PMI (Project Management Institute) and IPMA (International Project Management Association) models. At the beginning, a statistical analysis of the evaluations results (objective tests) was performed. Afterwards, and based on these results, a qualitative analysis of the reports content was completed. Based on the specialized bibliography, a categorization of the results was achieved, to assess the evidence of how students have improved those competences during the learning process. As a result, this research will allow a diagnosis of the learning methodologies applied and how they contribute to the acquisition of competences by the student.

Quantitative and Qualitative Analysis of Project-Based Learning to Acquire Competencies in Project Management

A los actuales estudiantes de ingenieria les toca vivir en un mundo global donde conviene tener una actitud abierta, encontrar mas de una solucion a un problema, fruto de haber adquirido experiencias que le permita desplegar sus competencias profesionales desde diferentes enfoques y perspectivas multidisciplinares. Asi los nuevos ingenieros deberan tener un compendio de conocimiento, aptitudes, destrezas tecnicas, organizativas y creativas apoyadas en valores eticos en respuesta al entorno empresarial y social en el que se desenvuelven. En este trabajo se explica el impacto de una estrategia de ensenanza-aprendizaje desarrollada en la asignatura Direccion de Proyectos para la mejora de las competencias genericas relacionadas al emprendimiento e innovacion en los estudiantes de Ingenieria Industrial y de Sistemas en la Universidad de Piura (Peru). La estrategia pedagogica es una conjuncion de metodologias activas, cuya dinamica esta relacionada con el aprendizaje basado en proyectos (PBL), el trabajo colaborativo y las nuevas tecnologias. En la estrategia se resalta el rol fundamental del tutor docente, ya que los proyectos de emprendimiento bien disenados necesitan de un andamiaje adecuado. Este soporte de tutoria incluye actividades como la facilitacion de recursos y la orientacion del aprendizaje, la capacitacion adicional sobre habilidades claves, la retroalimentacion de los avances del proyecto, el brindar ejemplos de buenas practicas, la realizacion de talleres en clase que permitan al alumno a comprometerse, promover la investigacion y la distribucion del conocimiento y experiencias adquiridas. Los resultados obtenidos se sustentan con la lista de proyectos elaborados a lo largo de 3 anos en la asignatura de direccion de proyectos agrupados en tres tematicas: atencion de necesidades, solucion de problemas y aprovechamiento de oportunidades. Donde es fundamental, en una primera fase, la realizacion de talleres de ideas del proyecto, que permiten al estudiante conocer experiencias de proyectos empresariales, de investigacion, sociales y de desarrollo sostenible, ademas se brindan las metodologias y tutoria para dirigir el  esfuerzo creativo individual y grupal, importante para identificar las posibilidades que le permitan constituir un buen proyecto. Finalmente, a traves del analisis estadistico se demuestra la mejora de las competencias genericas relacionadas al emprendimiento e innovacion descritas en el proyecto Tuning Latinoamerica: capacidad de investigacion, capacidad de aplicar los conocimientos en la practica, responsabilidad social y compromiso ciudadano, capacidad para formular y gestionar proyectos, capacidad de trabajo en equipo, entre otros. Para ello se utiliza como herramienta la reflexion y critica del alumno sobre sus competencias a traves de autoevaluaciones realizadas al inicio y al final de la asignatura en los dos ultimos anos.

Mejora de las competencias genéricas para el emprendimiento e innovación en estudiantes de ingeniería

Today it is obvious that most engineers in future will work in an international environment. Further, the development of technology and science is so fast, that it is difficult to teach engineering students all the fundamentals and all the newest results of science at the same time. Things have become more complicated, and as a consequence of this most engineers today work in interdiscipli nary teams. Nobody is able to know and to do everything on his/her own. In Copenhagen University College of Engineering we have taken the consequences of this, and since 1995 we have had a "European Project Semester", EPS, for engineering students who have completed at least four semesters. In the EPS, after some initial courses, students work together in international , interdisciplinary teams on real -life projects, usually in cooperation with industry. Usually it is a great challenge for students to do this project work, because a part of it is to find the most important aspects of the problem and to define a problem statement. Further, they have to make plans for the project work. Most students are used to problems or project work that already has been defined by a professor. We have developed a special assessment system that ensures that no students lean back and let the other team members do the hard work. Further, this system takes care that all group members get individual marks. So far, we have had 469 students from 24 countries and from all fields of engineering in the EPS. It is our experience that students learn very actively, and most of them mature significantly during this semester. Especially the international experience seems to be very motivating. It is a challenge to work in an international team because of the different cultural backgrounds, but students learn to appreciate diversity. We have received very many positive statements from our students and from professors from universities that send students to the EPS. I don't believe that project based learning with teams of students working on interdiscipli nary projects is the only good way to teach students. However, I am sure that it is one of the essential ingredients in a well-balanced curriculum. It is like food: You cannot say that one specific kind of food is good for your health and only eat this. Food, like teaching, should be a well-balanced mixture of many ingredients. 1 BACKGROUND Hopefully, most of the students we are teaching today will still be working as engineers in 40 years from now. In other words, it would be nice to be able to predict future. Many wise people have tried, and most of them have failed (1). However, I dare to predict that society in future will become even more complicated and more international than today. When I studied at high school and at the technical university many years ago, the world and our knowledge was less complicated than today. As a consequence we got a very broad education and learned a lot of different things, that young people don't learn to day. Formerly, many engineers could work on their own, but today the technology is so complicated that most engineers have to work in interdisciplinary teams to meet the demands. Technical skills are not sufficient; engineers need the ability to work in teams, usually together with people of different disciplines. As a consequence, communication skills are very important today. Internationalisation is not a new invention. The German composer G.F. Handel moved to London almost 300 years ago, W.A. Mozart visited several countries more than 200 years ago, and many other cultural personalities operated internationally centuries ago. However, it is evident that today the world is linked closer together than ever before, especially when we are talking about research, education, labour-

Joergen Hansen

Papers

International Engineering Students in Cross-cultural, Interdisciplinary Teams