Engineering Graduates Professional Formation: The Connection between Activity Types and Professional Competencies
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| Title: | Engineering Graduates Professional Formation: The Connection between Activity Types and Professional Competencies |
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| Language: | English |
| Authors: | Lowe, David (ORCID |
| Source: | European Journal of Engineering Education. 2022 47(1):8-29. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, College Graduates, Competency Based Education, Skill Development, Difficulty Level, Knowledge Level, Correlation, Professional Development, Professional Identity, Student Projects, Learning Activities, Reflection, Undergraduate Students, Foreign Countries, Education Work Relationship |
| Geographic Terms: | Australia |
| DOI: | 10.1080/03043797.2021.1901074 |
| ISSN: | 0304-3797 |
| Abstract: | The professional formation of new graduates and their ability to perform well at the start of their career depends on the development of both technical skills and professional competencies. Whilst the latter aspects have become increasingly considered within engineering programs, they are often learnt within an academic context rather than a practice context. This is in contrast with research that argues that professional expertise should be learnt within the context in which it will be applied. This paper reports on an analysis of engineering student reflections on professional engagement activities over the duration of their university study. A text-based thematic analysis examines the link between different types of activities and professional competencies (using Engineers Australia Stage 1 Competencies), and the level of sophistication in the language using Blooms taxonomy. The thematic analysis provides strong evidence that different activity types result in students being more likely to reflect upon specific competencies. The deeper Bloom analysis showed that generally the activity types that have reflections skewed towards higher Bloom levels are those that involve project activities. We conclude that those activities that require student-driven exploration are the most likely to engage students in thinking about the nature of real-world engineering practice. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1322324 |
| Database: | ERIC |
| Abstract: | The professional formation of new graduates and their ability to perform well at the start of their career depends on the development of both technical skills and professional competencies. Whilst the latter aspects have become increasingly considered within engineering programs, they are often learnt within an academic context rather than a practice context. This is in contrast with research that argues that professional expertise should be learnt within the context in which it will be applied. This paper reports on an analysis of engineering student reflections on professional engagement activities over the duration of their university study. A text-based thematic analysis examines the link between different types of activities and professional competencies (using Engineers Australia Stage 1 Competencies), and the level of sophistication in the language using Blooms taxonomy. The thematic analysis provides strong evidence that different activity types result in students being more likely to reflect upon specific competencies. The deeper Bloom analysis showed that generally the activity types that have reflections skewed towards higher Bloom levels are those that involve project activities. We conclude that those activities that require student-driven exploration are the most likely to engage students in thinking about the nature of real-world engineering practice. |
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| ISSN: | 0304-3797 |
| DOI: | 10.1080/03043797.2021.1901074 |
