THE EDUCATION IN ENGINEERING FIELDS IN FRONT OF MARKET DEMANDS (original) (raw)
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Engineering education in a highly globalised world
The paper presents important aspects of the reform of higher education in Europe through the principles of change and modernization present in the Bologna Process. By applying a SWOT analysis, there were identified the challenges to the European higher education system: need for qualified professionals, certificates' recognition, students' mobility, university autonomy, rapid changes of the economic environment etc. Taking into account the strategic objectives of educational reform determined at the post-Bologna reunions of Barcelona, Bergen etc., developed into policies and strategies, models for engineering education were realized and then an input-output model for the mechanical engineering study programme. Finally, the paper presents an engineering education system in which input and output are outlined and which brings to the attention of specialists in academic management the industry's requirements and the abilities of young students
Future Global Visions of Engineering Education
Procedia Engineering, 2011
This article presents the future global visions of engineering education. Due to the socio-technological challenges, engineering education must anticipate and adapt to dramatic changes in terms of engineering practice and instruction. In the future, the roles of engineers must change along with the following aspects: the globalization of industry and engineering practice, the shift of engineering employment from large companies to small and mediumsized companies, the growing emphasis on entrepreneurialism, the growing share of engineering employment in nontraditional, less-technical engineering work, the shift to a knowledge-based "services" economy, and increasing opportunity for using technology in the education and work of the engineering. This study found that successful attributes for the engineering education graduates in 2020 must be at strong level. They are as follows: lifelong learners, ability to frame problems, putting them in a socio-technical and operational context, dynamic/agile/resilient/flexible, high ethical standards and a strong sense of professionalism, good communication skills with multiple stakeholders, possess strong analytical skills, exhibit practical ingenuity; posses creativity, and business and management skills; leadership abilities. Moreover, the study found that the problems which engineering education graduates in 2020 encounter and have strong ability to solve. They are as follows: maintaining technical currency & life long learning, environmental and energy related problems, managing globalization, problems related to population growth, ultra-nanoscale, miniaturization, and bioengineering and medical problems.
Engineering Technology Education in an Era of Globalization
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
The world has become a fundamentally different place than it was when most engineering technology (ET) curricula were devised and implemented. Graduates must interact in a global environment, as international corporations are the rule in virtually any sector where ET graduates seek jobs: electronics, automotive, aerospace, consumer goods, energy. Unfortunately, what graduates need to compete in those environments is not yet a significant part of many engineering technology programs. Engineering technology programs in the U.S. must adapt to the globalization of industry, and prepare faculty and students to face these new challenges. After setting the larger stage of engineering technology education in a global environment, specific details relating to Arizona State University, Brigham Young University, and Purdue University's activities towards meeting this challenge are detailed.
Educating Engineers for the 21st Century: The Industry View
This report presents the results of a study undertaken by Henley Management College on behalf of the Royal Academy of Engineering to investigate UK undergraduate engineering education requirements in terms of the current and future needs of the engineering industry. The research was based on a combination of in-depth interviews with industry practitioners, focus groups with recent graduates, and a large-scale survey of firms within the industry.
Using an international survey to inform scenarios of the future of engineering education
25th Annual Conference of the Australasian Association for Engineering Education : Engineering the Knowledge Economy: Collaboration, Engagement & Employability, 2014
BACKGROUND Technological, economic, and social changes will reshape undergraduate engineering education, but there is little consensus on its future. IEEE created a Curricula and Pedagogy Committee (CPC) and charged it with forecasting the future of engineering education in general and specifically to make recommendations regarding roles that IEEE will play in preparing for and crafting that future. The IEEE CPC used scenario planning to consider possible trends in engineering education and is opening its thoughts to public scrutiny. The IEEE CPC developed a survey to compare scenarios that it developed with patterns formed from respondents' views of the future. PURPOSE The CPC Committee functions as a research team seeking to learn (1) what is the current state of practice in higher education programs in fields of interest for IEEE?, (2) how are engineering programs forecasting practices that need to be in place to meet the needs of the profession in 10 years?, and (3) what services and collaborations might transform current practice to meet those needs? DESIGN/METHOD A survey was developed by the IEEE CPC. To examine how engineering programs might innovate and adapt, the survey included questions about current and future instructional practices and uses of instructional technologies. To examine values and competencies of engineering academics, the survey included questions that addressed skills that students have now and those they should have in the future as well as the roles that evaluation of teaching played in evaluating faculty members. The survey was deployed in July-August 2014 to individuals who (1) teach undergraduate students, (2) administer a degree program (i.e., Department Chairs and Heads), (3) serve as a top-level administrator over all engineering degree programs (i.e., Deans), and (4) work professionally in engineering. The results were compiled by IEEE Strategic Research and reported to the CPC for analysis. RESULTS This paper describes the demographics of the 2176 survey respondents. In addition, it reports on responses to the survey about teaching and quality versus quantity of engineers. An encouraging finding is that there is agreement among all types of respondents on the strategic priority of quality over quantity of engineers. CONCLUSIONS The congruence of our findings with expectations voiced by others, particularly in the area of teaching methods, indicates that the survey has validity and suggests that fields of interest to IEEE match the aggregate behaviour of engineering described in other work. The general congruence of responses across diverse respondents regarding the strategic priority of quality over quantity suggests that the field may be moving towards the more promising future scenarios. Results from the survey provide insight into the extent to which academics and industry professionals are expecting and contributing to the possible futures described in the scenario planning, which in turn provides insight as to how to prepare for whatever the future holds.
Engineering Education in the 21 st Century Quality, Globalization and Local Relevance
Engineering education makes vital contributions to the economic development of nations. Engineers graduating at the undergraduate level are expected to design, operate and maintain production and service systems. Engineers graduating at the post graduate level are expected to innovate and invent new technologies. In the world there are several systems for engineering education. These systems differ in structure and approaches. Examples of these systems are the European, the Australian and American systems. Each one of these systems has its features and uniqueness. Quality is an important goal in all educational systems. Quality in engineering education is defined as the ability of the graduates to achieve excellence and accomplish certain outcomes. Each of the above mentioned educational systems has an approach for quality assurance that expected to ensure the quality of graduate of engineering education. The approaches differ in content and processes. This paper reviewed different approaches, models and practices for quality assurance and improvement of engineering education in different educational systems and environments. These systems include the British, Australian and American. Then the paper outlined the impact of globalizations on the quality assurance systems. Then the paper projected the quality dimensions in production and service systems on the output of engineering education, the engineer. The dimensions of quality defined may be used as a basis for unifying quality assurance systems worldwide.
Beyond 2020: Preparing Engineers for the Future
Proceedings of the IEEE, 2012
This paper examines the changes that are transforming the engineering profession and suggests the need for a sixth major shift: the integration of attributes of a global engineer, and concludes with the challenges and implications for future engineering education.
This article is based on the analytical findings of the survey of employers which recruits fresh engineering graduates. The study helps to find the employers’ perceptions on the desired skills from the engineering graduates. This study also studies weather technical skills need to be possess by the students, or non-engineering general education component (soft skills) or both skills. In today’s competitive world engineers are always uncertain about employment due to lack of skill set desired by employer. This is due to technological advancement, industry-academic skill gap, availability of resources, global recession, economic factors, competition etc. So, focusing on the desired skill set by employer i.e. Technical skills or Non-engineering general education component i.e. soft skills or Both skills will definitely help not only employers to get right person for right job within short time but also to future engineers who wish to achieve good career. Keywords: Employability Skills, Employer’s Perc
2007
Abstract- Engineering education has to face challenges that globalization poses and to adapt itself to a divers global work environment characterized by the increasing flow of economic goods, knowledge and information between countries and cultures. Extending multidisciplinary, senior design problem- and team-oriented projects, where students from different areas of engineering collaborate by adding an international component seems to be a natural, rewording path to follow. We have started with an international team composed of students from the Faculties of Electrical