The British Engineer Problem: A Comparison of Careers, Employment and Skills

Jones, Bryn; Scott, Peter; Bolton, Brian; Bramley, Alan N; Manske, Fred

doi:10.1080/014428700113982

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…Access to post-compulsory education and training: Economic, sociological and political determinants and remaining research gaps social institutions (Ashton and Green, 1996). Finegold"s notion of a "low skills equilibrium" however, has been strongly criticised by Jones et. al (2000), who highlight that the UK situation -Finegold"s original example of "low skills equilibrium" -does not conform to Finegold"s thesis.…”

Section: Centralised Bargaining and Openness Of The National Economymentioning

confidence: 99%

“…al (2000), who highlight that the UK situation -Finegold"s original example of "low skills equilibrium" -does not conform to Finegold"s thesis. They argue that the UK"s engineering sector cannot be considered to be trapped in a low-skills equilibrium, as demonstrated by the increase of graduate engineers" numbers after the 1960s (Mason and Wagner, 1994) support the hypothesis of an increasing "polarisation of skills" (Gallie, 1991) or the existence of a rather less stable "high skills disequilibrium" (Jones et. al.…”

Section: Centralised Bargaining and Openness Of The National Economymentioning

confidence: 99%

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Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

Otero

2007

Comparative Education

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Section: Centralised Bargaining and Openness Of The National Economymentioning

confidence: 99%

Section: Centralised Bargaining and Openness Of The National Economymentioning

confidence: 99%

Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

Otero

2007

Comparative Education

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“…Undergraduate engineering education in the UK faces significant challenges in adapting to the 21st century (Jones et al, 2000 andSpinks et al, 2006). Since the turn of the century, there has been widespread agreement that reforms are urgently needed to prepare students for increasingly complex global issues (Graham, 2012 andHaghighi, 2005).…”

Section: Introductionmentioning

confidence: 99%

How Can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education Be Developed? An Investigation

Hari,

Nyamapfene,

Mitchell

2024

Research in Engineering Education Symposium

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ContextIn the last two decades, significant pedagogical advances aimed at enhancing the UK's engineering education have emerged. However, there's a noted absence of an integrated approach linking policy and practice to evidence-based research in this field. Purpose or GoalThis study seeks to bridge this gap by exploring the lived experiences and perspectives of engineering education leaders who have been at the forefront of pioneering education reforms in the UK. It aims to understand the challenges they face and identify potential solutions and models that could address the evolving needs of undergraduate engineering education. MethodsThe study utilizes a qualitative research design with purposeful sampling. Qualitative data is obtained through interviews to gain indepth insights into the experiences and perspectives of stakeholders. Thematic analysis of the collected data is used to identify common themes, patterns, and relationships. OutcomesThe findings of this qualitative preliminary investigation are to develop research questions to inform and frame a more comprehensive quantitative study aimed at shedding light on the development of curriculum frameworks for implementing effective and scalable engineering education models in the UK. ConclusionThis study reveals the conflicting and complementary factors in the UK engineering education landscape. This highlights the need for a systems-based approach connecting policy and practice, informed by evidence-based research for developing a sustainable engineering education framework in the UK.

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“…The engineering sector has struggled with the changing industrial climate and the lack of specific engineering education in Britain (Jones et al, 2000) and has become increasingly aware that it is not merely knowledge and skills but also attitudes that are important (Heinrich et al, 2007). In this scenario an engineer with the appropriate personal and human capital is a valuable asset.…”

Section: Employers' Views Of Learning and Training For Older Workersmentioning

confidence: 99%

Employers’ views of learning and training for an ageing workforce

Beck

2012

Management Learning

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Abstract:This paper questions how employers view and evaluate the role of learning and training for older workers in light of the increasing number of older workers in the labour market. Learning and training opportunities could be utilised to respond to the 'extending working lives' agenda but interviews with employers suggest that this is not being done. A small number of human resource professionals, managing directors and owners were interviewed to determine what learning opportunities they offered to their older workers and how these workers' experience could be utilised better. Respondents implicitly accepted that there were few learning opportunities for older workers and suggested that they expected this group of workers to take on additional roles in making learning and experience available to younger colleagues. Dichotomies in employers' views emerged in that they differentiated between groups of workers and their need for skills, experience and the 'right' attitudes. AbstractThis paper questions how employers view and evaluate the role of learning and training for older workers in light of the increasing number of older workers in the labour market.Learning and training opportunities could be utilised to respond to the 'extending working lives' agenda but interviews with employers suggest that this is not being done. A small number of human resource professionals, managing directors and owners were interviewed to determine what learning opportunities they offered to their older workers and how these workers' experience could be utilised better. Respondents implicitly accepted that there were few learning opportunities for older workers and suggested that they expected this group of workers to take on additional roles in making learning and experience available to younger colleagues. Dichotomies in employers' views emerged in that they differentiated between groups of workers and their need for skills, experience and the 'right' attitudes. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 Although employment rates for older workers have been increasing there are many good reasons why society has not whole-heartedly embraced the 'extending working lives' agenda, with Vickerstaff (2010) questioning the 'unavoidable obligation' of working longer.Similar issues are noticeable in employers' behaviour. Employers generally benefit from older workers, in particular their soft skills, experience, punctuality and work values (McNair et al., 2007). However, the positive view that employers reportedly have of older workers has not changed their recruitment and retention behaviour (Heywood et al., 2010). Beck (2010) shows that employers favour traditional recruitment practices targeted at young people, e.g. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36...

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The British Engineer Problem: A Comparison of Careers, Employment and Skills

Cited by 3 publications

References 21 publications

Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

How Can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education Be Developed? An Investigation

Employers’ views of learning and training for an ageing workforce

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