247 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-4666-0951-8.ch014 Jacek Uziak University of Botswana, Botswana M. Tunde Oladiran University of Botswana, Botswana Venkata Parasuram Kommula University of Botswana, Botswana Integrating General Education Courses into Engineering Curriculum: Students’ Perspective ABSTRACT General Education Courses (GEC) are natural sources of “soft” skills in engineering curricula. Such skills are becoming increasingly important if the graduates are to operate successfully and be fully integrated in their workplaces. The importance of “soft” skills is fully recognized by engineering ac- creditation boards. The chapter reports on the engineering students’ reactions to the introduction of GEC at the University of Botswana (UB). The position of engineering students’ on the issue of GEC is not very clear. The questionnaire administered to fnal year students in all engineering programmes at UB gave a mixed response. On average, there were 25% neutral answers to the questions in the survey. The fact that on average one quarter of all graduating engineers did not have an opinion about GEC and their implementation was very disappointing and showed the general problem of students not be- ing interested in that area of their study. The survey showed that students were not fully convinced that GEC were either important or relevant to their future career. The fundamental question on whether GEC were a necessary part of engineering programme brought almost an equal split between positive, negative, and neutral answers, with a slight advantage of positive answers (37%) over negative ones (33%). The students were equally split (36% positive and negative answers) on the question of whether