Project-Based Learning (PjBL) Framework in Developing Non-Technical Skills for Engineering Students

Noordin, Muhammad Khair; Nordin, Mohd Safarin

doi:10.1166/asl.2018.11640

Cited by 13 publications

(13 citation statements)

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“…Therefore, it was suggested to the authorities of higher education to develop more of technical and non-technical skills through their curriculum and co-curriculum (23). Based on research done by (24), Project Based Learning (PjBL) is said can be used to develop more non-technical skills among engineering graduates. It is found in that the engineering students claimed that they were able to train and practice their non-technical skills through PjBL because of the appropriateness of PjBL as a platform or medium to improve their technical skills, as well as non-technical skills.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Competencies of Engineering Graduates: What are the Employer’s Expectations?

Azmi¹,

Kamin²,

Noordin³

2018

IJET

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Recently, universities keep receiving complaints from the industries regarding the capability of engineering graduates when starting their new job. The complaints were always about the inability of the engineering graduates to adapt in the industry. This is due to minimum exposure of industrial training period given by university to them. As a result, most of fresh engineering graduates do not have enough industry experience that is demanded by industry. Worse case, there is mismatching skill during industrial training which not relevance to what they are studied before. This problem contributes to unemployment issue among engineering fresh graduates. The purpose of this paper is to review and analyse about the engineering competencies from all over the world. The paper is written on extensive secondary data analysis. It is revealed that the criteria needed by employers from most developed countries are almost similar. Based on summary, technical and non-technical skills are both important to become a competent engineer. There are some recommendations to develop and improve both technical and non-technical skills that can be emphasized by authorities of higher education especially in Malaysia.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Competencies of Engineering Graduates: What are the Employer’s Expectations?

Azmi¹,

Kamin²,

Noordin³

2018

IJET

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“…Industrial training is a platform for students to gain confidence and face challenges at work such as teamwork, working under pressure and dealing with people from all levels of the organization (Pillai, Khan, Syahirah, & Raphael, 2012). Through industrial training, students can expose themselves to be as potential future employers, develop real workplace skills and gain a lot of work experience Today"s employers really need engineering graduates who are good in technical skills but in non-technical skills too (Azmi, Kamin, Noordin, & Nasir, 2018;Noordin, 2014). Non-technical skills are the added values for the engineering graduates to be more employable in the 21st century industry.…”

Section: Introductionmentioning

confidence: 99%

“…This is not meaning that technical skills are not important. It is important for engineering graduates to be equipped with non-technical skills to complement their technical skills (Noordin, 2014). Table 1, employers really emphasize on nontechnical skills in term of qualities of engineering graduates.…”

Section: Introductionmentioning

confidence: 99%

The Engineering Undergraduates Industrial Training Programme in Malaysia: Issues and Resolutions

Azmi¹,

Kamin²,

Nasir³

et al. 2019

IJEAT

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Electrical and electronics is one of the sectors that have led in the process of moving to Industry 4.0 and an important contributor in Malaysia’s economy as it is one of the twelve National Key Economic Area (NKEA) in the country’s Economic Transformation Program (ETP). Globalization era needs human capital resources with competency, competitive and multi-skilled to lead a country to be a developed country. Malaysia is one of developing country in the world that is facing the unemployment issue among engineering graduates. The delayed of education transformation will affect the graduates’ skills developments which can lead to unemployment among them because the demands of today’s industries cannot be met. Many employers admit that our engineering graduates lack in non-technical skills, but they seem fine in technical skills. Industrial training is a platform for students to develop nontechnical skills in the real workplace which difficult to be learned in the classroom. All bachelor's engineering students need to undergo industrial training for at least 8 weeks as stated in Engineering Accreditation Council (EAC) manual. This paper presents the issues arise and resolutions done by faculty in minimizing the issues. A qualitative study has been done to twelve industrial training coordinators in 8 public and private universities to find the experts' opinions. Many issues have been highlighted with resolutions to minimize the issues. This is very important to assure students can gain valuable industrial training by effectively developing their non-technical skills to meet the industries demands.

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“…The students gained project management ability, communication, and presentation skills through the execution of the projects in the PBL method. Noordin and Nordin recently reported the usefulness of the project-based learning approach to improve the non-technical skills of engineering students in three Malaysian Universities through interviews and observations [14]. They have identified three main attributes-namely coaching and supervision, continuous assessment, and real-world experience that can improve the non-technical skills of an engineering student apart from the knowledge he gains from the technical aspects of the education.…”

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confidence: 99%

A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

2019

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The recycling of waste plastics is considered as one of the strategies to tackle the issue of environmental pollution caused by commodity plastics all over the world. Recently, many universities have incorporated topics related to recycling and plastics waste management into their curricula at different levels to increase awareness as well as to develop new recycling technologies. In this study, one of the most important waste recycling problems is given as the project for the undergraduate students of chemical engineering to analyze the effectiveness of the project-based learning (PBL) approach in the school curriculum. A team of students was assigned with the task of recycling post-consumer polyethylene terephthalate (PET) bottles through an experimental and design approach. From the experimental data, students designed a recycling plant with a proposed capacity to produce 1 ton of recycled granules per day through the project-based learning approach. Evaluation of the project was carried out at various stages and it was found that the students acquired the required skills and applied them effectively. The outcomes of the present study clearly establish that the problems which have societal impacts, such as waste management, environmental pollution, etc., can be effectively communicated to the student community through the PBL approach, which can lead to increased motivation and enhanced critical thinking abilities.Recycling 2019, 4, 10 2 of 16 working, and effective communication [1]. This learning strategy helps to engage a group of students and helps them to learn how to learn.There are many learning styles, especially for engineering students. The conventional method of reading from textbooks and memorizing information will not help the students to achieve the required skill sets for an engineering career. Across the world, many new strategies were thought developed, and case studies and active learning were suggested as alternative learning strategies. The case study method was adopted basically in the social sciences and life sciences as it progresses through surveys among the stakeholders [2]. The conclusions are derived from the analysis of the various surveys and customers. However, it has a serious drawback, as the design is rigid, and the questions cannot be changed once the case is framed. Therefore, the actual results may not reflect the ground reality after the duration of the survey [3].The active learning strategy involves students more directly in the learning process, as opposed to the conventional methods. English scholar R. W. Revans introduced the term active learning for the first time and described it as follows: "In active learning, students participate in the process, and students participate when they are doing something besides passively listening" [4].There were many definitions of active learning. In short, active learning engages students by having them doing things related to learning and thinking about what they are doing while they are doing it [5]. Project-based learning is a w...

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Project-Based Learning (PjBL) Framework in Developing Non-Technical Skills for Engineering Students

Cited by 13 publications

References 0 publications

Competencies of Engineering Graduates: What are the Employer’s Expectations?

Competencies of Engineering Graduates: What are the Employer’s Expectations?

The Engineering Undergraduates Industrial Training Programme in Malaysia: Issues and Resolutions

A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

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