Think first job! Preferences and expectations of engineering students in a French ‘Grande Ecole’

Abstract

A career in engineering may be appealing owing to the prospect of a good salary and a dynamic work environment. There may, however, be challenges for students wishing to enter their first job. In engineering education, career preparation courses may be included so as to prepare students adequately for their first job, future careers, and to reinforce career decision-making skills. This study explored the first-job preferences and expectations of engineering students at a generalist French 'Grande Ecole' before their compulsory internship. The study ultimately provided insight into ways in which future engineers may best be equipped for their first jobs. A qualitative research study was employed, using four focus groups to collect data, which was analysed thematically. Key findings indicate the resolute importance that engineering students place on having a challenging job, teamwork, independence, opportunities for development, and a participative style of being managed. The research findings may be of value in order to renew an engineering curriculum with better alignment between students' expectations and industry needs.

Evaluation of the Flipped Classroom Set-Up for Face-to-Face Classes of the Department of Industrial Engineering, Ctu-Argao, Cebu Philippines

“…This means that activities performed by students outside of the classroom, such as homework and assignments, would be performed in class, while activities performed by professors inside the classroom, such as lectures, would be recorded and performed outside of the classroom (Akçayır and Akçayır, 2018). Research indicates that employers are now seeking engineers with soft skills such as critical thinking, problemsolving, lifelong learning, and others in addition to their technical skills, (Gerwel et al, 2018). Engineering education should provide several essential pieces of training for students to develop problem-solving skills and substantial technical knowledge so that they can handle real-world issues in the workforce (Mason et.…”

Comparison of first-year student conceptions of their future roles as engineers between Belgium, Ireland, and The Netherlands

“…In her PhD-thesis studying aerospace engineering alumni, Saunders-Smits (2008) makes a distinction between the engineering manager and engineering specialist, but other studies go beyond the manager-specialist dichotomy. 7 For example, Gerwel et al also describe an entrepreneurial role, 23 whereas Kinoshita et al include consultants. 24 However, the typologies of engineers are mostly set up for research purposes than developing a role model, such as the identification of skills to evaluate the curriculum, the exploration of engineering students' preferences and expectations of the engineering profession, or the alumni perceptions on skill development.…”

Exploring professional roles for early career engineers: a systematic literature review

“…The studies included in this review seem to suggest a manager role as a career ladder opportunity (Betz 2014;Hodgson, Paton, and Cicmil 2011;Saunders-Smits and De Graaff 2012) whereas engineering graduates will have some managerial responsibility in all roles (Spinks, Silburn, and Birchall 2007). It can be remarked that the studies which included a separate managerial role for early career engineers did not aim to develop categorisation but used predefined categories for other research purposes (Brunhaver et al 2013;Gerwel Proches, Chelin, and Rouvrais 2018;Itani and Srour 2016;Kinoshita, Young, and Knight 2015;Srour et al 2013).…”

“…Chelin, and Rouvrais (2018) identified technical, management and entrepreneurial roles Itani and Srour (2016). referred to the entrepreneurial role more precise as general nontechnical consultants and consultants in the technical field Kinoshita, Young, and Knight (2015).…”