http://hdl.handle.net/10453/148703 2026-06-24T16:27:07Z http://hdl.handle.net/10453/195401 Title: Emerging Trends of Gender Bias Within Students' Evaluation of Teaching (SET) in Higher Education: a Mini-Review and Bibliometric Analysis Authors: Velázquez, EAL; Abbas, A; Azar, BB; Abdellatif, S 2026-03-08T00:00:00Z http://hdl.handle.net/10453/195276 Title: Professional skills in engineering education - an industry perspective Authors: Ahuja, T; Gardner, A; Machet, T Abstract: CONTEXT: With challenges like population growth, urban migration, climate change, economic upheavals, and disruptive technologies, the engineering profession has transformed significantly. Engineers now need to become proficient problem solvers, capable of working in multidisciplinary teams, have a greater contextual understanding, adapt to new technologies, and continuously acquire new knowledge and skills which go far beyond technical skills. However, employers find graduates often lack these skills, highlighting a gap that needs to be addressed by universities and/or industry. PURPOSE OR GOAL: The purpose of this paper is to share preliminary findings from research (currently in progress) on academic and industry professionals’ perspectives on the development and assessment of professional skills in undergraduate engineering education in the Australian context. The paper reports on findings from 10 industry professionals, elaborating their views on professional skill development and assessment in higher education. The paper builds on research presented at AAEE2024 where the academic perspective was shared. APPROACH: A qualitative approach was adopted for the study, using Reflexive Thematic Analysis, employed to explore and interpret the meanings participants assign to their experiences. Semi structured interviews were conducted with 10 industry professionals, selected using a purposeful sampling technique. The data collected was analysed using NVivo and a six-phase analytical approach as outlined by Braun and Clarke, to generate themes. OUTCOMES: The study highlights the industry’s recognition of the need for closer collaboration with academia to foster the development of professional skills in engineering students and their role in supporting students by engaging with university subjects and student societies, offering real-world perspectives and constructive feedback. CONCLUSIONS: Based on the findings, there is no singular solution for developing and assessing professional skills and a “whole of program approach”, where professional skill development is embedded across the curriculum with support from industry and university leadership, appears to be a promising model. 2025-12-01T00:00:00Z http://hdl.handle.net/10453/195275 Title: “Soft skills” or something else - the ongoing debate Authors: Ahuja, T; Gardner, A; Machet, T Abstract: CONTEXT: Modern engineering practice demands continuous collaboration within diverse, multidisciplinary teams to ensure timely and cost-effective project delivery, due to which engineers need to continuously acquire new knowledge and skills which go far beyond technical skills. These non- technical skills which include various skills including teamwork, communication, critical thinking, project management, time management and leadership, have historically have been called “soft skills” and are listed by recruiters as the most desired when recruiting graduates. This colloquial term however is misleading and ambiguous and there has been an ongoing debate about what might be the best term that reflects the importance and relevance of these skills. PURPOSE: In this paper we share findings from a larger research project in progress on understanding professional skill development and assessment in undergraduate engineering students from an academic and industry perspective in the Australian context. We specifically present findings from both academic and industry participants on the appropriate terminology to describe these skills, discussing their views on the use of the term “soft skills”. APPROACH: A qualitative case study research method was used to actively engage with the participants, to understand their perspectives, within the contextual bounds of the case, which in this study was academics and industry professionals within Australia. Braun and Clark’s six phase reflexive thematic analysis method was used to analyse and report on the data as this helped to inductively develop themes from the data collected to gather a rich, contextualised understanding across all the participants of the study. OUTCOMES: The study presents the various connotations the term “soft skills” holds for the participants and their views on alternate terms that might be better suited. Many felt that the term was misleading, suggesting these skills are simple, easy, or lack intellectual rigor with this perception contributing to their undervaluation by students and universities and potentially exacerbating the gender issues in the engineering profession. While alternative terms were suggested, none achieved consensus, highlighting the fact that an effective approach May be to specify the exact skill being addressed rather than grouping them under one umbrella term. CONCLUSIONS: The debate over terminology around non-technical skills, historically called “soft skills”, May remain unresolved. What’s critical is that engineering education clearly defines the skills students will develop, and focuses on how these skills are taught and assessed. 2025-12-01T00:00:00Z http://hdl.handle.net/10453/194777 Title: Discover Ethnic Minority Groups' Digital Entrepreneurship Motivation Based on Emotional and Instrumental Effects Authors: Li, L; Kang, K Abstract: Building upon the demonstrated advantages of digital entrepreneurship within the live streaming economy, ethnic minority groups (EMGs) are increasingly leveraging their cultural resources to create marketing content and facilitate commercial activity. To investigate the drivers of digital entrepreneurship among EMGs, this study employs social support theory, categorising influencing factors into dimensions of emotional and instrumental support. Acknowledging the distinct socio-cultural contexts of EMGs relative to the majority population, this research examines variables shaped by these unique backgrounds. An analysis of 517 EMG entrepreneurs indicates that factors, including peer trust and familial approval, positively influence entrepreneurial motivation, thereby shaping subsequent behavioural responses. Furthermore, Importance-Performance Map Analysis (IPMA) reveals that access to advice and financial support constitutes a factor of both higher importance and performance in motivating EMGs' digital entrepreneurship compared to other variables. These findings provide scholars and policymakers with insights to develop targeted strategies that acknowledge the distinctive characteristics of EMG entrepreneurs and foster their participation in the digital economy. 2025-09-15T00:00:00Z