Engineering undergraduates’ knowledge: insights into skills’ awareness, difference and interdependence

Abstract

Purpose

This study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills.

Design/methodology/approach

The data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire.

Findings

Exploratory factor analysis results traced three stages of the problem-solving process. However, the results of teamwork characteristics and communication skills validated the literature-based results. An important finding was that all the three skills were correlated. This means that one skill can be used to develop and promote other skills. The paired sample t-test demonstrated that all the three skills were perceived with a difference, which indicates that these skills worked in collaboration without losing their individuality.

Research limitations/implications

This study supports that there is a need to engage learners in an active and collaborative environment to improve the engineering undergraduates’ knowledge of skills.

Originality/value

The conscious effort to make the engineering undergraduates aware would reduce the gap between the graduating engineers skills currently possessed in academia and the required skills at workplace.