Validation of a Structural Model for Analyzing Expectations and Perceptions in Industrial Engineering: The Case of TecNM / Instituto Tecnológico de Morelia
Abstract
Globalization and the growing demands of the labor market have increased pressure on higher education institutions to provide relevant, high-quality training. In the field of Industrial Engineering, there is a need to assess whether the competencies acquired by students align with current professional requirements. This study aimed to compare the initial expectations and final perceptions of students at the Tecnológico Nacional de México, Morelia campus, in order to understand the evolution of their assessments of the training received and its alignment with the needs of the productive sector. A mixed-methods approach with a quantitative emphasis was employed. Likert-type surveys were administered to 420 students: 210 in early semesters, representing initial expectations, and 210 in the specialization stage, reflecting consolidated perceptions. Instrument reliability was confirmed through Cronbach’s alpha coefficients of 0.78 for expectations and 0.93 for perceptions, and validity was verified using KMO values of 0.74 and 0.78, respectively, along with Bartlett’s tests (p < .001). Exploratory factor analysis identified five key dimensions in both groups, while the structural equation model (SEM) developed in AMOS revealed significant relationships among variables and a negative coefficient (–0.13) between expectations and perceptions, indicating a gap between what was anticipated and what was experienced. Although students value teaching quality, infrastructure, industrial visits, and socioemotional development, they reported shortcomings in updated bibliographic resources, applied practices, and teaching consistency. These findings highlight the need to strengthen curricular relevance, diversify practical experiences, and enhance faculty preparation to align training with labor market demands and improve student satisfaction
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