Resea ch Pape
Recommended ci a ion: Bu en, E., & Johnson, A. W. (2025). Li e a u e Re iew o
Enginee ing S uden Pe cep ions o P o essional Skills. In Kangaslampi, R.,
Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual Con e ence.
Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e, Finland. DOI:
10.5281/zenodo.17631457.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
LITERATURE REVIEW OF ENGINEERING STUDENT PERCEPTIONS
OF PROFESSIONAL SKILLS
1.1 E. Bu en a,
1
, A. W. Johnson b
a Uni e si y o Michigan, Ann A bo , Uni ed S a es o Ame ica, ORCID 0009-
0006-0742-7324
b Uni e si y o Michigan, Ann A bo , Uni ed S a es o Ame ica, ORCID 0000-
0001-6989-2340
Con e ence Key A eas: Enginee ing skills, p o essional skills, and ans e sal skills
Keywo ds: Li e a u e Re iew, p o essional skills, enginee ing s uden s
ABSTRACT
The de elopmen o p o essional skills is c i ical in enginee ing educa ion because
hese skills a e in eg al o g adua es’ ansi ion in o and success in he wo k o ce.
Despi e educa ional e o s h ough class oom in e en ions and ex acu icula
ac i i ies, he e is s ill a disc epancy be ween educa ional ou comes and indus y
needs. This scoping li e a u e e iew examines he cu en li e a u e o enginee ing
s uden pe cep ions o p o essional skills in o de o unde s and which s uden s’
oices a e e lec ed in li e a u e and how hei pe cep ions ha e been collec ed and
analyzed. The e iew highligh s ha mos s udies ocused on unde g adua e
enginee ing s uden s’ pe cep ions by p edomina ely using quan i a i e me hods,
such as close-ended su ey ques ions, o assess hei belie s. The esea ch is also
domina ed by unde g adua e enginee ing s uden s in Asia, Eu ope, and No h
Ame ica wi h insu icien inclusion o di e se demog aphics, which may lead o bias
and lack o gene alizabili y. This e iew emphasizes he impo ance o explo ing
di e se s uden expe iences in o de o assis s uden s’ de elopmen o p o essional
skills ha align wi h indus y expec a ions.
1
Co esponding Au ho
E. Bu en
[email p o ec ed]du
2 INTRODUCTION
P o essional skill and compe ency de elopmen ha e become inc easingly impo an
wi hin enginee ing educa ion. The enginee ing indus y epea edly says g adua es
need in e pe sonal and in ape sonal compe encies o ope a e in he enginee ing
wo k o ce. Enginee ing job ad e isemen s o en include non- echnical compe encies
(Chaiba e e al., 2019; Gao & Eldin, 2014), and p o essional skills a e an impo an
ac o conside ed when hi ing enginee s(Eggles on e al., 2022; Hi udaya aj e al.,
2021). The cu en wo k o ce also equi es enginee s o pe o m mo e han pu ely
echnical asks because enginee s spend mos o hei ime doing socio- echnical
wo k a he han pu ely echnical asks (T e elyan, 2014). The e o e, i s uden s a e
going o succeed in he wo k o ce, hey will need o acqui e mo e han jus echnical
compe encies du ing hei e ia y educa ion.
In esponse o indus y conce ns, academia has c ea ed in e en ions designed o
de elop p o essional skills in class oom se ings and acknowledged he p o essional
de elopmen p esen in ex acu icula ac i i ies. While adi ional enginee ing
cu icula ocus on echnical knowledge, class oom inno a ions such as p oblem-
based lea ning ha e been connec ed o he de elopmen o s uden p o essional
skills (Ma kman e al., 2023). A li e a u e e iew pe o med by Boel e al. (2022)
documen ed ha esea che s ha e assessed 14 di e en p o essional skills in
connec ion wi h p oblem-based lea ning such as eamwo k, communica ion, and
p oblem-sol ing. Resea ch has also highligh ed how a wide ange o ex acu icula
ac i i ies can ha e a posi i e e ec on enginee ing s uden s’ p o essional skill
de elopmen (Sanka an & Mohan y, 2018; Young e al., 2014). S uden s belie e hey
de elop p o essional skills while pa icipa ing in se ice-lea ning ac i i ies (Ca be y
e al., 2013), a ini y-based enginee ing o ganiza ions (Ro & Knigh , 2016),
compe i i e enginee ing p ojec eams (Wol inba ge e al., 2021), and in e nships
(Bae e al., 2022; Luk & Chan, 2022; Ozis e al., 2021). S uden s also lea ned abou
he impo ance o p o essional skills while pa icipa ing in ex acu icula ac i i ies
(Polmea e al., 2020).
Despi e his, indus y claims a majo i y o enginee ing s uden s do no ha e he skills
necessa y o he wo k o ce (Blom & Saeki, 2011) and he e is a gap be ween wha
compe encies indus y p o essionals and s uden s pe cei e as impo an (Naiem e
al., 2015). Enginee ing alumni ha e also exp essed ha hey el hei p o essional
skills we e gene ally unde de eloped (Fle che & Ha ing on, 2018). One po en ial
hypo hesis is ha enginee ing s uden s lack he mo i a ion o lea n and e ine hei
skills. Mul iple mo i a ional amewo ks con ain psychological ac o s ha can
in luence s uden pe o mance. Expe ien ial Value Theo y (Eccles, 2005) and he
Theo y o Planned Beha io (Ajzen, 1991) iden i y ha s uden s’ ou comes a e
in luenced by psychological ac o s such as expec a ions o success, how much
con ol hey belie e hey ha e o e hei ci cums ances, and he use ulness o he
ou comes. In e ms o p o essional de elopmen , s uden s’ pe cep ions o hese skills
should hen in luence he ex en o which hey de elop hem. P e ious li e a u e
p o es his connec ion exis s o p o essional skills (Rizwan e al., 2018). Following
his logic, esea ching s uden s’ belie s abou p o essional skills is necessa y o
unde s and hei mo i a ions o de eloping, o no de eloping, p o essional skills
du ing hei college educa ion.
This scoping li e a u e e iew p o ides a look a he cu en landscape o esea ch
li e a u e. P e ious li e a u e e iews ha e epo ed s uden pe cep ions o
p o essional skills de elopmen in class oom in e en ions (Boel e al., 2022) and
explo ed he kinds o pe cep ions s udied in esea ch (Mu hy & Mache , 2021). This
e iew, howe e , aims o in es iga e how esea che s ha e collec ed s uden s’
pe cep ions o p o essional skills and wha ypes o s uden s a e ep esen ed in
exis ing li e a u e. Iden i ying which s uden popula ions ha e been included in
p e ious li e a u e is c ucial, as i helps o add ess he po en ial unde ep esen a ion
o ce ain g oups whose pe spec i es may ha e been ma ginalized, he eby
highligh ing biases in exis ing esea ch. This p ocess is also i al o assessing he
gene alizabili y o p e iously published esul s. Addi ionally, examining how hese
pe spec i es ha e been collec ed and analyzed can e eal gaps in he li e a u e.
The e o e, his e iew was guided by he ollowing esea ch ques ions:
1. Which s uden s’ pe spec i es a e ep esen ed in esea ch li e a u e abou
p o essional skills?
2. How ha e esea che s collec ed and analyzed s uden s’ pe cep ions o
p o essional skills?
3 METHODOLOGY
Despi e he impo ance o hese skills in enginee ing p ac ice, he e's no an ag eed-
upon name o hem. Resea ch li e a u e u ilizes e ms such as ans e able skills,
“so ” skills, g adua e a ibu es, 21s -cen u y skills, employabili y skills, and gene ic
compe encies o e e o hese compe encies ha enable indi iduals o comple e
enginee ing wo k. Th oughou his pape , I will use he e m p o essional skills o
e e o hese compe encies because i highligh s hei impo ance in enginee ing
indus y.
3.1 Sea ch P o ocol
This pape ollowed a sys ema ic p ocess o iden i y and e iew esea ch pape s.
Fi e da abases we e sea ched o enginee ing educa ion a icles: Scopus, P oQues ,
Web o Science, Enginee ing Village, and Educa ion Abs ac s. These da abases
included access o enginee ing educa ion speci ic jou nals and con e ences
including he Jou nal o Enginee ing Educa ion (JEE), he Eu opean Jou nal o
Enginee ing Educa ion (EJEE), and he Eu opean Socie y o Enginee ing Educa ion
(SEFI) Con e ence, as well as access o gene al enginee ing and educa ional
publica ion sou ces.
The same sea ch e ms we e used wi h each da abase o sea ch o pape s
sys ema ically. Be o e his e iew, se e al scoping li e a u e e iews we e pe o med
o de e mine wha sea ch e ms would yield a collec ion o b oad and ele an
li e a u e. Ini ial sea ches e ealed ha he compe encies we a e in e es ed in
esea ching a e e e ed o in nume ous ways including ‘gene ic compe encies,’
‘p o essional skills,’ ‘employabili y skills,’ ‘ ans e able skills,’ ‘so skills,’ ‘21s -cen u y
skills,’ and ‘g adua e a ibu es.’ Since he e ms used can be egional p e e ences,
we included all op ions as sea ch e ms o collec pape s om a wide a ie y o
coun ies and con inen s. Also, mos pape s used e minology such as ‘pe spec i e’
o ‘pe cep ion’ when looking a s uden s’ belie s abou p o essional skills. O he
e ms like ‘ alue,’ ‘impo ance,’ and ‘belie ’ we e in es iga ed in he ini ial sea ch
phase bu esul ed in ei he a la ge numbe o s udies ha we e no ele an o
p o ided no esul s. The inal sea ch e ms a e de ailed in Table 1.
Table 1. Sea ch Te ms
Sea ch Te ms
Popula ion
“enginee * s uden *”
Da a Type
pe cep ion* OR pe spec i e*
Topic
“p o essional skill*” OR “so skill*” OR “gene ic skill*” OR
“ ans e able skill*” OR “employabili y skill*” OR “21s
cen u y skill*” OR “g adua e a ibu e*” OR compe enc*
Fo his e iew, he same sea ch e ms we e used in each da abase in Janua y o
2024. Then, ini ial esul s we e limi ed o only pee - e iewed a icles published om
2003 o 2023 w i en in English. The ini ial sea ch esul ed in 407 a icles om
Scopus, 470 om P oQues , 327 om Web o Science, 386 om Enginee ing
Village, and 34 om Educa ion Abs ac s. A e elimina ing he duplica es, 813
unique pape s we e iden i ied and expo ed o Zo e o o analysis.
3.2 Selec ion P ocess
Fi s , he abs ac and i le sc eening phase was conduc ed ollowed by ull- ex
sc eening o he selec ed pape s. Ini ially, he i s au ho ead h ough each abs ac
and elimina ed any a icle ha iola ed he exclusion c i e ia. The i s c i e ion is ha
he pape s mus be empi ical esea ch s udies. This excluded pape s abou su ey
ins umen de elopmen o li e a u e e iews. The second c i e ia is ha he s udies
mus epo on (a) enginee ing s uden s’ (b) pe spec i es o (c) p o essional skills.
These c i e ia excluded pape s abou ins uc o o indus y pe cep ions o
p o essional skills, s uden s’ measu ed o obse ed abili ies o pe o m he skills, and
s uden pe cep ions abou hei ca ee de elopmen in gene al. Twen y yea s was
de e mined as a easonable amoun o ime o s udy s uden pe cep ions o
p o essional skills because he e was an inc ease in in e es in p o essional skills a
he beginning o he 21s cen u y as highligh ed by The Enginee o 2020 epo
(Na ional Academy o Enginee ing, 2004). I is also a common ime ame o
li e a u e e iews in he enginee ing educa ion ield (e.g. Chen e al., 2021; Van Den
B oeck e al., 2024). Du ing he ini ial scoping sea ch, we lea ned ha he sea ch
e ms equen ly ma ched pape s ha epo ed s uden s’ pe cep ions o in e en ions
ha we e designed o help de elop p o essional skills, a he han hei pe cep ions
o he p o essional skills hemsel es. In esponse, we added a hi d exclusion
c i e ion ha pape s mus epo obse a ional esea ch s udies a he han
in e en ion-speci ic s udies. Las ly, he e was a ou h English-only ex exclusion
c i e ion because we can only ead English. A e applying he c i e ia, 138 a icles
mo ed on o he ull- ex sc eening phase.
Du ing he ull- ex sc eening, he i s au ho ead h ough each a icle and applied
he same c i e ion. In his ound, a pape had o sa is y all c i e ia o be included.
Mos o he ejec ed pape s did no epo on p o essional skills. Fo example, some
pape s included e ms like ‘p o essional skills’ o ‘gene ic compe encies’ o mo i a e
hei pape s bu did no s udy he skills hemsel es. O he a icles only epo ed on
ins uc o s’ o p o essional enginee s’ pe cep ions o p o essional skills.
O e all, 64 pape s sa is ied all inclusion c i e ia and we e included in his li e a u e
e iew and a e ma ked in he e e ences lis wi h as e isks. The app op ia e a icles
we e expo ed o a li e a u e ma ix o eco d he pape ’s in o ma ion, he esea ch
me hods used, and he subjec desc ip ions.
3.3 Limi a ions
The e a e limi a ions o he s udy ha come om me hodological decisions. To s a ,
he da abases ha we e selec ed could po en ially lea e ou pape s ha would i he
inclusion c i e ia. Howe e , he selec ed da abases we e ecommended by he
uni e si y lib a ian speci ically o enginee ing educa ion esea ch pape s and
con ain nume ous ele an jou nals and con e ences o enginee ing educa ion
esea ch. Secondly, p o essional skills esea ch is di icul o collec because he e is
no one accep ed e m o use ac oss egions and li e a u e. While we ied o be
inclusi e by using a la ge numbe o di e en sea ch e ms, he sea ch e ms may
ha e also unin en ionally il e ed ou ele an pape s. Du ing he p elimina y scoping
phase, he i s au ho sea ched o simila o ela ed e ms o ‘p o essional skills’ o
c ea e he inal sea ch e m lis . Howe e , since beginning he e iew p ocess we
ha e also lea ned new e ms such as ‘du able’ and ‘ ans e sal’ skills ha ha e also
been used in esea ch li e a u e.
4 RESULTS
4.1 Types o S uden s
As shown in Table 2, pe spec i es om all le els o highe educa ion we e
ep esen ed in he li e a u e. Howe e , s udies p ima ily ocused on he pe cep ions
o unde g adua e enginee ing s uden s, wi h ewe ocusing on enginee ing mas e ’s
deg ee and Ph.D. s uden s. Wi hin he unde g adua e s uden popula ion, he
majo i y o s udies ocused on uppe -le el s uden s, o hose who we e pas hei i s
yea o unde g adua e s udy. The s udies also collec ed pe cep ions om s uden s
s udying a a ie y o enginee ing disciplines. I was mo e common o collec
pe cep ions om mul iple disciplines a he han ocus on a speci ic discipline. 27
(42%) pape s did no speci y which enginee ing discipline he s uden s we e en olled
in. The emaining pape s included pe cep ions om s uden s s udying ounda ional
enginee ing disciplines: mechanical (18 pape s), elec ical (17 pape s), ci il (15
pape s), chemical (12), compu e (10 pape s), and indus ial (8 pape s) enginee ing.
The global egions epo ed in Table 2 e e o whe e he s uden s’ ins i u ion is
loca ed, no he na ionali y o pa icipan s. A ew pape s desc ibed he na ionali ies o
he pa icipan s as in e na ional o domes ic bu a ely desc ibed he coun ies ha
he in e na ional s uden s we e om. Also, all egions lis ed in Table 2 include pape s
om a leas 2 coun ies. The Asia and Eu ope ca ego ies include he la ges a ie y
o coun ies. 7 Asian coun ies we e ep esen ed and 14 Eu opean coun ies we e
included. In con as , all bu one No h Ame ican s udy was om he Uni ed S a es
while he A ican, Middle Eas e n, and Sou h Ame ican ca ego ies only con ain 2
s udies om 2 di e en coun ies. A ew pape s collec ed pe cep ions om mul iple
coun ies (Kö esi & Kálmán, 2020; Šuligoj e al., 2020; Wa d & Thi ie , 2010) and
ac oss con inen s (Edwa ds-Schach e e al., 2015; Haase e al., 2013; Wal he e
al., 2008).
Table 2. S uden s Repo ed in Li e a u e
Pape In o ma ion
Numbe o
pape s (%)
Yea o S uden s
Unde g adua e
49
77%
All
7
11%
Fi s -yea
8
13%
Uppe classmen
24
38%
Unspeci ied
10
16%
G adua e
12
19%
Mas e s
11
17%
Doc o a e
2
3%
Unspeci ied
1
2%
No speci ied
7
11%
Regions
A ica
2
3%
Aus alia
5
8%
Asia
16
25%
Eu ope
23
36%
Middle Eas
2
3%
No h Ame ica
19
30%
Sou h Ame ica
2
3%
4.2 Resea ch Me hods
Resea che s p ima ily used quan i a i e su ey me hods o collec s uden s’
pe cep ions o p o essional skills. While some au ho s used mul iple me hods o
in es iga e di e en sou ces o da a wi hin he same pape , Table 3 only ep esen s
he me hods ha pe ained o s uden pe cep ions. Fo example, G oene eld e al.
used ocus g oups o collec pe cep ions om indus y and in e iewed s uden s o
collec hei pe cep ions (2023). As displayed below, 81% o pape s collec ed
quan i a i e da a abou s uden s’ pe cep ions by using close-ended ques ions in
su eys, mos commonly Like -scale ques ions. Only one s udy u ilized ins i u ional
quan i a i e da a in addi ion o a su ey ins umen o in es iga e s uden
pe cep ions. Meanwhile, 36% o pape s collec ed quali a i e da a. The mos common
me hod was open-ended su ey ques ions ollowed by in e iews and ocus g oups
conduc ed wi h s uden s.
A ew s udies collec ed bo h quali a i e and quan i a i e da a. Pape s ha used
mul iple me hods a e double coun ed in bo h he quan i a i e and quali a i e ows in
Table 3. 12 su eys collec ed quali a i e and quan i a i e esponses and 2 s udies
conduc ed in e iews in addi ion o collec ing quan i a i e su ey esponses om
s uden s.
Fo quan i a i e s udies, desc ip i e s a is ics we e sha ed by almos all esea che s
ha collec ed quan i a i e da a; meanwhile, 33 o he 52 s udies used some o m o
in e en ial s a is ics, such as a - es o eg ession analysis, o iden i y signi ican
di e ences o causal ela ionships. Fo he quali a i e analysis, he majo i y o
esea che s used induc i e coding echniques such as hema ic o con en analysis
o iden i y pa e ns. Only 3 s udies used deduc i e coding echniques and 1 simply
coun ed he numbe o imes speci ic wo ds appea ed.
Table 3. Resea ch Me hods
Pape in o ma ion
Numbe o
pape s (%)
Da a Collec ion
Quali a i e
23
36%
Focus G oups
2
3%
In e iews
10
16%
Su eys
13
20%
W i en Assignmen s
2
3%
Quan i a i e
53
83%
Su eys
52
81%
Ins i u ional Da a
1
2%
Da a Analysis
Quali a i e
23
36%
Coun s
1
2%
Deduc i e Coding
3
5%
Induc i e Coding
21
33%
Quan i a i e
52
81%
Desc ip i e S a is ics
50
78%
In e en ial S a is ics
33
52%
5 DISCUSSION AND CONCLUSIONS
Resea che s ha e p ima ily used quan i a i e me hods o collec s uden
pe cep ions. Wi hin he quan i a i e s udies, a ange o alidi y measu es o he
su ey ins umen s we e used o collec s uden pe cep ions. Se e al pape s
calcula ed quali y me ics such as con i ma o y ac o analysis (CFA) and C onbach’s
alpha. O he s used p e iously alida ed ins umen s such as he Gene ic
Compe encies Pe cep ions Ques ionnai e (Chan & Fong, 2018; Pin o e al., 2023).
Howe e , many s udies ha used su eys did no desc ibe any alida ion me ics
and almos no pape s epo ed on an unde lying amewo k o hei su ey
ins umen . While a ew amewo ks we e men ioned, amewo ks we e
o e whelmingly used in he quali a i e pape s. F amewo ks, such as he Theo y o
Planned Beha io and Expec ancy Value Theo y, desc ibe mul iple psychological
and sociological ac o s ha c ea e he basis o s uden s’ pe cep ions and
mo i a ions ha ha e no p e iously been cap u ed in p e ious s udies. By
inco po a ing di e en me hodologies and amewo ks, mo e aspec s o s uden s’
belie s and pe cep ions can be cap u ed by esea che s.
Quan i a i e da a is be e equipped o answe “wha ” o “which” ques ions a he
han “how” o “why” ques ions (C eswell, 2009). The e o e, p e ious li e a u e
ocuses on wha s uden s belie e and which skills s uden s ank highe han o he s.
This co esponds wi h he indings om ano he li e a u e e iew whe e Mu hy &
Machel iden i ied wo main s uden pe cep ions ha exis in he li e a u e: wha skills
s uden s belie e a e impo an and s uden s’ pe cei ed skill le el o p o essional
skills (Mu hy & Mache , 2021). While es ablishing which skills s uden s belie e a e
aluable and o wha ex en hey can pe o m hem is impo an , i does no pain a
ull pic u e o s uden belie s.
S uden iden i ies men ioned in he pape s include gende , na ionali y, ace, and
e hnici y. Howe e , no enough pape s included hose speci ic iden i ies o iden i y
wha g oups o s uden s, i any, ha e been o e - o unde ep esen ed in he
li e a u e. This can lead o a lack o gene alizabili y and misin e p e a ions o he
da a. S udies ha e shown di e ences in s uden pe cep ions o p o essional skills
ac oss gende (C uz-Sando al e al., 2023; Pin o e al., 2023; Poga snik, 2019; Yap
& Tan, 2022), in e na ional expe ience (Guillen-Ypa ea e al., 2023), and he ype o
uni e si y ha hey a ended (Lee & Chin, 2017; Rizwan e al., 2018). Wi hou
including he pa icipan s' iden i ies, wha may appea as an unde s anding o
s uden pe cep ions may e lec he opinions o a sub-sec ion o enginee ing
s uden s.
O e all, he e is e idence o enginee ing s uden s’ pe cep ions o p o essional skills
om a ound he wo ld. Howe e , esea ch li e a u e p edomina ely e lec s
pe cep ions o unde g adua e enginee ing s uden s a ending ins i u ions in Asia,
Eu ope, and No h Ame ica. As we con inue o esea ch enginee ing s uden s’
de elopmen and pe cep ions o p o essional skills i ’s impo an o iden i y i he e
a e g oups o s uden s whose ideas and belie s a e no e lec ed in li e a u e
especially when designing p og ams o in e en ions o add ess s uden s’ opinions
and/o de elopmen in a ious se ings. Also, esea che s ha e p edominan ly used
quan i a i e me hods o unde s and s uden pe cep ions. By no using quali a i e
me hods o assess s uden pe cep ions, nuances may be o e looked and aspec s o
s uden belie s may be unde - esea ched.
6 ACKNOWLEDGEMENTS
We’d like o hank D . Pamela Moss o he guidance and expe suppo o
e ec i ely plan, o ganize, and execu e his li e a u e e iew and Jamie Nieho who
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