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Soft skills are important for any career and are necessary to access and face the labor market. This research focuses on soft skills by exploring engineer profiles. It also determines how soft skills are developed through the study of a representative sample of 314 undergraduate engineering students from 15 different Italian universities. The instr...
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... study of the internal consistency (CI) of the BIP scales with the engineers' samples was measured by calculating Cronbach's alpha coefficient. As can be seen in the Table 3, the reliability of the scales is very good in selfcontrol, relationship building, orientation to teamwork, communication, emotional stability, ability to work under pressure, and self-confidence. The scales with moderate reliability are openness to change, sociability, sensitivity, and impression management. ...Similar publications
Existing definitions of entrepreneurship highlight the functional role of entrepreneurs, emphasizing their responsibilities for coordination, allocating resources, making decisions, supplying capital, innovation, and bearing uncertainty. This research analyzes the impact that external funding and supportive soft-skills mechanisms such as mentorship...
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... Este cambio está en línea con la tendencia general en la educación basada en competencias, (22) que enfatiza no solo el conocimiento científico-técnico, sino también una gama más amplia de habilidades necesarias para la práctica profesional integral. (23,24,25,26) La competencia relacional, que en 2024 se destaca como la más relevante, resalta la creciente importancia de las habilidades blandas en la enfermería, fundamentales para el éxito tanto de los profesionales como de las organizaciones de atención sanitaria. (27,28) Esta tendencia es consistente con la necesidad reconocida de integrar habilidades interpersonales y emocionales en la educación de enfermería, como la comunicación efectiva y la gestión emocional, que son esenciales para mejorar la calidad de la atención y los resultados para los pacientes. ...
Introduction: the curricular insertion of humanization in sociosanitary education faces the challenge of counteracting the predominant biomedical approach, which fragments healthcare. This technical model has led to the dehumanization of care, ignoring emotional, social, and cultural dimensions, and generating dissatisfaction among patients and professionals.Methods: descriptive case study, which analyzes the pre- and post-intervention learning outcomes of a humanization curricular line, evaluating the relevance of competencies and subcompetencies for humanization in healthcare through a descriptor matrix.Results: between 2017 and 2024, the humanization curricular line showed a significant change in the addressed competencies. The relational competence became predominant, increasing from 41% to 48% of the learning outcomes. Competencies such as ethics, emotional, spiritual, cultural, and management notably increased, while the scientific-technical competence decreased from 71% to 44%, becoming equivalent to the others.Conclusions: the incorporation of competencies for humanization in the health education curriculum reflects a more integral and human-centered approach, integrating relational, ethical, cultural, emotional, and spiritual competencies. This is essential for training professionals capable of providing inclusive and holistic care that addresses the complex multidimensional needs of users
... Generic skills are the knowledge, abilities, and attitudes that students acquire upon completion of their degree [13]. These skills enable individuals to perform effectively and responsibly in different contexts when conceptualizing, designing, implementing, and operating products, processes, or systems [14]. ...
... Therefore, skill development depends on the context [15]. Developing generic skills is crucial in preparing students for their roles in society, whether as professionals or citizens [13], [11], [16]. ...
In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.
... They are crucial to individuals' development, by combining intra-and interpersonal characteristics, and attributes [14]. It is beneficial to develop and strengthen these skills [16], as it promotes self-efficacy [17], and, consequently, improves work performance [15,18], well-being and success [19] in overcoming difficulties [8], meeting goals, and completing tasks [10]. For this reason, the engineering education community has been addressing the transferable skills relevance in engineering courses [10,20,21]. ...
... Também chamadas de habilidades intangíveis, elas são um contraponto às competências técnicas (hard skills), provenientes do conhecimento teórico e científico. Segundo Caggiano et al. (2020), algumas pesquisas apontam que os empregadores estão buscando, cada vez mais, funcionários que possuam boas habilidades técnicas, mas que também tenham desenvolvido habilidades relacionadas à comunicação, resolução de problemas, relações interpessoais, trabalho em equipe, criatividade, busca por contínua aprendizagem e ética de trabalho positiva. ...
... Existe uma insuficiência no mercado de trabalho quando falamos de profissionais com um bom desenvolvimento de soft skills relacionadas à empregabilidade, valores morais, comunicação, liderança, capacidade de adaptação ao ambiente de trabalho, entre outros fatores (Caggiano et al., 2020). Alguns estudos buscaram entender a importância dessas habilidades em diversos contextos, desde estudantes de engenharia (Santos et al, 2017), professores (Nagib & Costa e Silva, 2020), engenheiros de produção (Bischof-dos-Santos & Oliveira, 2020), engenheiros elétricos e da computação (Yanaze & Lopes, 2014). ...
Este trabalho teve por objetivo avaliar possíveis relações entre a participação no Movimento Empresa Júnior e a empregabilidade e autoeficácia de estudantes universitários. Optou-se por uma abordagem de métodos mistos, com aplicação de instrumentos para avaliação da empregabilidade e autoeficácia e de uma entrevista estruturada. Participaram deste estudo 119 (51,26% estudantes, 48,74% egressos) com 2,21 anos em média de participação em Empresas Juniores (DP = 1,14). Os resultados indicam escores elevados para empregabilidade e para autoeficácia. Os resultados quantitativos são corroborados pela análise qualitativa que indicou a importância das Empresas Juniores no desenvolvimento das competências dos estudantes.
This study aimed to evaluate possible relationships between participation in the Junior Enterprise Movement and the employability and self-efficacy of university students. A mixed methods approach was chosen, with the application of instruments to assess employability and self-efficacy and a structured interview. 119 participated in this study (51.26% students, 48.74% graduates) with an average of 2.21 years of participation in Junior Companies (SD = 1.14). The results indicate high scores for employability and self-efficacy. The quantitative results are corroborated by the qualitative analysis that indicated the importance of Junior Enterprises in the development of students' competences.
... (g) Engineering skill: professional skills of engineering students suitable for smart construction include both hard and soft skills. Hard skills refer to generic skills in specified engineering majors, such as design and development, application of modern tools, project management and financial analysis, research and study, and engineering analysis [31,32,64], while soft skills include exploring and management skills as well as communication skills [65][66][67]. [68] were the first to introduce and use the concept of "linguistic landscape" and defined it as "the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration." e linguistic landscape has two main types of functions, namely, informative and symbolic. ...
This study investigates the mechanism of digital linguistic landscapes in enabling engineering education for smart construction according to the educational dimensions of A (ability), S (skill), and K (knowledge). A questionnaire survey was conducted based on the core concepts of the informative dimension and symbolic dimension in digital language landscape as well as the ability dimension, knowledge dimension, and skill dimension in engineering education. Structural equation modeling (SEM) was used as the test method. The results of the research demonstrate that the informative dimension and symbolic dimension are two main aspects of DLL in education of engineering students for smart construction. Additionally, DLL has a significant positive impact on the ability, knowledge, and skill education of engineering students for smart construction. The research has theoretical and practical significance, as it not only enriches research on the relationship between DLL and engineering education for smart construction but also expands the theoretical understanding of engineering education from the perspective of linguistics. Furthermore, the study explores the path of the practical application of digital language landscape to engineering education for smart construction.
... Soft skills refer to a collection of interpersonal skills that enable people to enhance their relationships and performance at work [12]. These skills are necessary for any career and are crucial for joining and facing the labor market [13]. Soft skills in software development processes (SDP) are generally considered complementary to hard skills [14]. ...
Software requirement engineering (SRE) is the process of establishing, documenting, and maintaining software requirements. The goal of this research is to investigate the importance of soft skills in SRE. The data collection was performed through an on-line questionnaire. Descriptive statistics, principal components analysis (PCA), and stepwise regression techniques were used to analyze the data. A comprehensive review determined the 31 soft skills associated with SRE. There were 122 software development experts in Gaza who participated in the survey. The PCA analysis extracted six factors, named problem solving , learning willingness, commitment, pressure resilience, critical thinking, and interper-sonal skills. The analysis discovered that the level of SRE practice in Gaza is 73.71%. Furthermore, it was determined that 89.2% of respondents have critical thinking skills, and 85% have problem-solving and commitment skills. The result shows that all soft skills factors have strong links to SRE. However, only four soft skills (problem-solving, willingness to learn, pressure tolerance, and critical thinking) were found to have an impact on SRE. Considering these findings, we recommend focusing on the development of soft skills, especially problem-solving and willingness to learn skills, for the team analyzing software system requirements. ACM CCS (2012) Classification: Software and its engineering → Software creation and management → Software development process management
... There is no research like the present that allows corroborate the results; however, it is relevant to highlight the study of Zhang (2012) For its part, the study of Caggiano et al. (2020) determined the importance of soft skills by obtaining that the engineers of the sample under consideration were able to express positive and negative ideas and feelings in balance with the reference mean, although they sometimes struggled to establish personal relationships. In this research the students studied show that they almost always perceive compliance with the elements evaluated, both in perception of interaction in virtual classroom and in soft skills. ...
The purpose of this study is to specify the relationship between the perception of classroom interaction and the level of soft skills. A cross-cutting, correlal observational study was conducted on a sample of 507 students from the seventh to tenth cycle of the branch's professional schools in Arequipa from a private Peruvian university, recruited electronically in 2020. The instruments applied were the Virtual Classroom Interaction Perception Scale and the Soft Skills Scale. The results show the existence of a positive weak relationship between the perception of virtual classroom interaction and soft skills. The correlation was .114, the size of the effect is medium, being 0.3376389. In terms of statistical power, the value exceeds 0.80, obtaining the value of 0.950. It is concluded that there is a significant and positive relationship between the variables, even though the relationship between the two variables is weak.
This research addresses the importance of the soft skills approach, which encompasses problem-solving, collaboration, interpersonal and communication skills for higher education in the information technology (IT) field. IT graduate students continue to face difficulties in meeting the employability criteria of the global information technology sector due to mismatching capabilities, such as the discrepancy between the technical knowledge obtained in academia and the practical skills expected by employers. This systematic literature review used PRISMA guidelines for data collection. Papers were examined using the inclusion–exclusion criteria, which included concentrating on full-text studies about soft skills in higher education published in English between 2018 and 2024. The keywords used by the inclusion and exclusion criteria are soft skills, higher education, university, undergraduate, graduate, IT, information technology, software, computer science, programming, information systems and IS. The SCOPUS search engine platform found 2088 documents, and the (WOS) database obtained 1383 documents. To comprehend the significance of soft skills in the field and its effect on graduates’ employability, 69 papers were carefully examined. The rapid change following Industrial Revolution 4.0 has transformed the working environment, challenging new IT graduates to be competent in the working environment. This study highlights the importance of soft skills and self-awareness in university education, revealing that current curricula must adapt to the rapidly changing job market, especially post Industry 4.0. The literature review indicates that despite high technical competence, graduates lack essential soft skills like communication, teamwork, and problem-solving, creating a gap between new graduates and industry expectations. Hopefully, this study’s results will contribute to understanding the functionality and necessity of soft skills in the behavioral sciences literature. To bridge the skills gap between industry demands and technical proficiency, academic institutions should incorporate creative teaching approaches prioritizing soft skills like problem-solving, teamwork, and communication. Universities, recent graduates, and companies must work together to modify courses to meet the needs of a job market that is changing quickly.
Chapter 3 focuses on the concept of human dignity in the workplace and how it relates to the principles of humanistic management. The author argues that human dignity is a fundamental principle that should be respected and promoted in the workplace, as it is a key component to creating sustainable and socially responsible businesses. Human dignity is based on recognising every individual’s value and unique contribution to society. This is in contrast to the traditional view of workers as mere factors of production whose value is measured solely in terms of their productivity and efficiency. Humanistic management, on the other hand, recognises the importance of human dignity and seeks to provide a workplace environment where all employees can develop their full potential as individuals and as members of a collective community. To achieve this goal, humanistic management emphasises the importance of personal development and growth, as well as the need for open communication and collaboration among all stakeholders in the workplace. This includes not only employees but also customers, suppliers, and other external stakeholders who are affected by the business’s activities. By promoting a culture of respect, trust, and mutual support, humanistic management can help create a more positive and sustainable workplace environment that benefits everyone involved. It discusses the role of leadership in promoting human dignity in the workplace. She argues that leaders are responsible for creating a workplace culture that fosters personal and professional growth and encourages open communication and collaboration among all employees. This requires leaders to be empathetic, authentic and committed to their employees’ well-being and to the organisation’s broader social and environmental goals. Overall, the chapter provides a compelling argument for the importance of human dignity in the workplace and the role of humanistic management in promoting this principle. By emphasising personal development, open communication, and collaboration among all stakeholders, humanistic management can help create a more positive and sustainable workplace environment that benefits everyone involved.
Given the current need to provide students with all the tools to develop in the professional world, research on soft skills and student stress becomes relevant. In this sense, the present investigation had the objective of determining how soft skills influence the reduction of student stress; Thus, the methodology used was the systematic review of the literature (SLR), in addition the systematic search has been developed under the parameters of the PRISMA flowchart. Finally, the study found that there are various investigations that prove that student stress decreases due to the implementation of soft skills within the classroom.
