Using an Industry Instrument to Trigger the Improvement of the Transversal Competency Learning Outcomes of Engineering Graduates

Autor/inn/en	Leandro Cruz, Mariana; Saunders-Smits, Gillian N.
Titel	Using an Industry Instrument to Trigger the Improvement of the Transversal Competency Learning Outcomes of Engineering Graduates
Quelle	In: European Journal of Engineering Education, 47 (2022) 1, S.30-49 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1909539
Schlagwörter	Engineering Education; College Graduates; Job Skills; Mastery Learning; Undergraduate Students; College Faculty; Case Studies; Industry; Education Work Relationship; Teacher Attitudes; Evaluation Methods + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulabsolvent; Hochschulabsolventin; Produktive Fertigkeit; Fakultät; Case study; Fallstudie; Case Study; Industrie; Lehrerverhalten
Abstract	To assist in resolving the perceived lack of transversal competencies (TCs) of engineering graduates by industry, this study investigates the characteristics of transforming an existing industry TC instrument for use in engineering education. The instrument consists of 36 nuanced sub-competencies with the corresponding definitions and descriptive mastery levels. This instrument was first used to determine required TCs mastery levels for BSc and MSc graduates by European industry and subsequently, using two representative curricula as case studies to map TCs course outcomes and lecturer perceptions of TCs course outcomes, using interviews for further exploration. The main findings are that the TC instrument is suitable to determine desired industry mastery levels as well as to map TCs course outcomes both in formal documentation and by lecturers. Also, a gap between the formal and perceived curriculum was found i.e. discrepancies in reported TC learning outcomes between formal documentation and lecturer-reported TCs in courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01