Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates

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dc.catalogadordfo
dc.contributor.authorCortázar Valdés, Catalina
dc.contributor.authorGoñi Jérez, Julián Victor Iñaki
dc.contributor.authorOrtiz Yáñez, Andrea Lorena
dc.contributor.authorNussbaum Voehl, Miguel
dc.date.accessioned2024-05-23T14:24:48Z
dc.date.available2024-05-23T14:24:48Z
dc.date.issued2024
dc.description.abstractIntegrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education
dc.fechaingreso.objetodigital2024-09-03
dc.fuente.origenORCID
dc.identifier.doi10.1145/3641551
dc.identifier.eissn1946-6226
dc.identifier.urihttps://doi.org/10.1145/3641551
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85742
dc.identifier.wosidWOS:001227336600009
dc.information.autorucEscuela de Ingeniería; Cortazar Valdes Catalina; S/I; 9553
dc.information.autorucEscuela de Ingeniería; Goñi Jerez Julian Victor Iñaki; S/I; 221552
dc.information.autorucEscuela de Ingeniería; Ortiz Yañez Andrea Lorena; 0009-0007-3349-3488; 245500
dc.information.autorucEscuela de Ingeniería; Nussbaum Voehl Miguel; 0000-0001-5617-5983; 99303
dc.issue.numero2
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final25
dc.pagina.inicio1
dc.revistaACM Transactions on Computing Education
dc.rightsacceso restringido
dc.subjectSocial and professional topics
dc.subjectComputing education
dc.subjectEmployment issues
dc.subject.ddc620
dc.subject.deweyIngenieríaes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAre Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates
dc.typeartículo
dc.volumen24
sipa.codpersvinculados9553
sipa.codpersvinculados221552
sipa.codpersvinculados245500
sipa.codpersvinculados99303
sipa.trazabilidadORCID;2024-05-20
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