International Journal of Industrial Engineering and Management

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Vol. 6 No. 3 (2015)
Original Research Article

Industrial Engineering and Management Curriculum Profile: Developing a Framework of Competences

Diana Mesquita
Institute of Education, University of Minho
Rui M. Lima
Dep. of Production and Systems, School of Engineering, University of Minho
Maria A. Flores
Institute of Education, University of Minho
Claisy Marinho-Araujo
Institute of Psychology, University of Brasília
Mauro Rabelo
Department of Mathematics, University of Brasília

Published 2015-09-30

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  • Industrial Engineering and Management (IEM),
  • Competences,
  • IEM Areas of Knowledge,
  • Curriculum Analysis

How to Cite

Mesquita, D., Lima, R. M., Flores, M. A., Marinho-Araujo, C., & Rabelo, M. (2015). Industrial Engineering and Management Curriculum Profile: Developing a Framework of Competences. International Journal of Industrial Engineering and Management, 6(3), 121–131.


This paper presents a framework of competences developed for Industrial Engineering and Management that can be used as a tool for curriculum analysis and design, including the teaching and learning processes as well as the alignment of the curriculum with the professional profile. The framework was applied to the Industrial Engineering and Management program at University of Minho (UMinho), Portugal, and it provides an overview of the connection between IEM knowledge areas and the competences defined in its curriculum. The framework of competences was developed through a process of analysis using a combination of methods and sources for data collection. The framework was developed according to four main steps: 1) characterization of IEM knowledge areas; 2) definition of IEM competences; 3) survey; 4) application of the framework at the IEM curriculum.The findings showed that the framework is useful to build an integrated vision of the curriculum. The most visible aspect in the learning outcomes of IEM program is the lack of balance between technical and transversal competences. There was not almost any reference to the transversal competences and it is fundamentally concentrated on Project-Based Learning courses.The framework presented in this paper provides a contribution to the definition of IEM professional profile through a set of competences which need to be explored further. In addition, it may be a relevant tool for IEM curriculum analysis and a contribution for bridging the gap between universities and companies.


Article history: Received (14.01.2015); Revised (26.08.2015); Accepted (14.09.2015)  

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