The research presented in this thesis focuses on engineering students’ generic competence development, particularly in the context of PBL, and how formalized learning outcomes correspond to students' experiences. The thesis discusses approaches like explicit learning outcomes, pedagogical activities promoting reflection, and interventions for the development of generic competences. The research draws inspiration from curriculum theory and examines generic competences from different perspectives, including broader views of students' perceptions and situated perspectives within Aalborg University as a case study. The thesis is based on three articles: a literature review on engineering students' perceptions of generic competence development, a content analysis of formal curricula at Aalborg University, and a thematic analysis of engineering students' PBL competence profiles developed at Aalborg University. The literature review in article I identifies challenges in addressing competences and recommends detailed analysis and understanding of generic competence development. Article II highlights the prevalence of statements related to generic competences in formal curricula and discusses the potential impact on students' practice and generic competence development. Article III focuses on engineering students' experiences of teamwork competences in PBL at Aalborg University and how these experiences can inform curriculum development. The findings suggest that PBL generally supports students' generic and PBL competence development, and including students' experiences can enrich the curriculum and pedagogical activities. Overall, the research emphasizes the importance of generic competence development in engineering education and explores various aspects related to PBL and curriculum design.

Please email Anders Melbye Boelt boelt@plan.aau.dk or ambo@ikl.aau.dk to get a copy of the thesis.