Testing the Validity and Reliability of an Instrument Measuring Engineering Students' Perceptions of Transversal Competency Levels

Journal article (2020)

Authors

M. Leandro Cruz Novel Aerospace Materials - Aerospace Engineering
M.E.D. van den Bogaard Science Education and Communication - AS
Gillian Saunders-Smits Aerospace Structures & Materials
W.A. Groen Aerospace Structures & Materials
Research Group
Novel Aerospace Materials (Aerospace Engineering) (TU Delft)
Copyright: © 2020 M. Leandro Cruz, M.E.D. van den Bogaard, Gillian Saunders-Smits, W.A. Groen
DOI: https://doi.org/10.1109/TE.2020.3025378
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Published Date

2020

Language

English

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Faculty

Aerospace Engineering

Department

Aerospace Structures & Materials

Research Group

Novel Aerospace Materials

Abstract

Contribution: This study reports on a reliable and valid instrument that measures engineering students' perceptions of their competency levels. A better understanding of students' needs in engineering curricula will support the development of engineering students' transversal competencies. Background: Prior research has investigated how engineering students perceive competency levels in transversal competencies. However, limitations in the competency definition, psychometric properties, and generalizability were found. Research questions: 1) What is the reliability and validity of the competency level instrument? and 2) what are the transversal competency level perceptions of engineering Bachelor and Master students? Methodology: A questionnaire consisting of 36 transversal competencies was designed based on an existing industry model and administered to 1087 engineering Bachelor and Master students from the University of Technology, The Netherlands. Validity and reliability were tested through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and Cronbach's alpha. Findings: EFA resulted in five scales with reliable Cronbach's alpha values. CFA demonstrated a good model fit for the five-factor model with 25 items. Students perceived they are most competent in teamwork and lifelong learning competencies and less competent in entrepreneurial competencies.

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