Anticipatory socialisation amongst architects: a qualitative examination

Sang, Katherine; Ison, Stephen; Dainty, Andrew R.J.; Powell, Abigail

doi:10.1108/00400910910964584

Cited by 17 publications

(19 citation statements)

References 23 publications

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“…The transformation in student 'selfperception' from 'engineer in training' (Murray et al, 2015) to 'engineer in work' suggests that given the opportunity of industrial work placement, students are 'mindful' in preparing for transition to full-time 'professional' employment. The shift in cognitive disposition is likely to lessen 'transition shock' (Gale and Parker, 2014) and sanctions prior notions of anticipatory socialization (Sang et al, 2009), shaping realworld expectations, perceptions and comprehension of becoming a professional civil engineer.…”

Section: Table 4 Student Rating: Contribution To Learningmentioning

confidence: 99%

Industrial work placement in higher education

Tennant

Murray

Gilmour

et al. 2018

Industry and Higher Education

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For civil engineering undergraduates, short-term industrial work placement provides an invaluable learning experience. Notwithstanding the near-universal endorsement of short-term placement programmes, the resulting experience is rarely articulated through the student voice. This article provides an analysis of 174 questionnaires returned by placement undergraduates studying civil engineering at four higher education institutions in the West of Scotland. The commentary captures industrial placement statistics, employability skill sets and a preliminary semantic interpretation of participants’ testimonies. While the student journey to becoming a professional civil engineer is undoubtedly enhanced by short-term industrial placement, the findings disclose opportunities for university and industry to challenge and affect pedagogical discourse in relation to personal and professional development. The discussion is likely to resonate beyond civil engineering and may serve as a timely reminder of the necessity of periodically revisiting and reinvigorating academia–industry curriculum partnerships.

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Section: Table 4 Student Rating: Contribution To Learningmentioning

confidence: 99%

Industrial work placement in higher education

Tennant

Murray

Gilmour

et al. 2018

Industry and Higher Education

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show abstract

“…In addition to the 'technological fit', there is also consideration of a 'social-fit'. Introducing and persuading students to read and engage with mainstream construction/civil engineering publications would arguably assist with the process of 'anticipatory socialisation' (Sang et al 2009). This would include familiarisation with the language, customs, traditions and wider institutional norms that would later support industry integration, personal affinity and critical thinking.…”

Section: Teaching Construction Technologymentioning

confidence: 99%

New Civil Engineer: Introducing Undergraduate Civil Engineers to Construction Technology

Murray

Tennant

2014

Engineering Education

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Undergraduate (UG) civil engineering students should graduate from university with knowledge that links their computational competence in structural engineering and mechanics to construction technology principles, processes and practice. However, there appears to be a paucity of evidence to suggest that UG civil engineering students receive sufficient instruction in construction technology throughout their degree studies. This paper presents evidence from a study employing the weekly New Civil Engineer (NCE) publication as a vehicle for introducing construction technology to first year students. The results reveal that students found this publication interesting and inspirational. Whilst this innovative approach to teaching construction technology would be best 'blended' throughout the UG course, its introduction, application and success arguably requires a multidisciplinary and carefully 'engineered' approach. Given the diversity of academic staff, individual motivation and the professional demands of a contemporary mass higher education system, the prospective benefits from 'blended' learning in UG construction technology studies will in all probability remain unfulfilled.

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“…The narrative below, and the results presented in Table 2, show that direct exposure to engineering practice, to the workplace, has boosted their anticipatory socialisation (Sang et al, 2009) along a transition from student to graduate engineer. Whether on a continuum within one community or exposed to two different (higher education and work) communities of practice, it is undeniable that the students considered the mentoring scheme to be of immense value in helping them engage with an array of professions (Mills, 2011: p. 226) and assisting them to construct and shape their own professional identities.…”

Section: Theme No 4: Impact and Legacymentioning

confidence: 99%

“…(Davies, 2000: p. 444) While accepting this guidance, the mentoring scheme has the potential to heighten the mentees 'anticipatory socialisation' (for example, see Sang et al (2009) with reference to architecture students) and enables them to form a more robust expectation of their intended profession. Indeed, given that young graduate civil engineers can be subject to the 'discouraging effects of office politics and status jealousies' (Holden and Hamblett, 2007: p. 553), it is important that they receive an unbiased account of interpersonal behaviour in the workplace.…”

Section: Defining Mentoringmentioning

confidence: 99%

Mentoring undergraduate civil engineering students

Murray¹,

Ross²,

Blaney³

et al. 2015

Proceedings of the Institution of Civil Engineers - Management,

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On enrolment at university, undergraduate civil engineering students begin their journey towards a professional career.Associating with graduate engineers throughout their studies provides students with potential role models and assists them to accustomise progressively to the industry. While the procurement of guest practitioners to deliver workshops and lectures remains buoyant, opportunities for students to secure summer placements within the civil engineering sector has been problematic since the 2008 financial crisis. Graduate mentoring of student mentees can help to bridge the shortage of vocational placements. This paper discusses the results from a graduate mentoring initiative involving third-year (N = 345) civil and environmental engineering student mentees, 83 graduate mentors and 31 employers. The results show that the student mentees overwhelmingly support and validate the opportunities that this initiative has provided. On completion of their mentoring meetings, and on return to the fourth year of their studies, the majority of the students commit to making behavioural and attitudinal changes regarding their own continued professional development.

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Anticipatory socialisation amongst architects: a qualitative examination

Cited by 17 publications

References 23 publications

Industrial work placement in higher education

Industrial work placement in higher education

New Civil Engineer: Introducing Undergraduate Civil Engineers to Construction Technology

Mentoring undergraduate civil engineering students

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