La gestión del conocimiento en la educación superioruna comparativa entre la percepción de alumnos de Magisterio e Ingeniería

  1. Elena Ferrero de Lucas
  2. Isabel Cantón Mayo
  3. Marta Menéndez Fernández
  4. Antonio Bernardo Sánchez
  5. Adrián Escapa González
Aprendizaje, innovación y cooperación como impulsores del cambio metodológico. Actas del V congreso internacional sobre aprendizaje, innovación y cooperación, CINAIC 2019
  1. María Luisa Sein-Echaluce Lacleta
  2. Angel Fidalgo Blanco
  3. Francisco José García Peñalvo

Publisher: Servicio de Publicaciones ; Universidad de Zaragoza

ISBN: 978-84-16723-77-5

Year of publication: 2019

Pages: 56-61

Congress: Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (5. 2019. Madrid)

Type: Conference paper


With the beginning of the 21st century, the investment in intangible knowledge has experienced an intense growing phase that has been accompanied by the interest of industry in knowledge management (KM). This contrasts with the general passivity of the academic world, which is even more shocking when we consider the role of these institutions as knowledge generators and transmitters. In the present study, we aim at shedding light on how first-year Education and Engineering undergraduate students perceive the way in which they manage the acquired knowledge. Results reveal an uneven distribution of the perception between both groups. Thus, the Education degree students saw themselves as more qualified in finding, reviewing and arranging information, as well as in relating the acquired knowledge with the previous one. They also showed a greater understanding of the importance of reflecting and criticizing during the learning process. Overall, these results might be showing a lack in the way Engineering degree students are managing the acquired knowledge, thus allowing a first approach to the causes behind this situation.