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What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master's and bachelor's learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices. [ABSTRACT FROM AUTHOR]