Boundary Spanning at Work Placements: Challenges to Overcome, and Ways to Learn in Preparation for Early Career Engineering

Autor/inn/en	Asplund, Fredrik; Flening, Elias
Titel	Boundary Spanning at Work Placements: Challenges to Overcome, and Ways to Learn in Preparation for Early Career Engineering
Quelle	In: European Journal of Engineering Education, 47 (2022) 1, S.50-69 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asplund, Fredrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1889467
Schlagwörter	Engineering Education; Job Placement; Education Work Relationship; Masters Programs; Graduate Students; Student Attitudes; Masters Theses; Workplace Learning; Industry; Career Development; College Faculty; Case Studies; Foreign Countries; Professional Education; Program Descriptions; School Business Relationship; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Employment service; Employment services; Arbeitsvermittlung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Industrie; Berufsentwicklung; Fakultät; Case study; Fallstudie; Case Study; Ausland; Berufsausbildung; Schweden
Abstract	The transition from engineering student to early career engineer is often difficult as not all skills that constitute effective engineering practice are formally taught. Work placements are suggested as a solution by providing opportunities to learn skills that academia is unable to teach. However, academic requirements for skills such as research proficiency can be overlooked in a work placement environment, since they are often seen as of little value to engineers. Nevertheless, through interviews with master's students that have conducted their thesis projects at a firm, their experience of boundary spanning to align academic and industrial requirements has been shown to prepare them for an (early) career in engineering by providing opportunities to learn informal professional skills. As the effect is moderated by the motivation of the individual firm for offering work placements, teachers need to consider this motivation when planning and preparing a student for such a work placement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11