Loading in 2 Seconds...
Loading in 2 Seconds...
CASE STUDY RESEARCH INTO AUSTRALIAN MECHANICAL ENGINEER ATTRIBUTES Clive Ferguson Deakin University Australia Johnson Report - 1996 Stakeholder Review of Engineering Education recommended: a broader engineering education development of a number of graduate attributes
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Stakeholder Review of Engineering Education recommended:
1997 Engineers Australia response: graduate attribute (10) outcome focused course accreditation.
= functional analysis development of CBET.
Loosely defined: Engineering school advisory panel industry members to provide greater definition.
Subjective - influenced by own education and experience.
Associated historical and contemporary study:
Ref: Ferguson, C (2006) Defining the Australian Mechanical Engineer European Journal of Engineering Education. Vol.31, No.4, August 2006, pp.471 - 485 Taylor and Francis Ltd. London.
Analysis of attribute significance for each role
IEAust attributes (10) expanded by:
6 industries - companies with greatest numbers of mechanical engineering respondents to the IEAust/APESMA graduate engineer surveys.
Global attribute significance - all operate internationally, have international partnerships or are part of global organisations.
Role based attributes
New graduate ability
Attribute significance - 5 point Likert scales from ‘no use’ to ‘essential’.
Significance versus ability.
Graduate ability – 5 point Likert scale from ‘none’ to ‘excellent’ - relative to required level of attribute.
Next sheet: key grouped results (to present an overall perspective).
Planning and organisational skills - essential for all stage 2 engineering roles.
Others essential for most stage 2 roles:
OH&S (also stage 1)
Team skills (also for stage 1)
Graduate abilities less than moderate were OH&S, project management and political awareness
Recognition & formulation of a problem – essential all stage 2
Application of standards and statutory regulations – essential in virtually all stage 2 but worst rated graduate attribute.
Essential for stage 2 in most roles (those underlined are rated less than moderate for graduate ability):
Mechanical engineering courses:
1st degree develop a broader engineering knowledge base.
2nd degree develop advanced knowledge in selected specialist topics appropriate to the career role.