The Royal Academy of Engineering, which is Britain's national academy for engineering, identifies and stresses the importance of personal and professional commitments and obligations of professional engineers to enhance the wellbeing of the society. These can be attained by adopting the highest standards of professional conduct and integrity which are now commonly represented as 'Engineering Ethics'. The engineering profession requires the exploitation of
The paper presents the general methodology using results of job advertisements from the renewable energies sector that can be used for comparison against sample Higher Education curricula in the same technical area. The declared essential and desirable technical skills are shown in matrix form across the range of job roles and together both show the required graduate attributes as well as within industry sector career development or progression pathways. Viewed as a sector whole, the analysis also shows those skills that cross sub-areas and hence may be better suited to foundation modules within a programme with the skills more specific to a sub-discipline being the optional or 'programme aligning' modules. The results will help Higher Education develop curricula more aligned to industrial needs and will help different industries see the way skills are expressed in existing curricula. Through these two benefits the qualified graduate supply/demand balance may be improved.
Today, the engineering landscape is continually changing, and Higher Education Institutions (HEIs) have a responsibility to design curricula that address the growing demands of various industry sectors. Likewise, the roles and responsibilities of an engineer are evolving; requiring a further broadening of the current engineering curriculum. As a profession, engineering draws upon broad interdisciplinary knowledge, and when training twenty-first-century engineers, universities should follow a more comprehensive teaching and learning approach, with a focus on both technical and soft skills including the integration of leadership into engineering curricula. However, the spectrum of engineering leadership is not well-defined. Leadership is one of the most widely sought-after skills in the Science, Technology, Engineering, and Mathematics (STEM) industries; it is, therefore, clear that more investigation needs to be carried out into this area of engineering pedagogy. One of the most distinct gaps in the literature is that there is little or no consensus on what approaches should be undertaken to integrate leadership in engineering courses by those in academia. This paper seeks to shed light on some of these gaps, with the primary objective of the evaluation of the current state of leadership education using a nationwide sample of BEng 1 Electronic Engineering course structures and contents at Russell Group 2 universities in the UK. It highlights the case study of the University of York, where there is a strong emphasis on the integration of engineering leadership and management skills within the current BEng Electronic Engineering course structure.
Proceedings Paper:Ward, Tony orcid.org/0000-0002-6100-8845 and Baruah, Bidyut Jyoti orcid.org/0000-0002- 4733-6156 (2014) ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request.Enhancing intrapreneurial skills of students through entrepreneurship education Abstract-Innovation orientation in a modern society is experiencing extensive complexity due to rise in globalization, revolutionary changes in technologies and standard of living. Intrapreneurship defined as the innovative initiatives undertaken inside an organization is an effective strategy to address these complexities systematically. Successful ideas within an organization occur due to the tireless persistence and practical imagination of intrapreneurs who are the smart innovators actively involved in the design and creation of new products, ventures and business models. Today there is an increasing global demand for such intrapreneurs and different universities are therefore adopting various entrepreneurship education and training programmes to cater to this. Pedagogy in higher education is also witnessing a significant rise in new interdisciplinary programmes specifically designed for nonbusiness students such as art, engineering, and science students so as to develop their organizational management skills. This paper sheds light on these growing trends of different University programmes and examines their effectiveness. It utilizes an indepth study of one such successful case: the MSc Engineering Management programme in the University of York, United Kingdom in its role of enhancing intrapreneurial skills of global students. This paper explores how this programme has successfully incorporated active and experiential learning tactics within its teaching modules to gradually train and build up the intrapreneurial skills for working in multidisciplinary teams and industries.
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