How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes

Background
ABET-accredited engineering programs must help students develop specific outcomes (i.e., competencies). Faculty must determine the relative emphasis among the competencies. Yet, information is sparse about the relative importance of each competency for professional practice.

Purpose (Hypothesis)
This study synthesizes opinions of engineering graduates about which competencies are important for professional practice.

Design/Method
A survey asked undergraduate alumni of a large public university in the Midwest to rate the importance of the ABET competencies in their professional experience. Responses included descriptions of education, post-graduate work environment, and demographics. Protected, post-hoc, all-pairwise multiple comparisons determined patterns in the importance ratings, for the aggregate, and for descriptive subgroups.

Results
The lowest-rated competency's mean rating was 3.3 out of 5. Graduates of 11 engineering majors rated a top cluster of competencies (teamwork, communication, data analysis, and problem solving) significantly higher than a bottom cluster (contemporary issues, design of experiments, and understanding the impact of one's work). Importance ratings of five other competencies fell in an intermediate cluster in which importance was statistically tied to either the top or bottom cluster, depending on work environment or academic discipline-not demographics. The clusters were stable over time, that is, over seven survey administrations (1999–2005), years since graduation (0, 2, 6 & 10), and graduation year (1989–2003).

Conclusions
Graduates across engineering disciplines share a pattern of importance for professional practice among the ABET competencies that is statistically significant, consistent across demographic variables, and stable over time. This pattern can inform faculty decisions about curriculum emphasis within and across engineering disciplines.

Which ABET Competencies Do Engineering Graduates Find Most Important in their Work

What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review

An empirical ethnographic survey of engineers using interviews and field observations in Australia provides evidence that coordinating technical work of other people by gaining their willing cooperation is a major aspect of engineering practice. Technical coordination in the context of this study means working with and influencing other people so they conscientiously perform necessary work to a mutually agreed schedule. While coordination seems to be non-technical, analysis provides evidence supporting the critical importance of technical expertise. Coordination usually involves one-on-one relationships with superiors, clients, peers, subordinates, and outsiders. Coordinating the work of other people seems to be important from the start of an engineering career.



Engineering education only provides limited informal coordination skill development and current accreditation criteria may not reflect this aspect of engineering. This paper suggests ways in which students can learn coordination, and describes some of the author's experiences in applying this research.

Technical Coordination in Engineering Practice

Because of globalization and the rapid advancement of technology, researchers and employers agree that the 21st-century engineer must have a set of skills (e.g., teamwork, communication, and management) that were not emphasized in the past. In response, many universities have started to implement program changes in order to graduate well-rounded engineers. As an attempt to assess the gap between what universities are exposing their engineering students to and the requirements of the industry, this paper examines the perceptions of a sample of engineering students about the importance of various soft skills and how well their universities have prepared them in gaining the associated abilities. Students were also surveyed about their career aspirations in an attempt to determine whether these aspirations affect their perceptions. The results revealed that, although the students showed a significant understanding of the importance of soft skills, some of these perceptions can be attributed to their c...

Engineering Students’ Perceptions of Soft Skills, Industry Expectations, and Career Aspirations

This study investigated how well chemical engineering graduates perceive they were prepared for work in industry. To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical engineering graduates. Qualitative analysis of the interview data showed that graduates felt that overall, they were well prepared for work in industry. They perceived their strengths to be their technical background, problem solving skills, formal communication skills and life-long learning abilities. The following areas of weakness were also identified: work in multi-disciplinary teams, leadership, practical preparation and management skills. The use of interviews for data collection is a significant departure from the methods used in other studies in this area. The rich and contextual data gathered from the interviews justified this choice and contributed to the identification of issues not previously mentioned in the literature. For example, an unexpected finding of the study...

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Bryan Maytham

Papers

Engineering graduates’ perceptions of how well they were prepared for work in industry