Abstract

Competence-based curriculums are a global trend in engineering education. The ethical competence is relevant in the curriculum due to the impact engineers have on society. Assuring the quality of engineering student outcomes is often complex, and it is more so for ethical competencies due to its nature and the way it is developed. The objective of this research is to evaluate the perception of ethical competence in engineering students during their internships. To do this, the conation and action components of ethical competence are operationalized so they can be observed by supervisors. Ethical competence is measured through rubrics that evaluate interns performance and behaviors in day-to-day job activities. This five-year study was conducted at the School of Industrial Engineering, where 850 students were evaluated. Results allowed for the design and implementation of activities to help students improve their achievements in components in which they obtained lower marks. This study also provided feedback on the curricular design of the undergraduate industrial engineering program.