Applications of Soft Skills in Engineering Programme at Polytechnic Malaysia

Esa, Ahmad; Selamat, Asri; Padil, Suhaili; Jamaludin, Jaslina

doi:10.1016/j.sbspro.2014.04.395

Cited by 11 publications

(10 citation statements)

References 10 publications

(24 reference statements)

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“…The instrument was then analyzed using descriptive statistical analysis whereby the frequency and percentage are used to analyzed data [20]. Statistical software is used to interpret research data [21].…”

Section: Methodsmentioning

confidence: 99%

Increasing Students Awareness of Safety Designing Workplace Base on Ergonomic Principle Using Video

Ibrahim¹,

Jumintono²,

Kanafi³

et al. 2020

ujer

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The study aims to measure the level of students' understanding of ergonomics' principles with video. This research uses a descriptive quantitative method with the survey method. This research involved six students of the Faculty of Engineering and Vocational Education, especially Mechanical Engineering at Universiti Tun Hussein Onn Malaysia (UTHM). The data were obtained using a gradual questionnaire. The first stage before the respondent watched the learning video and after watching the ergonomic learning video for 15 minutes. The questionnaires were distributed randomly to students without choosing a gender. The instrument was compared before and after watching the video. The instrument was then analyzed using descriptive statistical analysis whereby the frequency and percentage are used to analyzed data. Learning video helps students to understand basic ergonomics principles easily. Input from the concept of this video is made to make fun and easy to understand by students. This study's purpose is achieved because it measures students' knowledge about the principle of ergonomics increasing after watching a video. The results show that student knowledge increases after watching the video Basic Ergonomics Principles at Work. Video learning can help students design a better understanding of basic ergonomics principles compared to entering the classroom.

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Section: Methodsmentioning

confidence: 99%

Increasing Students Awareness of Safety Designing Workplace Base on Ergonomic Principle Using Video

Ibrahim¹,

Jumintono²,

Kanafi³

et al. 2020

ujer

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show abstract

“…Higher education institutions' activity about soft skills teaching has been in place as a controversial topic in literature (Nair, Patil and Mertova, 2009;Özsoy, 2013;Bayram, Çelik and Oral, 2015;Esa, Selamat, Padil, and Jamaludin, 2014;Naiem et al, 2015;Wilson and Marnewick, 2018;Uçar and İşleyen, 2019). These studies evaluating the opinions of students and graduates showed that course content doesn't meet adequately the knowledge and skills necessary for working life and that higher education institutions do not give enough importance to soft skills as much as technical skills.…”

Section: Proposed Approaches For Soft Skill Acquisitionmentioning

confidence: 99%

T-Shaped Engineer: Horizontal Component Comprising of Soft Skills

Kokoç

Ersöz

2020

Endüstri Mühendisliği

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Under 21st century conditions, engineering education should focus not only on professional skills such as design, manufacture, and maintenance but also on soft skills, which play an important role in supporting career advancements, such as communication, interpersonal relations and teamwork. In other words, it is an obligation for engineers to be competent in their own discipline. In addition to its own discipline, it will be a plus to be able to work with individuals from other disciplines and to exchange information seamlessly in the work environment. In this context, graduation as a T-shaped engineer with sensitive skills that will enable this acquisition will be prominent in career planning. The aim of this study is to introduce the T-shaped term that is not yet widespread in Turkey and to investigate soft skills forming the horizontal component of the T-shaped engineer. In line with the purpose of the research, studies on the soft skills that engineers must acquire, the program outcomes determined by the accreditation boards and job ads are analyzed. In addition to the determination of soft skills, suggestions compiled from the literature are presented for higher education institutions to train their students as T-shaped engineers.

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“…The skills set referred to depends on a certain type of works and current changes in the job market. However, previous studies in engineering focused only on the following set of skills namely communication skills, problem solving skills and decision making, teamwork skills, lifelong learning and professionalism [22,43,45,46,[49][50][51][52][53][54][55][56][57][58][59][60][61][62]. However, the engineering graduates' skills set studied by previous researchers was no longer appropriate to the needs of the industry and needs improvements in line with the challenges of the Industrial Revolution 4.0.…”

Section: 3mentioning

confidence: 99%

Comparison of Engineering Skills with IR 4.0 Skills

et al. 2019

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<p class="0abstract">In the heart of Industrial Revolution 4.0 (IR 4.0) is a set of rapidly evolving and converging technologies, which can bring sizeable consequences toward the economy, lifestyle, health, education, labour markets and skills development. The changes in the workforce setting of IR 4.0 have driven the need to obtain new skills that are aligned with the advancement of modern technology. This situation manifested itself since the current skills are no longer relevant and about to face a significant change in the entire field of work. Skills that are taught to the future graduates are out of sync with the current need of the industry, which eventually cost them their chance to fulfil the need of the workforce and increase the rate of unemployment among graduates. As a preparation to take up the challenges of the IR 4.0, graduates need to be exposed to appropriate skills to ensure their employment and to remain functioning in the ever-changing industry and technology environment. In this regard, this paper was done to compare the existing engineering skills with the new skills necessary for the IR 4.0. This article adopted a systematic review method considering previous studies on engineering skills required by the engineering accreditation bodies. Results from this study revealed seven skills identified as the gap in both sets of skills. These skills include analytical thinking and innovation; active learning and learning strategies; creativity, originality and initiative; technology design and programming; critical thinking and analysis; emotional intelligence; and system analysis and evaluation. Findings of this study can be used as a guidance to understand the current skills needed so that engineering graduates will have no problem in getting a job in the future.</p>

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Applications of Soft Skills in Engineering Programme at Polytechnic Malaysia

Cited by 11 publications

References 10 publications

Increasing Students Awareness of Safety Designing Workplace Base on Ergonomic Principle Using Video

Increasing Students Awareness of Safety Designing Workplace Base on Ergonomic Principle Using Video

T-Shaped Engineer: Horizontal Component Comprising of Soft Skills

Comparison of Engineering Skills with IR 4.0 Skills

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