The results indicate that it is possible to objectvely obtain the student’s competency level discriminatng among diferent social competencies, as well as among diferent students in the same team. The applicaton of this tool fosters the development of specifc educatve actons to help the students with low competency profle, to reach acceptable levels for a successful inserton in the labor market. | Journal of Technology and Science Education EVALUATION OF SOCIAL COMPETENCIES IN CHEMICAL ENGINEERING: APPLICATION AND RESULTS OF THE PILOT TEST (ACADEMIC YEAR 2012-2013) Francisco José Suñé Grande, Hans Jörg Wit, Josep Bonet Avalos Department d’Enginyeria Química, ETSEQ, Universitat Rovira i Virgili Spain , consultng@, Received December 2014 Accepted March 2015 Abstract The Escola Tècnica Superior d’Enginyeria Química has a long traditon in the deployment of social competencies in engineering curricula through Integrated Projects (IP) carried out in structured teams. Social competencies are taught and practced during the development of the IPs. We conceptually introduce a methodology for a 360o assessment of the students’ social competencies, as a tool to foster the improvement of their competency levels. In this artcle we analyze the results of the pilot test where the aforementoned methodology has been implemented in the Bachelor studies of Chemical Engineering. The results indicate that it is possible to objectvely obtain the student’s competency level discriminatng among diferent social competencies, as well as among diferent students in the same team. The applicaton of this tool fosters the development of specifc educatve actons to help the students with low competency profle, to reach acceptable levels for a successful inserton in the labor market. Keywords – Social competencies, assessment, chemical engineering educaton. ---------- 1 INTRODUCTION The new challenges of the global society demand from higher educaton graduates capable of leading and fostering the progress of the world. The new paradigm aiming at meetng these challenges focuses on developing competencies rather than only knowledge and practcal skills in the students during their way through higher educaton (ABET, 2012; Spencer & Spencer, 1993; McClelland, 1998; AQU, 2012). The idea of competency frst appeared from the observaton of
