The Gender Perspective of Professional Competencies in Industrial Engineering Studies

Sexism and gender relations in higher education require special attention and are a topic of great interest in regulations related to education. The low participation percentage of women in Science, Technology, Engineering, and Mathematics (STEM) studies has been identified as one of the main problems that must be resolved in order to close the gender gap that exists in the technology sector. The purpose of this study was to investigate the influence of professional competences on the selection of university studies according to the absence or presence of masculinization factors in those studies. Mechanical engineering competences, both generic and transversal, and competence acquisition methods, are classified into ‘care’ (feminine) or ‘provisions’ (masculine) concepts. After the competence analysis, it can be concluded that explicit engineering curricula are focused on “provisions”, which translates into a cultural perception of industrial engineering as a male profession. After a professional competence analysis in engineering studies at The University of the Basque Country (UPV/EHU), our study identified a relationship between the masculinization factors included in professional competences and the selection of university studies. This paper presents working actions towards the incorporation of a gender perspective into the degree in mechanical engineering at the UPV/EHU.This research was funded by PIE (Educational Innovation Projects) program of the University of the Basque Country for their support via 2018–2019 call and grant number [59]