Preparing Engineers for 2035: Transforming Australia’s Engineering Education for Emerging Roles and Expectations

Lee, P; Crosthwaite, C; Reidsema, C; Burnett, I; Foley, B; Hargreaves, D; King, R; Lamborn, J; Symes, M; Wilson, J

Preparing Engineers for 2035: Transforming Australia’s Engineering Education for Emerging Roles and Expectations

Lee, P Crosthwaite, C Reidsema, C Burnett, I

Foley, B Hargreaves, D King, R Lamborn, J Symes, M Wilson, J

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: Lecture Notes in Educational Technology, 2022, pp. 29-52
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Lee, P
dc.contributor.author	Crosthwaite, C
dc.contributor.author	Reidsema, C
dc.contributor.author	Burnett, I https://orcid.org/0000-0003-3795-7722
dc.contributor.author	Foley, B
dc.contributor.author	Hargreaves, D
dc.contributor.author	King, R
dc.contributor.author	Lamborn, J
dc.contributor.author	Symes, M
dc.contributor.author	Wilson, J
dc.date.accessioned	2023-03-26T20:44:10Z
dc.date.available	2023-03-26T20:44:10Z
dc.date.issued	2022-01-01
dc.identifier.citation	Lecture Notes in Educational Technology, 2022, pp. 29-52
dc.identifier.isbn	9789811698118
dc.identifier.uri	http://hdl.handle.net/10453/168406
dc.description.abstract	The Australian Council of Engineering Deans (ACED) recently concluded a project (‘Engineering 2035’) to reshape Australian engineering education for future professional engineering graduates. Consultations with industry leaders and others identified the need to strengthen graduate engineers’ capacity for multi-disciplinary and cross-functional teamwork, with greater public accountability. Focus groups of prospective students revealed weak understanding of the growing range of opportunities offered by an engineering qualification of this nature. The corresponding curriculum transformation must ensure greater focus on transferable skills and contexts are delivered alongside technical content. We envisage more industry-based, problem and project-based pedagogies. We found that the engineering academic workforce is positive to such changes. Its recent adaptation of teaching methods to accommodate COVID-19 restrictions gives confidence of a good response to the emerging needs. The project identified 22 Calls for Action to the schools of engineering and ACED, and to industry, government and the professional accrediting body, Engineers Australia.
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Lecture Notes in Educational Technology
dc.relation.ispartofseries	Lecture Notes in Educational Technology
dc.relation.isbasedon	10.1007/978-981-16-9812-5_2
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Preparing Engineers for 2035: Transforming Australia’s Engineering Education for Emerging Roles and Expectations
dc.type	Chapter
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 Electrical and Data Engineering
utslib.copyright.status	closed_access	*
dc.date.updated	2023-03-26T20:44:09Z
pubs.publication-status	Published

Abstract:

The Australian Council of Engineering Deans (ACED) recently concluded a project (‘Engineering 2035’) to reshape Australian engineering education for future professional engineering graduates. Consultations with industry leaders and others identified the need to strengthen graduate engineers’ capacity for multi-disciplinary and cross-functional teamwork, with greater public accountability. Focus groups of prospective students revealed weak understanding of the growing range of opportunities offered by an engineering qualification of this nature. The corresponding curriculum transformation must ensure greater focus on transferable skills and contexts are delivered alongside technical content. We envisage more industry-based, problem and project-based pedagogies. We found that the engineering academic workforce is positive to such changes. Its recent adaptation of teaching methods to accommodate COVID-19 restrictions gives confidence of a good response to the emerging needs. The project identified 22 Calls for Action to the schools of engineering and ACED, and to industry, government and the professional accrediting body, Engineers Australia.

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http://hdl.handle.net/10453/168406