The present investigation has like objective determined the perception of the student, according to his perspectives with respect to the desirable characteristics for a teacher - governor in the National University of Engineering, 2019. The general problem is how the student perceives the action of the future governing teachers UNI? The main hypothesis is that the students of the UNI, prefer anideal professor, progressive, honest and experienced in public university management. As specific objectives: find some fundamental qualities that the student wishes for the university authority that will be chosen in 2019 for deans and 2020 for Rector and Vice Rectors in the National Uni-versity of Engineering as well as some demands that the students wish. The research is a non-experimental design of a descriptive level of transectional cut (Hernández, et al, 2014). The survey technique was appl...

The present investigation, called Soft Skills in Engineering Students, a comparative study, 2020, aimed to describe, measure, and compare the level of soft skills in engineering students from two public universities in Lima, one named A and the other named B. The study was of a cross-sectional quantitative type of non-experimental design with a sample of 244 students from each university. A 22-question questionnaire was applied, validated by Claudet (2018), via online. His main results were that his students before University A have a relatively higher level in Assertiveness, Leadership and Communal Culture. This corroborates the working hypothesis.

Esta investigación ha determinado la relación entre los Estilos de Aprendizaje y el Rendimiento Académico de los estudiantes de Ingeniería Económica de una universidad pública. Fue una investigación cuantitativa, a nivel descriptivo, con diseño no experimental de corte transversal. La población fue de 470 y la muestra de 92 estudiantes matriculados en el ciclo 2017-1. Se utilizó el cuestionario CHAEA, que consta de 80 ítems. Se encontró con la estadística descriptiva e inferencial que no existe correlación significativa entre el estilo de aprendizaje teórico y el rendimiento académico con valor p = 0,384. También no se encontró relación significativa entre el estilo reflexivo (p = 0,371), pragmático (p = 0,438) y el estilo activo (rp = - 0.002) ya que la significación resultó mayor que 0,05 en todos los casos. Se concluye que no existe relación entre el estilo de a...