In this article, the professional training of engineers who persist in a conception of academic curriculum totally away from factual experiences and integral development is analyzed according to the current context, thereby guaranteeing high levels of knowledge, but low technical, practical, research skills and little development of his personality; that is, they develop a one-dimensional professional training. To overcome the cognitive conception in the Systems and Electronics Engineering Engineering degree, he met with different people involved in higher university education at a university in northern Lima to find out his point of view on the academic and administrative management of the university. In the present study, the soft systems methodology with systemic approach and holistic vision is applied to analyze the integration of all academic areas and their implications in the development of skills and competences. The results obtained indicate that with the comprehensive curriculum students have mastery of the contents, techniques and procedures of the specialty but also require the use of ICT as a digital skill as well as the lack of accreditation of careers makes them not clear about their process to have an educational quality as required by the accreditor; In addition, their research and academic abilities of students are reflected in the publication of academic and scientific articles, but more time is lacking in teachers for research, since part-time teachers have little inclination to become a research teacher.