T-shaped competency profile for water professionals of the future

Uhlenbrook, Stefan; Jong, Ellen de

doi:10.5194/hess-16-3475-2012

Cited by 42 publications

(38 citation statements)

References 14 publications

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“…For example, Hansen and von Oetinger (2001) develop the concept of the T-shaped Manager who, they argue, simultaneously focuses on and reconciles both value capture and creation, and Bitner and Brown (2008) use the shape to describe successful graduates (the vertical upright being discipline related and the bar transferable skills); similarly, Uhlenbrook and de Jong (2012) suggest that T-shaped professionals leverage their interpersonal skills (the bar) and also discipline specific skills and experience (the upright).…”

Section: Discussionmentioning

confidence: 99%

The ‘transaction X-ray’: understanding construction procurement

Aitken¹,

Paton

2016

Proceedings of the Institution of Civil Engineers - Management,

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2This paper presents the results of a case study, the Construction Case, which examines procurement practices within the UK construction supply chain and compares these with a more general UK sample taken from non-construction sectors. Using a qualitative methodology, the approaches to relationship management and buyer value perception are graphically mapped, using an innovative 'transaction X-ray' technique. The Construction Case considers procurement transactions conducted at various points along the construction value chain: the client, the construction firm and the specialist contractor. Recognising that the research design favours a small sample size, and thus limits generalisability beyond the boundaries of the case, the paper finds that construction industry procurement operates in an adversarial and largely arm's-length manner. While procurement practice is found to share common aspects with other industrial sectors, the case demonstrates that the construction industry is more adversarial and less collaborative than is the average found across the other sectors examined. The paper outlines a useful framework whereby construction practitioners can evaluate elements of procurement practice within their own organisations, and also signposts the required direction for future research in order to reflect the gap, suggested by the case, between current normative theory and construction procurement practice.

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Section: Discussionmentioning

confidence: 99%

The ‘transaction X-ray’: understanding construction procurement

Aitken¹,

Paton

2016

Proceedings of the Institution of Civil Engineers - Management,

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“…Alternative arguments claim that the growing complexity and scale of water management challenges requires a deliberately earlier introduction of T-shaped profile development approaches to education (Uhlenbrook & de Jong, 2012). Our view is that careful attention to developing depth of knowledge remains essential at the undergraduate level and beyond -breadth too early could end up producing generalists rather than flexible, T-shaped skills and knowledge profiles.…”

Section: Applying the T-shaped Model To Professional Postgraduate Edmentioning

confidence: 97%

“…The concept outlined in the paper is labeled the 'T-shaped water professional', lies rooted in the management literature of the 1990s and is described later in this paper and elsewhere (see for example Hansen & von Oetinger, 2001;Uhlenbrook & de Jong, 2012). Individual professionals with T-shaped skills have deep disciplinary or functional understanding and an ability to apply that understanding in different situations; an ability to 'talk the language' of other disciplines and functional areas and to translate between their interests, objectives and concerns and those of others; and an ability to network effectively across traditional boundaries.…”

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confidence: 99%

“…In doing so this paper provides a case study contribution regarding the application of the T-shaped professional concept to postgraduate education in the water sector. The reader should note that the concept is also being translated into use with other professionally oriented postgraduate education programs not covered here (see for example the programs by UNESCO-IHE - Uhlenbrook & de Jong (2012)). …”

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confidence: 99%

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Developing T-shaped water professionals: reflections on a framework for building capacity for innovation through collaboration, learning and leadership

McIntosh

Taylor

2013

Water Policy

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In developed and development contexts, change is an increasingly central theme for water professionals. Growing populations, rapid urbanization and increasing demands for water, food and energy, are set against a backdrop of changing rainfall patterns and emerging trade-offs between the water required for water supply, energy provision, food production, livelihoods and ecological support. Building the capacity of water professionals to lead the changes in policy, planning, management and communities required to tackle these issues systemically is an essential component of our collective response to global water challenges. This paper provides a contribution to the fields of water leadership and capacity development by outlining, then critically discussing how a concept, the T-shaped professional, is being used as a framework to guide the design and delivery of postgraduate education programs to build leadership capacity in the water sector. The T-shaped concept integrates insights from leadership, learning theory, collaboration, critical thinking and praxis. In doing so, the concept and the way in which it has been applied in the context of postgraduate education provide an intellectually coherent and practical approach to developing the skills and knowledge required by water professionals to stimulate and lead change.

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“…To make this distinction more transparent, examples of conceptual mastery relative to the learning outcomes are also presented in Table 2. Together, these nine outcomes cover the basic physical details and a "T-shaped profile" of professional and scientific competence (Cap-Net, 2008;McIntosh and Taylor, 2013;Pathirana et al, 2012;Pinter et al, 2013;Uhlenbrook and de Jong, 2012) needed for a basic appreciation of the profession and the social impacts of flood hydrology.…”

Section: Learning Assessmentsmentioning

confidence: 99%

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

Sanchez

Ruddell

Schiesser

et al. 2016

Hydrol. Earth Syst. Sci.

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Abstract. Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a realworld situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

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T-shaped competency profile for water professionals of the future

Cited by 42 publications

References 14 publications

The ‘transaction X-ray’: understanding construction procurement

The ‘transaction X-ray’: understanding construction procurement

Developing T-shaped water professionals: reflections on a framework for building capacity for innovation through collaboration, learning and leadership

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

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