A Quantitative Analysis of Students' Perception of Generic Skills within an Undergraduate Electronics/mechanical Engineering Curriculum

Autor/in	Duggan, Louise
Titel	A Quantitative Analysis of Students' Perception of Generic Skills within an Undergraduate Electronics/mechanical Engineering Curriculum
Quelle	(2014), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Student Attitudes; Engineering Education; Basic Skills; Statistical Analysis; Foreign Countries; Age Differences; Adult Students; Employment Potential; Gender Differences; Questionnaires; Teamwork; Computer Literacy; Communication Skills; Ireland + Suchen Sie Ihr Suchwort? Schülerverhalten; Ingenieurausbildung; Basic skill; Grundfertigkeit; Statistische Analyse; Ausland; Age; Difference; Age difference; Altersunterschied; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Geschlechterkonflikt; Fragebogen; Computerkenntnisse; Kommunikationsstil; Irland
Abstract	Generic skills are considered as key essential skills which are required by all individuals in the engineering profession and are considered vital for success. Integrating generic skills into engineering education is a key concern for universities and colleges involved in delivering such courses. The accreditation criteria for engineering programmes in Ireland is quite strict on the importance of generic skills and require that important generic skills such as team work, communication skills, problem solving and critical thinking skills are adequately addressed in engineering programmes that are accredited by Engineers Ireland (EI). Employers are also continually seeking out employees who are proficient in the area of transferable skills. This paper presents quantitative findings from students regarding their perceptions of generic skills at a third level institution in Ireland. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10