Abstract:

The dynamics within universities continuously prompt adjustments in their curricula to align with a series of changes: the expansion of higher education, new competencies demanded upon graduation, international educational agreements, and technological advancements. They also grapple with the evolution of student generations who seek immediate access to information, engage across various generational lines, and have diverse sources of knowledge. In response to this context and under the framework of Project MECESUP 0702, the Faculty of Engineering at the University of Bío-Bío aims to foster a culture of change management in a curricular transformation process to ensure the quality of educational processes across six programs within the faculty.

The outcome of this curricular transformation aims to establish student-centric educational programs focused on skill development and oriented towards learning outcomes. This evolution is based on two primary pillars: curriculum updates and the adoption of new methodologies to impart essential knowledge for the comprehensive growth of students. Emphasis is placed on outstanding performance, as competencies define such achievement. In a functional approach, competence is defined as an action, behavior, or outcome expected from a competent individual. This approach, more aligned with the British stream, allows for adjusting requirements based on role changes.

The process of change addressed in this study comprises four methodological stages: the first is diagnostic, aiming to detect potential resistance to change and define necessary interventions to mitigate them. The second stage, intervention, involves disseminating the process and promoting faculty participation through training sessions, such as workshops on teamwork and leadership. The third stage focuses on curriculum updates and includes training and methodologies to achieve desired outcomes. The methodologies used to implement these changes and the results obtained upon completion of the process are described.

Barriers and resistance encountered by academics while attempting to introduce changes in a student-centered educational model, with an emphasis on competency development and measuring learning outcomes, are investigated. The strategies and methodologies used during this transition, exploring their impact and the challenges faced, are detailed. The work provides a comprehensive analysis of the results obtained at the conclusion of implementation, offering a complete view of how these modifications influenced teaching, learning, and skill development within the Faculty of Engineering at the University of Bío-Bío.

Keywords:

Change, Competence, Curricular renewal, Engineering.