Measuring Professional Skills Misalignment Based on Early-Career Engineers' Perceptions of Engineering Expertise

Autor/inn/en	Flening, Elias; Asplund, Fredrik; Edin Grimheden, Martin
Titel	Measuring Professional Skills Misalignment Based on Early-Career Engineers' Perceptions of Engineering Expertise
Quelle	In: European Journal of Engineering Education, 47 (2022) 1, S.117-143 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asplund, Fredrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1967883
Schlagwörter	Expertise; Engineering; Technical Occupations; Novices; Vocational Maturity; Skill Development; Alignment (Education); Education Work Relationship; Job Skills; Knowledge Level + Suchen Sie Ihr Suchwort? Expert appraisal; Maschinenbau; Technical occupation; Technischer Beruf; Berufsreife; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Wissensbasis
Abstract	Professional skills have long been perceived as lacking in junior engineers. Adopting a social realist theoretical framework of knowledge in practice, a hypothesis-based survey study of early career engineers' perceptions of engineering expertise was conducted. It investigated a professional skills readiness difference between initial career trajectories (hypothesis 1) through an analysis of engineering expertise perception, and whether this difference decreases over time as engineers mature (hypothesis 2). Both hypotheses were supported by three statistical tests which established the specific nature and size of this difference. Three themes were identified: "Academic bias," "Technical competence bias," and "Rationality bias." Thematic analysis through the framework of these three themes indicates how context and complexity ("Semantic dimension") and Knowledge and Knower ("Specialisation dimension") were understood in practice. The three themes expressed challenges over these two dimensions in understanding "Technical knowledge," "Collaboration," and the "Legitimate basis for practice," leading to recommendations for education and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01