Comparing Knowledge Management Skills in Engineering and Education Undergraduates: Impact of Degree Design

The transition from an industrial to a knowledge-based society has increased the importance of intangible knowledge as a crucial asset for companies. In contrast, the academic world, despite being a generator and transmitter of knowledge, has been relatively passive in adapting to this change. The implementation of the European Higher Education Area has shifted the focus from a knowledge-based to a competence-based approach in curricula design. However, this shift has not been uniformly embraced across degree programs. This study compares the design of education and engineering degrees, exploring its impact on students’ knowledge management capabilities. Results reveal an imbalance in competence design, leading to unequal perceptions. Education students show a stronger ability to connect new knowledge, and understand the significance of reflection and critique in learning. In contrast, Engineering students revealed significant difficulties in managing acquired knowledge.