Understanding Engineering Competencies in Practice and the Educational Implications

Hadgraft, RG; Jin, X

Understanding Engineering Competencies in Practice and the Educational Implications

Hadgraft, RG

Jin, X

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Publisher:: AAEE
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education, 2017
Issue Date:: 2017-12

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Field	Value	Language
dc.contributor.author	Hadgraft, RG https://orcid.org/0000-0002-0480-7456	en_US
dc.contributor.author	Jin, X	en_US
dc.date	2017-12-10	en_US
dc.date.issued	2017-12	en_US
dc.identifier.citation	Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education, 2017	en_US
dc.identifier.isbn	9780646980263	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126925
dc.description.abstract	Context: Engineering professionals and educators have different interpretations or perspectives on certain engineering competency items, for example, mathematical modelling. The question here is how such differences impact the structuring and interpretation of engineering competencies at the general level. Purpose: This paper responds to the following questions: How can certain engineering competency items be clustered with others? Is there empirical evidence to support such structures? Approach: The research questions stems from a comparative literature review of existing national and international engineering competency standards. Empirical data used in this paper was collected from a small-scale survey. Social Network Analysis (SNA) was used as the method for data analysis - engineering competency mapping. Results: A set of conceptual maps have been made to depict the clustering of 60 engineering competency items identified in a real-life engineering company in China. Conclusions: It is argued that the Social Network Analysis algorithm can be appropriated for the study of engineering competencies. This algorithm provides indicators of identifying relatively "important" competency items, which create implications for undergraduate engineering practice programs.	en_US
dc.publisher	AAEE	en_US
dc.relation.ispartof	Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education	en_US
dc.relation.ispartof	Annual Conference of the Australasian Association for Engineering Education	en_US
dc.title	Understanding Engineering Competencies in Practice and the Educational Implications	en_US
dc.type	Conference Proceeding
utslib.location	Sydney, Australia	en_US
utslib.location.activity	Sydney, Australia	en_US
utslib.for	0906 Electrical and Electronic Engineering	en_US
utslib.for	2001 Communication and Media Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2017-12-13	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2017-12-10	en_US

Abstract:

Context: Engineering professionals and educators have different interpretations or perspectives on certain engineering competency items, for example, mathematical modelling. The question here is how such differences impact the structuring and interpretation of engineering competencies at the general level. Purpose: This paper responds to the following questions: How can certain engineering competency items be clustered with others? Is there empirical evidence to support such structures? Approach: The research questions stems from a comparative literature review of existing national and international engineering competency standards. Empirical data used in this paper was collected from a small-scale survey. Social Network Analysis (SNA) was used as the method for data analysis - engineering competency mapping. Results: A set of conceptual maps have been made to depict the clustering of 60 engineering competency items identified in a real-life engineering company in China. Conclusions: It is argued that the Social Network Analysis algorithm can be appropriated for the study of engineering competencies. This algorithm provides indicators of identifying relatively "important" competency items, which create implications for undergraduate engineering practice programs.

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http://hdl.handle.net/10453/126925