Engineering students’ experiences of transition from study to work

Stiwne, Elinor Edvardsson; Jungert, Tomas

doi:10.1080/13639080.2010.515967

Cited by 80 publications

(58 citation statements)

References 29 publications

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“…Various studies have found that many students lack clarity as to why they are studying their subject or what they would like to do in the future when they start their courses and this can be a key factor in drop-out rates (Stiwne & Jungert, 2010: Wessel et al, 2008Wilcoxson, Cotter, & Joy, 2011). Therefore activities aimed at fostering commitment to the study subject would seem to be a univocally good idea and even more so if the activities are designed to target the component of affective commitment.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…However, extra-role performance focuses on many of the transferable skills and attributes required at work, such as collaboration, networking, bonding, team work, and oral communications (Jackson, 2009), and critical/independent thinking, reflection, and political awareness (McCowan, 2011). Even students themselves recognize that the best opportunities to learn such generic skills and cultural values are provided in extra-curricular activities (Stiwne & Jungert, 2010). In addition, students who engage in extra-role performance are more likely to build identification with the university and their study subject, which, in turn, can increase commitment and may create a positive spiral, leading to increased extra-role performance (McCowan, 2011).…”

Section: A Focus On Both In-role and Extra-role Performancementioning

confidence: 99%

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The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractResearch has shown that employee commitment is an important factor in performance.Research into student commitment in the university context is less common and only few studies explore the different components and foci of commitment. This study examines the meaning of students' commitment in the university context. Based on a survey of 530 students, our results confirmed that, similar to the work context, different components and foci of commitment exist. Commitment to the university is primarily positively related to extra-role performance. Commitment to the study subject is positively related to both in-role and extra-role performance. Affective commitment to the university shows the strongest relationship with extra role-performance. However there is a potential conflict between the two types of performance. The relationship between affective commitment to the university and extra-role performance decreases for students with a high intention to study efficiently as an indicator of in-role performance. We conclude that universities should strive to improve their students' commitment, especially affective commitment to encourage a balance of both in-role and extra-role performance.

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Section: Summary and Discussionmentioning

confidence: 99%

Section: A Focus On Both In-role and Extra-role Performancementioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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“…The formation of engineering students must consider what the professional practice is requiring, in order to bridge a gap between competences that universities are providing and competences that societies, industries and services are demanding, as described in several studies (Biesma et al, 2008;Heijde & Van Der Heijden, 2006;Hennemann & Liefner, 2010;Jackson, 2012;Marie-Emmanuelle et al, 2010;Markes, 2006;Mason et al, 2009;Stiwne & Jungert, 2010;Walther et al, 2011). In order to reduce this gap, the learning process requires innovative approaches contributing for the development of competences.…”

Section: Competences Development and The Professional Practicementioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.

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“…Compared to reported data in the literature, the value of some type of work experience for recent graduates' employability is similar. Stiwne and Jungert (2010), for instance, discussed the importance that engineering graduates placed on being able to carry out thesis projects at firms. This was not only for the experience, but also to develop key skills for the workplace, such as subject-specific knowledge, self-efficacy, and time management skills.…”

Section: Discussionmentioning

confidence: 99%

Skills and Knowledge Important in Bioprocessing Design - A Survey of Practicing Engineers

Kelly¹,

Nguyen²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering students’ experiences of transition from study to work

Cited by 80 publications

References 29 publications

The impact of university students’ commitment on in- and extra-role performance

The impact of university students’ commitment on in- and extra-role performance

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Skills and Knowledge Important in Bioprocessing Design - A Survey of Practicing Engineers

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