Academic and Labor Determinants of Engineering Graduates’ Satisfaction: A Mixed-Methods Study at a Peruvian Public University

Abstract

The objective of this study was to analyze the academic and occupational determinants of satisfaction among engineering graduates from a Peruvian public university. A mixed sequential explanatory design was used to integrate quantitative and qualitative evidence based on their educational and occupational trajectories. In the quantitative phase, 603 graduates participated, responding to a Likert-type questionnaire that measured four dimensions: satisfaction with their degree program, assessment of the curriculum, perceived usefulness of their academic training, and conditions for entering the labor market. With this information, a multiple linear regression model was estimated, considering overall satisfaction as the dependent variable. In the qualitative phase, 125 participants answered open-ended questions about the curriculum, the application of training in real work contexts, and experiences of access to employment; the analysis was performed using thematic coding. The model explained 60.4% of the variance in satisfaction. The perceived usefulness of the training was the strongest positive predictor, followed by the assessment of the curriculum, while job placement conditions had a significant negative effect. The qualitative narratives confirm that graduates value the rigor and technical soundness of their training, but point to gaps in content updating, practical training, use of specialized software, soft skills development, and institutional support for employability. It is concluded that satisfaction depends not only on academic quality, but also on the degree to which the training is perceived as useful and aligned with the real demands of the job and with effective job placement opportunities.