Understanding Generic Engineering Competencies

Abstract

This paper contributes to understanding of the generic engineering competencies required by engineers graduating in Australia and to competency theory. The Competencies of Engineering Graduates (CEG) Project was conducted to identify the generic engineering competencies required by engineers graduating in Australia. The methodology adapted a theoretical framework for understanding key competencies developed by the Defi nition and Selection of Competencies Project commissioned by the Organisation for Economic Cooperation and Development. The phases of the CEG Project included a literature review, a panel session, two large-scale surveys and a focus group. By refl ecting on the whole CEG Project, this paper provides insight into the nature of competencies required by engineers in Australia. Implications for engineering educators are described.

Using the perceptions of chemical engineering students and graduates to develop employability skills

“…The participating students [7] and alumni represented 79% and 12% of their respective target populations. The number of alumni who participated was the most significant limitation, however, the responses gathered were in agreement with other global and national studies discussed below [11][12][13]. The age distribution ( Figure 4) was centred around 22 years of age, indicative of those approaching graduation and recent graduates; respondents above the age of 30 represented the majority of part-time students.…”

“…Passow"s longitudinal study on ABET competencies found a statistically-significant top tier of competencies comprised of teamwork, communication, data analysis and problem solving [13]. Male"s Australian study similarly highlighted communication related skills; working in team; managing self; solving problems amongst the top ranked skills [12]. Both these studies provide support for the rating of these skills given by alumni.…”

“…An Australian study, conducted by Male et al [12], found that communication, teamwork, selfmanagement and creativity/problem-solving competencies were amongst the most important competencies amongst practicing engineers, whereas "applying technical theory" was rated lowest. Similarly, Passow"s longitudinal study of engineering graduates from an American Midwestern University [13] highlighted a comparable top tier of important competencies which were consistent across seven administrations of an annual survey.…”

“…Another valuable resource for teaching is postgraduate researchers, and following publication of the Robert"s Review in 2002 there [12] has been increased focus over the well-rounded capabilities of researchers [21]. As a result the University of Strathclyde have adopted a Researcher Development Programme (RDP), which requires PhD students to accrue 60 credits during their research degree towards a Postgraduate Certificate (PGCert).…”

Engineers' professional learning: a practice-theory perspective

“…We argue that these new perspectives for understanding engineers' practice and learning will contribute to the development of these 'emerging professionals', by providing a different way of understanding practice and the learning entwined in this practice. This perspective is in distinct contrast to the more common use of 'traditional' approaches to understanding engineer's work -as a set of competencies or skills and knowledge (see for example, Male, Bush and Chapman, 2011). It moves away from models of continuing professional learning which assume that the professional is in 'deficit' and has a lack of certain skills and knowledge (Boud and Brew, 2012).…”