Engineering Professors’ Perceptions on Personal, Professional, and Institutional Components Involved in Their Training

Abstract

 This article is about education in engineering, focused on faculty members’ training process in engineering majors at the Universidad Autónoma de Nuevo León. The objective relies on analyzing personal and institutional factors and the training process related to the engineering faculty training. The methodology used a survey as an instrument. The survey was done on 51 professors from ten engineering majors; the professors were selected by simple random sampling. Likert scales, multiple-choice questions, and open questions were applied to collect data. A visualization technique was implemented to represent the recurring concepts. The approach of this research was descriptive and oriented to explain particularities about the training of faculty members in a specific context. Variables were determined, such as the satisfaction of achievement activities, the topics proposed to be included in the activities mentioned above, the ideal qualities of engineering faculty members, and other variables that have repercussions in training for faculty performance. The results contributed criteria to identify the areas of training of the faculty and constitute activities to encourage engineering faculty development. It can be concluded that the satisfaction of the faculty is adequate with the achieved development. The results provided a basis for continuing research with a transformative scope, through specific proposals to enhance faculty training according to their personal and professional needs and in agreement with society’s current demand.