The emergence of the skills approach in industry and its consequences for the training of engineers

Pascail, Laurent

doi:10.1080/03043790500428965

Cited by 21 publications

(11 citation statements)

References 2 publications

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“…The transversal competences are also important; however they do not have enough space in curricula. Several authors have been discussing how transversal competences can be taught in engineering contexts (Pascail, 2006;Rosenberg et al, 2012;Shuman et al, 2005). Martin et al (2005, p. 179) suggest that "[…] non-technical skills cannot be taught isolated from technical context in which they will be used".…”

Section: Resultsmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

“…The professionals' perspectives have been increasingly considered an added value for curriculum review and innovation (Evans et al, 1993;Meier et al, 2000;Pascail, 2006;Sageev & Romanowski, 2001;Scott & Yates, 2002).…”

Section: Resultsmentioning

confidence: 99%

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

Lima

Mesquita

Rocha

et al. 2017

Prod.

View full text Add to dashboard Cite

show abstract

“…A challenge exists in matching academic provision with professional needs is well versed and employers have expressed concerns, for example, on the apparent gap between engineering education and professional practice (Dillon, 1998;Florman, 1997;Pascail, 2006). In accepting this position, a better understanding of the needs of new graduates in the workplace will help employers in their provision of training and educators in improving programme design.…”

Section: Early Career Developmentmentioning

confidence: 95%

An Analysis of Early Career Training Requirements for Quantity Surveying Professionals

Lee

Perera

Hogg

2013

International Journal of Strategic Property Management

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Early career experience can play a significant part in lifelong professional capability and the support and knowledge gained during the early years of graduate employment can influence future career direction and success. Whilst there are prescribed models of graduate development relative to the surveying professions, for example, those relating to the APC utilised by the RICS, there has been little evaluation in terms of their relative contribution to career success. Through the use of a questionnaire survey, the issue of learning and development for new graduates in their early career, the extent to which new graduates perceive themselves to be competent in various major quantity surveying activities and, the range of graduate training provided by the employer were explored. The main conclusions drawn from the study are that: new graduates exhibit a high level of self-doubt in professional competence; task competence is influenced by frequency of application, years of postgraduate experience and the mode of study taken by graduates in entering the QS profession. There is a difference between training received by graduates working for consultant and contracting employers. Graduates from full time study mode tend to receive more training from their employers compared to part time graduates.

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“…But, here, the consideration of whether employment skills should represent the focal point of any given program offered at HE institutions becomes critical in spite of the apparent needs of a specific industry, and the potential misalignment between the expectations of industry (that graduates can and should have the necessarily skills for specific job roles) and the more general educational aims within HE. Debates provided by Cranmer [2006], Craswell [2007], Molesworth and Scullion [2005], and Pascail [2006] help to explain and contextualise what HE institutions ought to consider on issues of graduate skills and employability, and, for a myriad of reasons, the message is generally that of caution when it comes to directly embedding industry-specific skills into curriculum. On this evidence, institutions currently offering or designing games courses need to strike a careful balance between content which focuses on addressing the vocational, skills agenda desired by industry, and what may be considered as more traditional academic capacities such as critical thinking, intellectual flexibility, and reasoning.…”

Section: Discussionmentioning

confidence: 99%

Fitting the Needs of an Industry

Ip¹

2012

ACM Trans. Comput. Educ.

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There have been growing criticisms in recent years among the computer and video games community on the apparent lack of graduates capable of meeting the industry's employment needs. Following the sharp rise in the number of computer and video games courses across higher education (HE) institutions in the UK and across the globe, this article examines the composition of existing British games design, development, and art programs in relation to prescribed study areas voiced by industry bodies. From a sample of 242 courses, and a further 11 industry-derived and accredited programs, the results explore content currently residing within a variety of games programs and qualification types and evaluate the extent to which such content adheres to the industry's demand for the focus on specific skills and study areas. The findings point toward certain shortfalls in some key areas deemed to be important by industry professionals and the consideration of the degree to which course providers should cater to the specific demands of industry.

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The emergence of the skills approach in industry and its consequences for the training of engineers

Cited by 21 publications

References 2 publications

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

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

An Analysis of Early Career Training Requirements for Quantity Surveying Professionals

Fitting the Needs of an Industry

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