Skills Requirements for Engineering Graduates: Industry Perspective

Shukla, O. P.; Garg, Suresh

doi:10.9790/487x-1810040110

Cited by 6 publications

(5 citation statements)

References 24 publications

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“… The ability to apply ethical principles and commit to professional ethics According to Stanford University and World Bank, which surveyed approximately 5000 first year and third year Engineering students from 200 randomly selected Engineering institutions across the country, overall higher order thinking skills are "substantially lower" than the Chinese and Russians [4]. The survey did not include IITs.…”

Section: Project Based Learning (Pbl)mentioning

confidence: 99%

Learning Outcomes of a National Level Project Contest

Hegde¹,

Kumar²,

Oppiliappan³

2020

JEET

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Today, industry needs highly skilled engineering graduates to combat real world challenges in an efficient manner. The mere knowledge of theoretical concepts would not help the students to solve the global challenges. As such, nurturing young minds to appreciate complex problems and to think of innovative solutions either to alleviate prevalent problems or to improve the quality of life become the responsibility of technical institutions. The project contests to showcase the talents would help the students to exhibit their skills and project their ideas with peers and also with the industry experts. In this paper, the learning outcomes of one such national level project contest �TELECOMBAT�, held at the Department of Telecommunication Engineering, BMS College of Engineering, Bangalore has been presented. The contest aimed to bring together industry and academia experts to strengthen the industry-institution interaction and also to get the students' projects evaluated by the industry experts which would help the students to understand the need for implementing quality projects to excel in their professional career. The suggestions given by the experts have been incorporated for evaluating student's projects for the successive years. The rigorous evaluation of the projects involved three rounds with different rubrics for each round. This event provided a platform for institute and industry iteration and also helped students to get first hand feedback from experts and researchers.

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Section: Project Based Learning (Pbl)mentioning

confidence: 99%

Learning Outcomes of a National Level Project Contest

Hegde¹,

Kumar²,

Oppiliappan³

2020

JEET

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“…-рынок ставит под вопрос содержание учебных планов инженерных образовательных программ, в том числе диктует необходимость наличия коммуникативных умений и знаний в области межкультурной коммуникации, умений работать на любой позиции в команде, планировать и рационально использовать время и другие ресурсы и т.п. [7].…”

Section: приоритетные задачи трансформации инженерно-технической подготовкиunclassified

“…Сформировать у студента и выпускника востребованные межотраслевые профессионально значимые умения и компетенции. Для преодоления так называемого employability gap -разрыва между подготовкой инженера в университете и теми умениями и качествами, которые от него потребуются на практике [7], исследователи сформулировали следующие востребованные компетенции (transferable skills, soft skills, generic skills and attributes):…”

Section: приоритетные задачи трансформации инженерно-технической подготовкиunclassified

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Priority Goals and Organization of Engineering Training at Russian Universities

Лидер

Slesarenko

Соловьев

2020

Vysš. obraz. Ross. (Print)

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The present paper analyzes and discusses of the best practices offered by the Russian universities in the field of organization of practice-based training in engineering specializations. Based on the integrated approach to forming professional competences and generic skills in university engineering graduates, the professional portfolio of a university engineering graduate is viewed as the three in one set of competences including those in research, engineering and development entrepreneurship. Based on the review of documentation, reports, information databases, including the analysis of the statistical findings, the authors discuss the main global trends in the development of engineering education and training and offer the solutions to tackle the priority objectives in organizational field of university performance, teaching and learning processes organization and teaching aids development. The article discusses the educational practices of the six leading Russian engineering universities from the standpoint of the implemented teaching and learning formats, correspondent teaching aids development and the organizational solutions. The authors dwell on the example of Tomsk polytechnic university (TPU) in providing practice-based training to university students in physics, the critical organizational solutions in teaching and learning as well as approaches to teaching aids development that enable to shape the professional portfolio of a future engineer from the viewpoint of professional competences and generic skills enhancement. The discussed TPU experience in the field of practice-based training in physics is realized in compliance with the complex, integrative approach to forming the trinity of research, engineering, and entrepreneurship competences in a university engineering graduate. The designed system of practice-based engineering training implemented at TPU can be successfully extrapolated to the bachelor, master and PhD degree training of engineering students.

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“…Shukla and Garg [12] describe that the curriculum content provided to students at tertiary level in India is generic and theoretical in their boarded nature and do not align with the requirements of industrial applications. They further argue that the training institutions blindly follow the classical teaching method consisting of a classroom scenario with emphasis on content delivery rather than knowledge delivery.…”

Section: Engineering Education Background a Motivation For Wil In Edu...mentioning

confidence: 99%

A Proposed Modular Work Integrated Learning Framework for South Africa

et al. 2019

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The skills' crisis in South Africa is a growing problem, exacerbated by the lack of adequate structures to study and assess the gap between the skills offered by young graduates and those required in the labor market. The purpose of this paper is to verify whether the achieved competencies of graduates are comparable with the expectation from the employers. This raises the awareness of the need for training institutions to train students on new areas of knowledge, skills, and attitudes capable of responding to the specifications of the contemporary workplace in the competitive economic environment of South Africa. In order to address the skills' gap, work integrated learning (WIL) and other internship programs can be deployed in a partnership between the training institutions and the industry. To accommodate working students in finding a willing industrial company to fulfill their WIL requirement, the introduction of a modular WIL program is aimed at providing a space to groom more skilled hands in a flexible mechanism allowing students to complete their qualification on a part-time basis, made of compulsory and optional practical combined subjects. This paper proposes a framework for modular WIL. In such a context, the focus is on the processes of monitoring, evaluation, and progression of students within the framework.

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Skills Requirements for Engineering Graduates: Industry Perspective

Cited by 6 publications

References 24 publications

Learning Outcomes of a National Level Project Contest

Learning Outcomes of a National Level Project Contest

Priority Goals and Organization of Engineering Training at Russian Universities

A Proposed Modular Work Integrated Learning Framework for South Africa

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