Impacto de las competencias investigativas y el rendimiento académico en proyectos de diseño industrial
Impact of research competencies and academic performance on industrial design projectsBarra lateral del artículo
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La formación integral es crucial para los futuros profesionales, fusionando creatividad, técnica y sostenibilidad en su desarrollo. El propósito de la investigación fue analizar la relación entre la investigación científica y el desempeño académico con la calidad de los proyectos de diseño industrial en estudiantes de pregrado de esta especialidad en la Pontificia Universidad Católica del Perú. Se aplicó un diseño no experimental de corte transversal y tipo correlacional. Los resultados evidencian que los estudiantes muestran una autopercepción muy positiva (>84% eficiente) en investigación, desempeño académico y proyectos. Sin embargo, se identifican brechas en las dimensiones de impacto investigativo (74%) y juicio crítico (82%). Estadísticamente, estas variables académicas no inciden significativamente en los proyectos, explicando solo 12.5% de su varianza, efecto que disminuye con la complejidad del proyecto. Se recomienda reestructurar el currículo para conectar investigación y práctica, fortalecer el pensamiento sistémico mediante Aprendizaje Basado en Proyectos, e investigar variables alternativas como creatividad y mentalidad de diseño.
Comprehensive training is crucial for future professionals, integrating creativity, technical skills, and sustainability. This study aimed to analyze the relationships among research competencies, academic performance, and the quality of industrial design projects among undergraduate students in this field at the Pontifical Catholic University of Peru. A non-experimental, cross-sectional, correlational design was used. Results indicate that students report very positive self-perceptions (greater than 84%) in research, academic performance, and project work. However, gaps were identified in the dimensions of research impact (74%) and critical judgment (82%). Statistically, these academic variables did not significantly influence project quality, explaining only 12.5% of its variance, an effect that decreased as project complexity increased. It is recommended to restructure the curriculum to better connect research and practice, strengthen systems thinking through project-based learning, and examine alternative variables such as creativity and design mindset.
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