A Conceptual Professional Practice Framework for Embedding Employability Skills Development in Engineering Education Programmes

Autor/inn/en	McHenry, Robert; Krishnan, Siva
Titel	A Conceptual Professional Practice Framework for Embedding Employability Skills Development in Engineering Education Programmes
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.1296-1314 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2164255
Schlagwörter	Engineering Education; Education Work Relationship; College Faculty; Scaffolding (Teaching Technique); Barriers; Curriculum Development; Teacher Effectiveness; Teacher Attitudes; Employment Potential; Graduate Study; Outcomes of Education; Acceleration (Education); Foreign Countries; Work Experience; Industry; Interpersonal Competence; Job Skills; Context Effect; Guidelines; Futures (of Society); Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernleistung; Schulerfolg; Acceleration; Beschleunigung; Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Industrie; Interpersonale Kompetenz; Produktive Fertigkeit; Richtlinien; Future; Society; Zukunft; Australien
Abstract	It is well documented that engineering practice is as much social as it is technical. Providing accurate course mapping and supporting teaching staff to scaffold engineering practice learning through whole of programme curriculum are key challenges. This study proposes a conceptual framework for engineering professional practice in an Australian context that is constructed through the triangulation of data collected from practitioner perspectives, literature, and reflection upon both authors' industry experiences. This employability skill development framework describes six key themes as graduate-level learning outcomes aligned to Australian accreditation requirements in a format that readily supports explicit inclusion of engineering professional practice in curriculum design. These key themes are illustrated along a continuum of personal, interpersonal, and contextual competencies and attitudes to communicate the interrelated nature of engineering employability skills. While this paper does not attempt to propose a universal framework, its potential broader relevance, future refinement, and evaluation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01