Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 5-1 | Back to browse issues page

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Soria M V, Jofré A V, Graffigna A M. Mentoring and knowledge management in engineers training. ERSS. 2017; 29 (1) :5-1
URL: http://europeansp.org/article-4-55-en.html
National University of San Juan, Libertador San Martín 1109 (oeste), San Juan 5400, Argentina
Abstract:   (71 Views)
Admission to University is a vital moment that demands to the student the conquest of autonomy as an essential feature for integrating to the institutional context. Mentoring practices are organized around this demand, increasing levels of personal security. In this way, the process aims to accompany the student in organizing time, space and academic activities in the early college experiences. However, it is possible to notice that such actions are sometimes insufficient to integrate academic life at the Faculty of Engineering, precisely because the training of engineers requires a special bond with the object of knowledge, which begins to be built at the first stage of higher education, but substantively affects the labor development. This is because the engineer is a professional whose scope of performance is crossed by technological innovation. Knowledge, therefore, is presented as something dynamic and changing, the training of engineers should be approached from this epistemological perspective at the start of the race. The challenge is how to support incoming students to be protagonists of their own learning, becoming knowledge managers. This paper presents a descriptive propositional consideration of this problem, which emphasizes the importance of addressing knowledge management in the training of engineers and it places mentoring practices as an enabler of such processes. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.
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Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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