Engineering Graduates Professional Formation: The Connection between Activity Types and Professional Competencies

Autor/inn/en	Lowe, David; Goldfinch, Tom; Kadi, Anthony; Willey, Keith; Wilkinson, Tim
Titel	Engineering Graduates Professional Formation: The Connection between Activity Types and Professional Competencies
Quelle	In: European Journal of Engineering Education, 47 (2022) 1, S.8-29 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowe, David) ORCID (Willey, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1901074
Schlagwörter	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; Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulabsolvent; Hochschulabsolventin; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kompetenzentwicklung; Qualifikationsentwicklung; Schwierigkeitsgrad; Wissensbasis; Korrelation; Schulprojekt; Lernaktivität; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01