Abstract:

This research analyses the process of the development of the Bachelor’s thesis (abbreviated as TFG in Spanish) in Aerospace Engineering from the perspective of the student. In the Spanish curriculum, this is the last and compulsory step that the undergraduates must perform to obtain their diploma. Moreover, in the case of engineering studies, TFG is a cornerstone of the curriculum, since it has to combine all the competences of the Bachelor’s degree in the form of an original project or research work of professional character.

However, there is a lack of the student’s feedback about the TFG process, which is intrinsically a challenge for the undergraduates due to its complexity in different levels running from hard to soft skills. Considering our experience of the last years as TFGs supervisors, we have evaluated several key aspects about TFGs. Among others:
(1) specific educational objectives;
(2) follow-up by the supervisor;
(3) writing and oral communication skills (soft skills);
(4) time management in the execution of the project, etc.

To address those questions we have conducted a survey containing six different blocks with forty six questions both quantitative and qualitative. To facilitate the participation of the former students —many of them now working in other geographical areas— we designed the survey with the aid of an online software. The results were interpreted by performing a statistical data analysis.

We conclude that the students are globally satisfied with the process of preparing their TFG, recognizing its value for their later academic or professional career. From the student’s perspective, the TFG development has reinforced competences related with autonomy, soft skills, etc. It has also been detected some areas of enhancement relative to the use of specific software tools and time management.

Keywords:

Bachelor’s thesis, hard skills, soft skills, aeroespace engineering.