Development of professional competencies in engineering education

Cajander, Åsa; Daniels, Mats; Konsky, Brian R. von

doi:10.1109/fie.2011.6143003

Cited by 48 publications

(35 citation statements)

References 2 publications

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“…These courses are also different from more traditional courses in that many of the learning objectives regard professional competencies, e.g. communication, intercultural competence, communication and information skills [37]. These are skills that complement "pure" technical competence and thus will make the students better prepared for working with global software development.…”

Section: A the Educational Settingmentioning

confidence: 99%

Preparing the Global Software Engineer

Peters

Hussain

Cajander

et al. 2015

2015 IEEE 10th International Conference on Global Software Engineering

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Section: A the Educational Settingmentioning

confidence: 99%

Preparing the Global Software Engineer

Peters

Hussain

Cajander

et al. 2015

2015 IEEE 10th International Conference on Global Software Engineering

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“…Reflection in general [37][38][39], making a learning contract [3], and constructive controversy [40][41] are the main methods used to provide this scaffolding. We have also looked into the issue of valuing peers [3] and this has been a guiding light for the assignment presented here.…”

Section: Collaboration Competencementioning

confidence: 99%

Critical thinking, peer-writing, and the importance of feedback

Cajander

Daniels

Peters

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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“…The thirty competencies were classified into three categories: instrumental (10), interpersonal (8) and systemic (12). All competencies were defined in depth in a report that was adopted by the institutions intending to integrate professional competencies in their curricula.…”

Section: The Need To Develop Professional Skillsmentioning

confidence: 99%

“…In subsequent years and subjects, different levels and objectives can also be combined. Students are thus more aware of the specific objectives they have to attain, which can promote reflection on the progress they need to make to develop professional skills [8].…”

Section: A the Competency Mapmentioning

confidence: 99%

Developing professional skills at tertiary level: A model to integrate competencies across the curriculum

Sánchez

Soler

López

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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Abstract-In the context of the European Higher EducationArea, curriculum design needs to be based on the defined competencies of each degree programs, including both domainspecific and professional competencies. In this educational context, developing students' professional skills poses a new challenge we need to face. The present work proposes a model to globally develop professional skills in an Engineering degree program. Based on competency maps, this model allows careful analysis, revision and iteration for an effective integration of professional skills. We define each competency in terms of "dimensions" (or sub-skills), which are further defined according to three-level objectives. Competency maps are built showing the specific graded objectives, which allows to integrate them most finely into degree subjects. A global competency map is also designed including the objectives to be achieved throughout the degree. This global map becomes a useful tool for curriculum designers and coordinators. It allows them to optimize the workload, and to make adjustments most effectively, helping students develop the defined competencies as a global comprehensive experience. To illustrate our model, we explain how it has been implemented to integrate "Communication skills" into subjects, and how the model has been applied to assess "Appropriate attitude towards work" skills.

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Development of professional competencies in engineering education

Cited by 48 publications

References 2 publications

Preparing the Global Software Engineer

Preparing the Global Software Engineer

Critical thinking, peer-writing, and the importance of feedback

Developing professional skills at tertiary level: A model to integrate competencies across the curriculum

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