Graphic Design

i ii TITLE Pro ce e ding s o f the Fo urth Inte rnatio nal Sympo s ium EDITORS Natas cha van Hattum-Jans se n Rui M. Lima Dinis Carvalho Luiz Carlo s de Campo s Re s e arc h Ce ntre in Educatio n - CIEd, Unive rs ity o f Minho and De partme nt o f Pro ductio n and Sys te ms, Scho o l o f Engine e ring, Unive rs ity o f Minho and Faculty o f Exact Scie nce s and Tecnho lo gy, Po ntifical Catho lic Unive rs ity o f São Paulo , PUC-SP GRAPHIC DESIGN Ge n Co municação Visual IS BN 978 -98 9-8 525-14 -7 This is digital e ditio n. iv Ide ntific atio n and as s e s s m e nt o f b e havio ural c o m p e te nc e s in m ultidis c ip linary te am s within de s ig n p ro je c ts Dio go Campo s *, Rui M. Lima*, Jo ão M. Fernande s + * De partme nt o f Pro duc tio n and Sys te ms , Scho o l o f Engine e ring, Unive rs ity o f Minho , Campus o f Azuré m, 4 8 0 0 -0 58 Guimarãe s , Po rtug al + De p Info rmatics / Ce ntro Alg o ritmi, Unive rs ity o f Minho , Campus o f Gualtar, 4 710 -0 57 Braga, Po rtugal Email: dio go ms c @ gmail.co m, rml@ dps .uminho .pt, jmf@ d i.uminho .pt Ab s tract In the te chno lo gical are a, the re is a te nde ncy o f highe r co mple xity o f pro ducts . It is e s s e ntial to the indus try to have pro fe s s io nals c apab le o f cre ating inno vative co nce pts and ide as . The de mand fo r e mplo ye e s with diffe re nt dis ciplinary and cultural b ackgro unds ab le to co llab o rate e fficie ntly in multidis ciplinary and multicultural co nte xts is incre as ingly highe r. Unive rsitie s and co mpanie s aware o f this have cre ate d pro gramme s to pre pare s tude nts fo r this de manding s e tting. The Danis h audio de s ig ne r and manufacture r Bang & Olufs e n cre ate d the Co nce ptual De s ig n and De ve lo pme nt o f Inno vative Pro ducts pro gramme whe re s tude nts fro m s e ve n Euro pe an unive rs itie s wo rk in an indus trial s e tting fo r thre e te am-o rie nte d activitie s , pro b le m-b as e d le arning with a multidis ciplinary and multic ultural appro ach. It aims to pro vide s tude nts with a b e tte r unde rs tanding acro s s diffe re nt te chnical b ackgro unds while , at the s ame time , de ve lo p ne w pro ducts and c o nce pts fo r the co mpany. Curre ntly, the pro gramme do e s no t pro vide me ans to e valuate the co mpe te nce s gro wth and e vo lutio n and, with this s pe cific purpo s e a me tho do lo gy was cre ate d and applie d in the 20 11 e ditio n o f the pro gramme . This pape r s e e ks to pre s e nt the re s ults and co nclus io ns o b taine d with the e valuatio n pro ce s s . Ke ywo rds : c o mpe te nce ; multicultural; multidisciplinary; ne w pro duct de ve lo pme nt. 1 Intro d uc tio n In a glo b alis ed wo rld, co mpanie s have a gre at ne e d to impro ve the ir pro duc ts and s e rvice s to ans we r the marke t ne e ds fully and s ucce s s fully. Cre ative appro ache s to pro b le ms, o ut-o f-the -b o x thinking and inno vative ide as to s atis fy clie nts are an e ver incre asing ne e d. Within this glo b al co nte xt there is , mo re than e ve r, a ne e d fo r pe o ple who are no t o nly hard/ te chnically co mpe tent b ut als o e q uippe d with co mpe te nce s and s kills that allo w the m to wo rk with o the rs o uts ide o f the ir te chnical fie lds . In the e ngine e ring fie ld, re se arch s ugge s ts le arning re garding the ab ility to wo rk within multicultural and e nviro nme nts and o the r no n-technical co mpe te nce s (Nair, Patil, & Me rto va, 20 0 9). Mo s t e ducatio n ins titutio ns fo cus the ir co urs e s s truc ture in fragmente d dis cipline s and, as a co ns e q ue nce , s tude nts lack multidisciplinary co mpe tence s indispe nsab le in fas ter and mo re de manding multicultural and multidisciplinary co nte xts . Engine e ring graduate s lack co llab o ratio n co mpe te nce s to wo rk with pro fe s sio nals o the r dis cipline s b e s ide s the ir o wn (Larse n, e t al., 20 0 9). This kind o f e ducatio n is o b taine d no t b y the o re tical le arning b ut b y hands -o n e xpe rime ntatio n with pro je cts and pro b le ms to b e s o lve d. This kind o f le arning is calle d Pro je ct-Base d Le arning o r Pro b le m-Base d Le arning (PBL) which is characte rize d b y a s mall s cale pro je ct/ pro b le m to b e de alt with in a matte r o f a we e k o f a fe w we e ks in which a re po rt and a pro to type are to b e de live re d at the e nd o f it (Po we ll, 20 0 4 ). This appro ach to e duc atio n fo cus e d o n hands -o n le arning is ve ry impo rtant in a glo b al co nte xt in gre at ne e d o f e ng ine e rs who take a s yste ms vie w at a rang e o f s cale s, fro m de vice s and pro duc ts thro ugh to the large -scale de live ry o f (UNESCO, 20 10 ). Aware ne s s to the pro b le matic o f the gro wing ne e d fo r pro fe s s io nals ab le to wo rk in multidis ciplinary and multicultural e nviro nme nts has ris e n in the las t de (Martin, Maytham, Cas e , & Fras e r, 20 0 5), the Po rtugue s e re po rt o n co mpe te nce s us e d b y co mputer e ng ine e rs fro m Ins tituto Supe rio r Té cnico (Martins , Carvalho , Fe rnande s , Spíno la, Pró spe ro , & Carrilho , 20 0 6 ) o r the Po rtugue se s tudy o n s o ft s kills o f highe r e duc atio n graduate s thro ugh the graduate s and e mplo ye rs pe rspe ctive (Cab ral-Cardo s o , Es te vão , & Silva, 20 0 6 ) co nfirm and s tate that s tude nts pe rce pt the y have no t de ve lo pe d the ir no n-te c hnical co mpe tence s during the ir fo rmal e ducatio n with e mplo ye rs , in ge ne ral, co rro b o rating this no tio n (Cab ral-Cardo so , Es te vão , 15 & Silva, 20 0 6 ). As a re s ult, many inte rnatio nal co mpanie s have alre ady take n me asure s to impro ve the ir thro ugh c o llab o ratio ns with o the r ins titutio ns and/ o r co mpanie s . The Danis h co mpany Bang & Olufs e n (B&O) is a b rand that s trive s to have pro duc ts with cutting e dge de s ign and techno lo gy and whe re cre ativity and inno vatio n co mpe te nce s are highly de mande d within the co mpany. The co mpany is co ns tantly lo o king fo r ne w ide as and co nce pts cre ate d within the co mpany and fro m o uts ide partie s . This ne e d le ad the co mpany to inve s t in activitie s in lo cal Danis h s cho o ls , whe re the y raise aware ne s s to the fie ld o f e ng ine e ring, and unive rs itie s , whe re they co nduct inte rns hip pro gramme s and an inte rnatio nal s umme r scho o l in co llab o ratio n with s e ve ral Euro pe an univers ity-le ve l ins titutio ns , the Co nc e ptual De s ign and De ve lo pme nt o f Inno vative Pro duc ts (CDDIP) pro gramme . The CDDIP pro gramme is an e xample o f multidisciplinary pro je cts that are incre as ingly b e ing de ve lo pe d and de plo ye d b y nume ro us ins titutio ns . The s e pro je cts can b e o f acade mic nature , indus trial nature o r e ve n a co mb inatio n o f the s e two , which is the cas e fo r B&O Summe r Scho o l. The CDDIP pro gramme has a multicultural and multidis ciplinary nature and aims to give an o ppo rtunity to s tude nts to de ve lo p co mpete nce s while de ve lo ping ne w ide as and co nce pts fo r pro ducts . Within this PBL co nte xt, a re fe re ntial fo r co mpe te nce s applie d and de ve lo pe d is ne e de d. Since the s tude nts us e pro je ct manage me nt co mpe te nce s and the pre se nce o f pro je ct manage rs has a gre at impact o n the o utco me o f pro duct de ve lo pme nt pro je c ts (Mulle r & Turne r, 20 0 7), the re fe re ntial us e d will b e that o f pro je c t manage me nt. The pro duc t de ve lo pme nt aim o f the pro gramme co rre spo nds to a pro je c t-b as e d le arning e nviro nme nt that fo rcib ly de ve lo ps the ne e de d co mpe tence s fo r the se frame wo rks . Ho we ve r, the CDDIP is no t curre ntly as s e s s ing the ac q uis itio n o f the s e co mpe te nce s b y any me ans which me ans that the re is no t any info rmatio n o f the de gre e o f de ve lo pme nt and attainme nt o f the s e co mpe tence s b y the s tude nts . It is the purpo s e o f this s tudy to analyze and e valuate the pro ce s s fro m the po int o f vie w o in the co nte xt o f the CDDIP pro gramme and to e valuate the ir pe rce ptio n o n the impac t the pro gramme had o n the ir no n-te c hnical c o mpe te nc e s . 2 Co mp e te nc e e y ne e d a wide range o f co mpe tence s . To co rre ctly ide ntify the s e co mpe te nce s , it is re q uire d to find firs t a co rre ct de finitio n fo r co mpe te nce o r ar (Ho ffman, 1999) b ut us e d infre q ue ntly as s ho wn b y se ve ral autho rs cite d b y De ist & Winte rto n o n the ir pape r (20 0 5). Due to this infre q ue nt us age , and The co nc e pt o f co mpe te nce has s e ve ral me aning s and purpo s e s o ve r the time , re fle cting diffe re nt po ints o f vie w acc o rding to the are a it was applie d. Acco rding to Ho ffman (1999), who appro ac he d the s ub je ct thro ug h an indus trial po int o f vie w, co mpe tence had s e veral me aning s fo r ps ycho lo gis ts , manage me nt the o ris ts , human re s o urce manage rs , e duc atio nis ts and po liticians . Ne ve rthe le s s , Ho ffman de s crib e s two mo de ls that e nc o mpas s the s e diffe re nt vie ws . Co mpe te nce is e ithe r an o b s ervab le s e t o f pe rfo rmance s pre vio us ly de fine d and de scrib e d in writte n s tandards o r a de s criptive mo de l whe re co mpe te nce (Ho ffman, 1999). This dicho to my was due to the appro ache s o the r autho rs had whe n s tudying the s ub je ct, s o me us ing an Ame rican appro ach and o the rs a Britis h appro ac h, all in an indus trial co nte xt. In the e ducatio n fie ld, in an inte rnatio nal co nte xt, the main o rganizatio n de dicate d to the as s e s s me nt o f co mpe te nce s is the Organizatio n fo r Ec o no mic Co Internatio nal Stude nt As se s s me nt (PISA). This pro gramme aims to as s e s s the acq uire me nt o f kno wle dge and co mpe te nce s o f s tude nts ne ar the e nd o f the ir co mpuls o ry e ducatio n (OECD). Co mpe te nce s , the y de s crib e , that are e s s e ntial fo r full participatio n in s o cie ty b o th in the do main o e duc atio ns nece s s ary fo r b eing a functio nal me mb e r o f the s o cie ty (OECD, 20 0 5). Fo r this purpo s e , PISA cre ate d the De finitio n and Se le ctio n o f Ke y Co mpe te ncie s (De Se Co ) Pro je ct which de s crib e s co mpe te nce has invo lving the ab ility to draw and mo b ilis e ps ycho s o cial re s o urce s (b e havio ural and pe rfo rmance s de fine d the co mpe te nce s the individ ual had. 16 In 20 0 5, De is t & Winte rto n go furthe r than Ho o fman we nt in 1999. The y analyze s e veral s o urce s o f The y do no t atte mpt to cre ate a de finitio n o f co mpe te nce b ut re ach the s ame co nclus io ns as Ho ffman whe re he s ays vario us de finitio ns are to b e fo und o n s e ve ral lite rature s de pe nding always o n the co nte xt and co untry analys e d. als o co nfirm the thre e The y e ve n go a acq uis itio n o f the re maining thre e c o mpe tenc e s incre as ing them to fo ur. - All the s e autho rs re ins tate the co nc e pt that co mpe te nce s can b e de te rmine d, ide ntifie d and s o me ho w me asure d b ut the s e autho rs did no t de fine any se t o f co mpe tence s. Ho we ve r there is muc h lite rature that pro vide s lis ts o f co mpe te nce s always de pe nding o n the co nte xt o f the s ub je ct s uch as the s tudy b y Cab ralCardo s o e t al. (20 0 6 ) and pro je ct manage me nt lite rature . Since , in the co nte xt o f the pro gramme , the pro je ct manage me nt frame wo rk is the o ne us e d fo r the e valuatio n, the Inte rnatio nal Pro je ct Manag e me nt As s o ciatio n (IPMA) Co mpe te nce Bas e line (ICB) and the Pro je c t Manage r Co mpe te ncy De ve lo pme nt (PMCD) Frame wo rk s tand o ut as b e ing critical s o urce s o f info rmatio n. Bo th are inte rnatio nal s tandards that de fine and e valuate (IPMA, 20 0 6 ) me tho do lo gy fo r the de ve lo pme nt, ass e s s me nt and re co gnitio n o f co mpe te nc e in individual pro je ct (Pro je c t Manage me nt Ins titute , 20 0 2). De s pite the diffe re nt co nte xts in which the ICB and the PMCD and PISA are us e d, is po s s ib le to find a co mmo n pe rs o nal attitude s , s kills and re le vant e xpe rie nce ne e de d to b e succ e s s ful in a ce rtai (IPMA, 20 0 6 ), o f re s o urce s to face a ce rtain s ituatio n. As it is po s s ib le to as ce rtain, there is no t a de finitive, e xac t and co ns e nsual de finitio n fo r the co nc e pt o f co mpe te nce and re spe ctive range s o f co mpe tence s . With that in mind, in the pre se nt wo rk, the co nte xt is the majo r influe nce o n ho w co mpe tence can b e de fine d. Since the wo rk was made o n a multicultural co nte xt, with s tude nts fro m s ix Euro pe an co untrie s (Cze ch Re pub lic, Denmark, The Ne the rlands , Po land, Po rtugal and Unite d Kingdo m) and having a multicultural aspe ct that s timulate s multidisciplinary wo rk te am with e very gro up having me mb e rs fro m diffe re nt technical b ac kgro unds , a ne w de finitio n o f co mpe te ncy has to b e made to take into acco unt the s e facto rs . In this co nte xt and taking into co ns ide ratio n all o f the s e co ns traints , co mpe tence can b e de fine d as : the ab ility to draw and mo b ilis e a co lle ctio n o f pe rs o nal re s o urce s (attitude s , s kills , e xpe rie nc e and kno wle dge o f vario us kind) and apply the m to me e t c pro fe s sio nal life . 3 Stud y c o nte xt this kind that B&O unde rtake s jo ining s tude nts fro m vario us are as and s e veral Euro pe an co untrie s . The CDDIP pro gramme is he ld s ince 20 0 8 in an e ffo rt to de ve lo p pro fe s sio nals with s kills to wo rk in multicultural and multidisciplinary co nte xts thro ugh a thre e we e k pro gramme . The co llab o ratio n was made b e twe e n s e ve n Euro pe an ins titutio ns , the lo cal high s cho o l, Strue r Gymns tatio n, and B&O. The co mpany pro vide s s pace within its he adq uarte rs, mate rials and guidance fro m s e ve ral e mplo ye e s , and the e ducatio nal ins titutio ns pro vide teac he rs and a gro up o f s tude nts e ac h. On Tab le 1, the numb e r o f s tude nts and re spe ctive fie ld o f e xpe rtis e are pre s e nte d. Eac h Euro pe an unive rs ity was re spo ns ib le to s e le ct five s tude nts fro m the ir re spe c a multidis ciplinary pro je ct and the sub ject o f the ir de gre e . Mo s t o f the m we re o n the ir las t ye ar o f s tudie s o r had o ne ye ar le ft to finis h fro m a b ro ad are a o f e xpe rtis e in a co mb inatio n o f B.Sc. and M.Sc. s tude nts. Be s ide s thes e vario us e xpe rtise s , the re we re als o five s tude nts fro m the final ye ar o f the lo cal s e co ndary we e n s e ve nte e n and e ighte e n. 17 Tab le 1 - Co untry Unive rs ity Po rtugal Unive rs ity o f Minho Cze ch Re pub lic De nmark The Ne the rlands Cze ch Re pub lic Po land VSB Te chnical Unive rs ity o f Os trava Engine e ring Co lle g e o f Aarhus - IHA Unite d Kingdo m Hanze Unive rs ity Gro ninge n To más Bata Unive rs ity Craco w Unive rs ity o f Te chno lo g y Ne wcas tle Unive rs ity De nmark Strue r Stats g ymnas ium Ag e ave rag e Ge nd e r Pro ductio n Engine e ring Co mpute r Scie nc e Ele ctro nics Engine e ring Ele ctro nics Engine e ring Co mpute r Scie nc e Ele ctro nics Engine e ring Co mpute r Scie nc e Me chanical Engine e ring Human Te chno lo gy Pro duct and Indus trial De s ig n Me chanical Engine e ring Pro ductio n Engine e ring Co mpute r s cie nce Num b e r o f s tud e nts 2 2 1 3 2 1 2 2 5 5 3 2 5 Scie nce clas s 5 22.59 ye ars o ld (to tal) 23.4 3 ye ars o ld (witho ut high s cho o l s tude nts ) 10 fe male 31 male Natio nality Po rtugue s e (5) Cze ch (5) Danis h (4 ) Spanis h (1) Dutch (5) Cze ch (5) Po lis h (5) Britis h (4 ) Ro manian (1) Danis h (5) Thro ugho ut the duratio n o f this pro gramme , te ams o f s tude nts fro m diffe re nt o rigins and te chnical b ackgro unds face a challe ng e , to de ve lo p ne w pro duc ts fo r the co mpany ins ide a frame wo rk that mixe s ac ade mic and indus trial co nte xts . This allo ws the s tude nts to de velo p the ir co mpe tence s and gro w the ir aware ne s s to the ne e d o f co mpe tenc e s in inno vatio n, cre ativity and, ab o ve all, e xpe rtise wo rking in multicultural and multidis ciplinary e nviro nme nts (Hanse n, 20 12). 4 Me tho d o lo g y Acc o rding to Martin e t al., (20 0 5) Ins te ad o f us ing the usual me tho d o f data tre atme nt o f q ue s tio nnaire s , Martin e t al. us e d s e mi-s truc ture d inte rvie ws that gave the m the o ppo rtunity to lo o k into and e xplo re the answe rs the vo lunte e rs gave , an ude nts , a co mpro mis e had to b e made and a co mb inatio n o f b o th me tho ds , inq uirie s and inte rvie ws, was made . The q ue s tio nnaire s we re the o n the firs t and las t day o f the pro gramme during which s e mi-s truc ture d inte rvie ws we re made to s o me s tude nts se le cte d thro ug h the ir re sults fro m the firs t q ue s tio nnaire . Re garding the co mpe te nce s s ub je c t o f e valuatio n, and s ince the to b e us e d is the pro je ct manage r o ne , the ICB mo de l o f co mpe te nce s was the o ne use d fo r this purpo s e . This cho ice was made taking into acco unt the mo re de taile d nature o f the co mpe te nce s ide ntificatio n in co mpare d to the PMCD Frame wo rk. The ICB has 3 range s o f co mpe te nc e s (b e havio ural co mpe te nce s , te chnical co mpe tence s and co nte xtual co mpe te nce s ), e ach with s e ve ral co mpe te nce s o f the ir o wn in a to tal o f 4 6 . The cho ice o f range o f the de ve lo pme nt o f no n-te c hnical co mpe tence s ne ce s s ary fo r wo rking in multicultural and multidis ciplinary e nviro nme nts which falls unde r the b e havio ural co mpe tence s : le ade rs hip; e ng age me nt & mo tivatio n; s e lfco ntro l; as s e rtive ne s s ; re laxatio n; o pe nne s s; cre ativity; re s ults o rie ntatio n; e fficie ncy; co nsultatio n; ne g o tiatio n; co nflict & cris is; re liab ility; value s appre ciatio n; e thics . co mpe te nce , the re are 3 q ue s tio ns to b e made which le ads to e ac h q ue s tio nnaire having do ze ns o f q ue s tio ns . Since the pro gramme is o f inte ns ive nature , this limit the time s tude nts have fo r this s tudy. Pe o ple as s ign diffe re nt me aning s to the s ame co mpe te nce if they are given jus t its name . In an e ffo rt to avo id de finitio n and no t the ir name s b ut s o me o f the s e de finitio ns are ve ry s imilar b e twe e n the ms e lve s . The co mpe te nce e thics was dis carde d due 18 to b e ing a co mple x s ub je ct to s tudy o n its o wn. Se veral o f the o the rs we re co mb ine d re garding affinity o f me aning . Fo r the s ake o f a cle ar re sults pre se ntatio n and analys is, the co mpe te nce s name s are use d to ide ntify them o n this s tudy. The final lis t o f c o mpe tences pre s e nte d to the s tude nts o n the q ue s tio nnaire s was the fo llo wing:   Le ade rs hip : -to pro vide dire ctio n and mo tivate o the rs in the ir ro le s / tasks ; Eng ag e me nt & mo tivatio n and Re s ults o rie ntatio n : -make o the rs b e lie ve in the pro je ct, fo llo w and fo cus o n ke y o b je ctive s ;  Se lf-co ntro l: -to de al with pre s s ure and s tre s s within the te am;  As s e rtive ne s s : -to ab ility to co mmunicate po ints o f vie w cle arly, e fficie ntly and pe rs uas ive ly;  Re laxatio n : -to take ade q uate actio ns whene ve r tens io n aris e in the team;  Cre ativity : -to ge ne rate / manage inno vative ide as and diffe re nt ways o f thinking and acting;  Efficie ncy and Re liab ility : -to de live r re sults as the y we re agre e d with minimum us e o f time and o the r re s o urce s ;  Ope nne s s , Co ns ultatio n and Value s appre ciatio n : -to lis te n, re s pe ct, unde rs tand and make o the rs co mfo rtab le eno ugh fo r the m to e xpre s s the ir ide as , po ints o f vie w and o pinio ns ;  Ne g o tiatio n and Co nflict & cris is : -to de al with co nflicts , to s e ttle dis agre e me nts and to me diate diffe re nt inte re s ts within the te am. Fo r e ac h co mpe tence , 3 q ue s tio ns we re made . The s tude nts we re aske d to e valuate the ir o wn co mpe te nce s, and als o the impo rtance the y think e mplo ye rs give to the s e co mpe te nc e s . This allo ws fo r a b e tter co mparis o n b e twe e n what the y think are the e mplo ye rs e xpe ctatio ns and the impo rtance the y give co mparing to ho w the y e valuate thems e lve s . The Like rt scale was us e d in the q ue s tio nnaire s with a range b e twe e n 1 and 6 whe re , o n the q ue s tio ns ab o ut the impo rtance g ive n to c o mpe tence s 1 was Extre me ly Unimpo rtant and 6 Extre me ly impo rtant and o n the s e lfe valuatio n q ue s tio ns , 1 was Ve ry po o r and 6 Ve ry g o o d. The cho ice fo r an e ven numb e r o f cho ice s was made to avo id a ne utral cho ice that many s tude nts co uld cho o s e fro m and, the re fo re , no t re aching satis facto ry co nc lus io ns . Of all 4 1 s tude nts who to o k part o n the pro gramme , 36 ans we re d the firs t q ue s tio nnaire o n the firs t day o f the pro gramme and o nly 25 ans we re d the final q ue s tio nnaire o ve r a pe rio d o f s e ve ral we e ks afte r the 5 Find ing s and Dis c us s io n The re sult analys is was made b y co mparing the q ue s tio nnaire s re sults fro m the firs t and las t days o f the pro gramme , drawing co nclus io ns fro m the s e re s ults and co nfirming the ir inte rpre tatio n with the inte rvie ws made to s o me o f the s tude nts. During the data analys is , the re was a pro b le m with the data co lle ctio n that s to o d o ut. In the fo llo wing charts whe re the data co lle cte d is pre s e nte d, the Efficie ncy and Re liab ility co mpe te nce is lacking the re sults fro m the de raile d the data co lle ctio n. This lack o f data will b e de alt with in a late r s tage . In Figure 1 -e valuatio n is pre s e nte d. Ge ne rally, the s e lfe valuate d thems e lve s re lative ly lo w b y co mparis o n with the q ue s tio ns re garding the impo rtance fo r the m in having the s e co mpe te nce s and the impo rtance the y think e mplo ye rs give to the s e c o mpe te nce s . All co mpe tence s de cre as e d in the final q ue s tio nnaire with the e xceptio n o f Cre ativity which maintaine d its and s co re thro ugh b o th q ue s tio nnaire s . The s e re sults co uld b e e xplaine d de manding nature which the s tude nts ne ve r e xpe rie nce d b e fo re . This e nviro nme nt b ro ught o ut the ir difficultie s and made them re alize the y ne e d to impro ve in all c o mpe te nc e s in ge ne ral. 19 Pre-programme Post-programme 5 4,8 4,6 4,4 4,2 4 3,8 3,6 3,4 3,2 3 Fig ure 1 - Stude nts ' s e lf-e valuatio n Cre ativity which the s tude nts rated with the s ame s co re pre and po s t-pro gramme . The s e re sults clas h with the o ne s pre se nte d in Figure 2 pre s e nte d b e lo w. Pre-programme Post-programme 5 4,8 4,6 4,4 4,2 4 3,8 3,6 3,4 3,2 3 Fig ure 2 - Stude nts ' pe rce ptio n ab o ut the impo rtance fo r s tude nts in having the s e co mpe te nce s The q ue s tio ns made o n the ir pe rce ptio n ab o ut the impo rtance fo r s tude nts in having the s e co mpe te nce s s ho ws that the y think rate the ms e lve s lo w co mparing to what the y think s tude nts s ho uld have . This me ans that, de spite the ir po s itive pe rce ptio n o n the ir o wn co mpe te nce s and that having the se co mpe tence s is This co nclus io n is furthe r e nfo rc e d afte r analys ing the re s ults o f the final q ue s tio nnaire which s ho ws a ris e in the impo rtance s tude nts give to the s e co mpe te nce s . Re laxatio n is the o nly co mpe tence that de cre as e d b ut s till maintains a highe r sco re than the re sults fro m the se lf-e valuatio n which re info rce s this finding. Ne ve rthe le s s , Cre ativity co ntinue s to no t have chance s b e twe e n the firs t and las t q ue s tio nnaire which, o nce again, me ans that the ir s e lf-e valuatio n may b e a co rre ct o ne . 20 Pre-programme Post-programme 5 4,8 4,6 4,4 4,2 4 3,8 3,6 3,4 3,2 3 Fig ure 3 - Stude nts ' pe rce p tio n ab o ut the impo rtance e mplo ye rs give to co mpe te nce s In Figure 3, the re s ults are pre s e nte d fo r the q ue s tio ns o n ho w the s tude nts rate the impo rtance the y think e mplo ye rs give to the s e co mpe te nce s . In g e ne ral, the re s ults are the highe s t o f the 3 diffe re nt q ue s tio ns made ab o ut the co mpe te nce s with the Ne g o tiatio n and Co nflict & Cris is co mpe te nce b e ing the o nly case whe re the impo rtance give n is ac tually lo we r than the ir s e lf-e valuatio n. This me ans that, o n the ir firs t q ue s tio nnaire , the s tude nts tho ug ht the y had this particular co mpe te nce mo re de velo pe d than what the y tho ught was the e mplo ye rs de mand. This was no t the cas e o n the final q ue s tio nnaire whe re the y inve rte d the ir answe rs s tating that the y we re wo rse pre pare d than the y firs t tho ught. In ge ne ral, the high re sults fro m this q ue s tio n s ho w o ne tre nd which is that, de s pite the imp o rtanc e the y give fo r s tude nts in having the se co mpe tences and de s pite the ir po s itive s e lf-e valuatio n, the y think the y are no t re ady to me e t the e mplo ye rs e xpe ctatio ns . This co nc lus io n is ackno wle dg e d b y o ne o f the s tude nts , inte rvie we e no . 6 , who s ays that this high s co re s tude nts gave can b e e xplaine d b y the high e xpe ctatio ns that the y think e mplo ye rs have whe n hiring . The s e findings als o co ntradict inte rvie we e no .1 who has a po int o f vie w o ppo s e d fro m the o the rs and, de spite valo ris ing the acq uis itio n o In ge ne ral, all co mpe tence s maintain the ir s light ris e tre nd with Le ade rs hip and Ne g o tiatio n and Co nflict & Cris is having the highe s t ris e o n the final q ue s tio nnaire with the e xc e ptio n o f the Re laxatio n co mpe te nce . The s e change s s ho w that, fo r the s tude nts , e mplo ye rs give mo re impo rtance to co mpe tence s re late d to de aling with o the rs than the ir e mplo yee s inne r attitude s s uch as the o ne s re ve ale d b y the Re laxatio n and Ope nne s s , Co ns ultatio n and Value s appre ciatio n co mpe te nce s . Co mparing the s e high re sults with the o the r q ue s tio ns made , it is o b vio us the s tude nts rate d the ms e lve s lo we r than what the y think e mplo ye rs e xpe c t fro m the m. This may have s e ve ral e xplanatio ns which re gard the ne e d fo r diffe re nt ins trume nts o f co mpe te nc e as se s s me nt o r e ven a ne e d fo r future chance o n the pro gramme . 6 Co nc lus io n The co nc lus io ns drawn fro m the re sults pre s e nte d o n the figure s s ho w s e ve ral o b s tacle s the pro gramme has to face in the future . The re sults de mo ns trate that s tude nts rate thems e lve s lo we r than what the y think o the rs may e xpe ct fro m the m. This may me an that: the pro gramme may b e failing to de ve lo p the ne e de d ne e de d co mpe te nce s and/ o r the s tude nts may b e cre ating a b e tte r and mo re accurate pe rce ptio n o f the ir pro gramme may ac tually b e do ing what pro po s e s which is the de ve lo pme nt o f the s tude nts co mpe tence s . By de aling with re alis e what the y ne e d to impro ve in the future . 21 The s tudy pre s e nte d is o f a s ub je ctive nature . It -pe rce ptio n, with little to no inte rve ntio n fro m ano the r party to as s e s s and co nfirm the ir pe rce ptio ns and, b e caus e o f that, it re info rce s the ide a that is ne c e s sary ano the r po int-o f-vie w b e s ide s the o ne o f the s tude nts . Future wo rk is ne e de d to clarify this matte r in the fo rm o f e valuatio n ins trume nts to as se s s the de ve lo pme nt o f co mpe te nce s within co nte xts s imilar to this o ne . Re fe re nc e s Cab ral-Cardo so , C., Es te vão , C. V., & Silva, P. (20 0 6 ). Co mpe tê ncias Trans ve rs ais do s Diplo mado s do Ens ino Supe rio r: Pe rs pe ctiva do s Empre g ado re s e Diplo mado s . Guimarãe s , Po rtugal: Te cMinho . De ist, F. D., & Winte rto n, J. (20 0 5, Marc h). What is Co mpe tence ? Human Re s o urce De ve lo pme nt Inte rnatio nal , Vo l. 8 , No . 1, pp. 27-4 6 . Hans e n, M. S. (20 12, January 3). Co nce ptual de s ig n and de ve lo pme nt o f inno vative pro ducts . Re trie ve d Jane iro 17, 20 12, fro m Aarhus Unive rs ity Sc ho o l o f Engine e ring : http:/ / www.iha.dk/ De fault.as px?ID= 930 3 Ho ffman, T. (1999, March). The me anings o f co mpe tency. Jo urnal o f Euro pe an Indus trial Training , Vo l. 23, No . 6 , pp. 275-28 5. IPMA. (20 0 6 ). ICB - IPMA Co mpe te nce Bas e line , Ve rs io n 3.0 . Ne the rlands : Inte rnatio nal Pro je ct Manage me nt As s o ciatio n. Lars e n, P. G., Fe rnande s , J. M., Hab e l, J., Le hrs ko v, H., Vo s , R. J., Wallingto n, O., e t al. (20 0 9, De ce mb e r). A multidisciplinary e ng ine e ring summer s cho o l in an indus trial s e tting. Euro pe an Jo urnal o f Eng ine e ring Educatio n , Vo l. 34, No . 6 , pp. 511-526 . Martin, R., Maytham, B., Cas e , J., & Frase r, D. (20 0 5, May). Engine e ring graduates ' pe rce ptio ns o f ho w we ll the y we re pre pare d fo r wo rk in indus try. Euro pe an Jo urnal o f Eng ine e ring Educatio n , Vo l. 30 , No . 2 , pp. 16 7-18 0 . Martins , A., Carvalho , H., Fe rnande s , J., Spíno la, M., Pró s pe ro , N., & Carrilho , P. (20 0 6 ). Es tudo s das co mpe tê ncias e funçõ e s de s e mpe nhadas pe lo s Eng e nhe iro s Info rmático s do IST no me rcado de trab alho . Ins tituto Supe rio r Té cnico . Mulle r, R., & Turne r, R. (20 0 7, Augus t). The Influe nce o f Pro je c t Manag e rs o n Pro je ct Succe s s Crite ria and Pro je c t Succe s s b y Type o f Pro je c t. Euro pe an Manag e me nt Jo urnal , Vo l.25, No . 4 , pp. 298 -30 9. Nair, C. S., Patil, A., & Merto va, P. (20 0 9, May). Re -e ng ine e ring graduate skills - a case s tudy. Euro pe an Jo urnal o f Eng ine e ring Educatio n , Vo l. 34, No . 2 , pp. 131-139. OECD. (20 0 5, May 27). The De finitio n and Se le ctio n o f Ke y Co mpe te ncie s - Exe cutive Summary. Re trie ve d May 11, 20 11, fro m De finitio n and Se le ctio n of Co mpe te nc ie s (De Se Co ): http:/ / www.o e c d.o rg/ datao e cd/ 4 7/ 6 1/ 350 70 36 7.pdf OECD. (n.d.). What PISA As s e s s e s . Re trie ve d Augus t 19, 20 11, fro m OECD Pro gramme fo r Internatio nal Stude nt As s e s s ment (PISA): http:/ / www.pis a.o e cd.o rg/ page s/ 0 ,34 17,e n_ 32252351_32235918 _1_1_1_1_ 1,0 0 .html Po we ll, P. C. (20 0 4 , June ). As s e s s ment o f te am-b as e d pro je cts in pro je c t-le d e ducatio n. Euro pe an Jo urnal o f Eng ine e ring Educatio n , Vo l. 29 , No . 2 , pp. 221-230 . Pro je c t Manage me nt Ins titute . (20 0 2). Pro je ct Manag e r Co mpe te ncy De ve lo pme nt (PMCD) Frame wo rk. Pe nns ylvania, USA: Pro je ct Manage me nt Ins titute , Inc. UNESCO. (20 10 ). Eng ine e ring : Is s ue s , Challe ng e s and Oppo rtunitie s fo r De ve lo pme nt. Unite d Natio ns 22