A Qualitative Study of the Early Work Experiences of Recent Graduates in Engineering. Research Brief

Autor/inn/en	Korte, Russell; Sheppard, Sheri; Jordan, William
Institution	University of Washington, Center for the Advancement of Engineering Education (CAEE)
Titel	A Qualitative Study of the Early Work Experiences of Recent Graduates in Engineering. Research Brief
Quelle	(2008), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Graduates; Engineering; Engineering Education; Work Experience; Problem Solving; Context Effect; Socialization; Education Work Relationship; Interviews; Case Studies; Manufacturing Industry; Employment Qualifications; Work Environment + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Maschinenbau; Ingenieurausbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Problemlösen; Socialisation; Sozialisation; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Fertigungswirtschaft; Produzierendes Gewerbe; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Arbeitsmilieu
Abstract	After several years of demanding study, new engineers graduate from higher education as professionals eager to apply their expertise to solving "real world" problems. Yet, the transition from school to the workplace involves a socialization process through which new graduates attempt to learn the specific tasks and expectations of their job and begin to integrate into the social context of the organization. This paper reports the findings of a study investigating the socialization experiences of newly hired engineers in a large US-based, global manufacturing company. (ERIC).
Anmerkungen	Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr. washington.edu; Web site: http://www.engr.washington.edu/caee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10