Development of Socio-Technical and Co-Design Expertise in Engineering Students

Mazzurco, A; Daniel, S; Smith, J

Development of Socio-Technical and Co-Design Expertise in Engineering Students

Mazzurco, A Daniel, S

Smith, J

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Publication Type:: Conference Proceeding
Citation:: Research in Engineering Education Symposium. B. Kloot, Cape Town, South Africa, 2019, pp. 339-348
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Mazzurco, A
dc.contributor.author	Daniel, S https://orcid.org/0000-0002-7528-9713
dc.contributor.author	Smith, J
dc.date.accessioned	2022-01-29T03:28:45Z
dc.date.available	2022-01-29T03:28:45Z
dc.date.issued	2019
dc.identifier.citation	Research in Engineering Education Symposium. B. Kloot, Cape Town, South Africa, 2019, pp. 339-348
dc.identifier.isbn	9780799226003
dc.identifier.uri	http://hdl.handle.net/10453/153785
dc.description.abstract	Universities are challenged to educate engineers with a broad set of attributes, including socio-technical and co-design expertise, which will enable them to tackle wicked problems. In this study, we ask: To what extent do courses on human-centred design and systems engineering analysis impact students' development of socio-technical and co-design expertise? We used scenariobased assessment in a pre-/post-design to evaluate the development of these two attributes in two separate units at two Australian universities. The results show some small changes in the responses students gave to the scenario-based tool, at the end of each course. However, the analysis showed that students were still distant from the optimal levels of socio-technical and co-design expertise required of graduates. Therefore, we suggest that such one-off courses are insufficient to develop socio-technical and design expertise. Instead, we argue that engineering programs need to integrate opportunities to develop such expertise throughout all year levels.
dc.language	en
dc.relation.ispartof	Research in Engineering Education Symposium. B. Kloot, Cape Town, South Africa
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Development of Socio-Technical and Co-Design Expertise in Engineering Students
dc.type	Conference Proceeding
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access	*
dc.date.updated	2022-01-29T03:28:37Z
pubs.publication-status	Published

Abstract:

Universities are challenged to educate engineers with a broad set of attributes, including socio-technical and co-design expertise, which will enable them to tackle wicked problems. In this study, we ask: To what extent do courses on human-centred design and systems engineering analysis impact students' development of socio-technical and co-design expertise? We used scenariobased assessment in a pre-/post-design to evaluate the development of these two attributes in two separate units at two Australian universities. The results show some small changes in the responses students gave to the scenario-based tool, at the end of each course. However, the analysis showed that students were still distant from the optimal levels of socio-technical and co-design expertise required of graduates. Therefore, we suggest that such one-off courses are insufficient to develop socio-technical and design expertise. Instead, we argue that engineering programs need to integrate opportunities to develop such expertise throughout all year levels.

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http://hdl.handle.net/10453/153785