Some Japanese universities have been executing engineering design education intended for educational reforms in engineering. However, the Faculty of Engineering at Kyoto University proposes that academic abilities expected in such a curriculum be supplemented with graduation research, experiment subjects, practice subjects, or other programs. Therefore, engineering design education for first- and second-year students is not newly started in the university. To grasp the educational effects of this policy, a questionnaire survey was conducted for seniors who completed the graduation research. The structure of contributions for the graduation research (competence for “experts”, “human relations”, and “expression”) was extracted using factor analysis. Moreover, it was clarified that academic abilities expected in engineering design education are nearly supplemented with graduation research and other types of subjects, including experiments and practice subjects.