Literaturnachweis - Detailanzeige
Autor/inn/en | McHenry, Robert; Krishnan, Siva |
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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 |
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 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). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |