Student reactions to the development of professional engineering competencies

Lowe, D; Tilley, E; Willey, K; Roach, K

Student reactions to the development of professional engineering competencies

Lowe, D Tilley, E Willey, K

Roach, K

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Publisher:: TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: European Journal of Engineering Education, 2024, ahead-of-print, (ahead-of-print)
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Lowe, D
dc.contributor.author	Tilley, E
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346
dc.contributor.author	Roach, K
dc.date.accessioned	2025-01-21T03:16:53Z
dc.date.available	2025-01-21T03:16:53Z
dc.date.issued	2024-01-01
dc.identifier.citation	European Journal of Engineering Education, 2024, ahead-of-print, (ahead-of-print)
dc.identifier.issn	0304-3797
dc.identifier.issn	1469-5898
dc.identifier.uri	http://hdl.handle.net/10453/183926
dc.description.abstract	The ability of Engineering graduates to function as successful professionals depends not only on technical disciplinary knowledge but also on a wide range of professional competencies. Students’ often react differently to educators attempts to develop professional competencies compared to technical competencies. Understanding the nature of these reactions is important if we are to design the most effective educational approaches to the development of professional competencies. In this paper we report on an exploratory factor analysis that used data from a detailed survey of students (N = 339) to identify underlying factors that provide insights to understand the variations in student reactions. A set of five factors were identified from this analysis: capability; learning experience; learning outcomes; employment experience; environment. Two of these factors (learning experience and environment) also exhibited significant differences in the impact between professional and technical competencies. A number of implications for educational design were explored.
dc.language	English
dc.publisher	TAYLOR & FRANCIS LTD
dc.relation.ispartof	European Journal of Engineering Education
dc.relation.isbasedon	10.1080/03043797.2024.2354240
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	09 Engineering, 13 Education
dc.subject.classification	39 Education
dc.subject.classification	40 Engineering
dc.title	Student reactions to the development of professional engineering competencies
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	09 Engineering
utslib.for	13 Education
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	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-01-21T03:16:52Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

The ability of Engineering graduates to function as successful professionals depends not only on technical disciplinary knowledge but also on a wide range of professional competencies. Students’ often react differently to educators attempts to develop professional competencies compared to technical competencies. Understanding the nature of these reactions is important if we are to design the most effective educational approaches to the development of professional competencies. In this paper we report on an exploratory factor analysis that used data from a detailed survey of students (N = 339) to identify underlying factors that provide insights to understand the variations in student reactions. A set of five factors were identified from this analysis: capability; learning experience; learning outcomes; employment experience; environment. Two of these factors (learning experience and environment) also exhibited significant differences in the impact between professional and technical competencies. A number of implications for educational design were explored.

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http://hdl.handle.net/10453/183926