Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students

Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students

• Pertegal-Felices, Maria L.
• Castejon-Costa, Juan L.
• Jimeno-Morenilla, Antonio

Studies in Higher Education, 39(7), 1185-1201, 2014

Routledge

2014

• B Human Behaviour
  • BA Personality
• B Human Behaviour
  • BB Interests, Attitudes & Values
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction

Emotional Intelligence Personality Higher Education Professional Requirements Self-efficacy Academic-success School Teachers Hong Kong Intelligence University Education Validity Stress Education & Educational Research

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and values. In this study, the emotional intelligence and personality profiles of two groups of Spanish students studying degrees in two different academic disciplines - computer engineering and teacher training were analysed and compared. In addition, the skills forming part of the emotional intelligence and personality traits required by professionals (computer engineers and teachers) in their work were studied, and the profiles obtained for the students were compared with those identified by the professionals in each field. Results revealed significant differences between the profiles of the two groups of students, with the teacher training students scoring higher on interpersonal skills; differences were also found between professionals and students for most competencies, with professionals in both fields demanding more competencies that those evidenced by graduates. The implications of these results for the incorporation of generic social, emotional and personal competencies into the university curriculum are discussed.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2013.777410]

• English

Journal Articles

• 03075079

• 10.1080/03075079.2013.777410

https://bibliography.lib.eduhk.hk/bibs/6cf2a744

2014-12-19