<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000100147</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i20.678</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las habilidades blandas en estudiantes de ingeniería de tres instituciones públicas de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Soft Skills in Engineering Students from Three Public Higher Education Institutions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Soft skills em estudantes de engenharia de três instituições públicas de ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Herrera]]></surname>
<given-names><![CDATA[Claudia Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neri Torres]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo fue analizar la percepción que tienen los estudiantes de ingeniería en relación con la adquisición de habilidades blandas obtenidas en el transcurso de sus carreras. La obtención de los datos se realizó por medio de la construcción de un cuestionario con escala tipo Likert. Se utilizó el análisis factorial y las pruebas estadísticas de Kruskal-Wallis y los modelos lineales generalizados. Es un estudio transversal; la muestra fue de 3560 jóvenes de tres universidades públicas: dos ubicadas en la Ciudad de México y una en el País Vasco, España. Como parte de los resultados, los estudiantes de la Escuela de Ingeniería de Bilbao, en el País Vasco, obtuvieron las mayores puntuaciones en relación con las habilidades blandas; le siguieron las universidades mexicanas. Además, se halló que tanto en el Instituto Politécnico Nacional (IPN) como en el Tecnológico Nacional de México (TecNM) se deben reforzar los saberes relacionados con este tipo de habilidades, particularmente en las ingenierías en informática y de tecnologías de la información y comunicación. Por último, los jóvenes del IPN que se encuentran trabajando son los que registraron más puntos en las también llamadas soft skills. Se concluye que las instituciones de educación tienen que trabajar en la implementación de talleres que refuercen las habilidades blandas, así como mantener el acercamiento con el sector empresarial que continúe impulsando las estancias, ya que estas coadyuvan al fortalecimiento de las competencias interpersonales de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this paper was to analyze the perception that engineering students have regarding the acquisition of soft skills achieved in the course of their studies. The data was obtained through of the construction of a questionnaire with a Likert-type scale; factor analysis, Kruskal-Wallis statistical tests and generalized linear models were applied. It is a cross-sectional study; the sample was 3560 young people of three public universities: two of them located in Mexico City, and one in the Euzkadi Country, Spain. It was found that the students of the Escuela de Ingeniería de Bilbao, in the Basque Country, obtained higher scores in relation to soft skills; Mexican universities were behind. In addition, it was found that in both the Instituto Politécnico Nacional (IPN) and the Tecnológico Nacional de México (TecNM) the knowledge related to soft skills must be strengthened in computer engineering and in information and communication technologies studies. Finally, young people at IPN who are also working gave higher scores to soft skills. It is concluded that educational institutions have to work in the implementation of workshops that reinforce soft skills and maintain closeness with the business sector to allow for boosting stays, since these contribute to strengthening the interpersonal skills of students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo foi analisar a percepção que os estudantes de engenharia têm sobre a aquisição de habilidades sociais obtidas durante a carreira. Os dados foram obtidos por meio da construção de um questionário em escala do tipo Likert. Foram utilizados análise fatorial, testes estatísticos de Kruskal-Wallis e modelos lineares generalizados. É um estudo transversal; A amostra foi de 3.560 jovens de três universidades públicas: duas localizadas na Cidade do México e uma no País Basco, Espanha. Como parte dos resultados, os alunos da Escola de Engenharia de Bilbao, no País Basco, obtiveram as pontuações mais altas em relação às habilidades sociais; Universidades mexicanas seguiram. Além disso, verificou-se que o Instituto Politécnico Nacional (IPN) e o Instituto Tecnológico Nacional do México (TecNM) devem reforçar o conhecimento relacionado a esse tipo de habilidades, particularmente em engenharia da computação e tecnologia da informação e comunicação . Finalmente, os jovens do IPN que estão trabalhando são os que registraram mais pontos nas chamadas habilidades sociais. Conclui-se que as instituições de ensino devem trabalhar na implementação de oficinas que reforcem as habilidades sociais, bem como manter a abordagem junto ao setor empresarial que continua promovendo as estadias, uma vez que estas contribuem para o fortalecimento das habilidades interpessoais dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[carreras de ingeniería]]></kwd>
<kwd lng="es"><![CDATA[habilidades blandas]]></kwd>
<kwd lng="es"><![CDATA[habilidades de un ingeniero]]></kwd>
<kwd lng="es"><![CDATA[universidades]]></kwd>
<kwd lng="en"><![CDATA[engineering careers]]></kwd>
<kwd lng="en"><![CDATA[soft skills]]></kwd>
<kwd lng="en"><![CDATA[skills of an engineer]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
<kwd lng="pt"><![CDATA[carreiras de engenharia]]></kwd>
<kwd lng="pt"><![CDATA[soft skills]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de um engenheiro]]></kwd>
<kwd lng="pt"><![CDATA[universidades]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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