Development of safety engineering curricula in the Gulf cooperative countries to meet local manufacturing needs

Alhemood, Ali

doi:10.1002/hfm.10064

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Up until now four approaches have been considered to enhance engineering education regarding occupational risk prevention. They imply the introduction of: (1) a new degree (Hale et al 1984, Alhemood 2004, Vincent 2005; (2) a new course in an existing degree (Talty 1986, Moccaldi et al 2005, Ferjencik 2007); (3) relevant topics or a cross-field subject in several courses of the current syllabus (Lemkowitz 1992, Hill and Nelson 2005, Petersen et al 2008; or (4) relevant topics in one specific course of the current syllabus (Kauffman 1987, Levitzky 1988, Phillis and Wheway 1991). …”

Section: Introductionmentioning

confidence: 99%

Integration of Occupational Risk Prevention Courses in Engineering Degrees: Delphi Study

Cortés

Pellicer

Catalá

2012

J. Prof. Issues Eng. Educ. Pract.

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Engineering syllabuses often lack courses covering occupational risk prevention. In Spain, professional competences are awarded along with the completion of a university degree. This means that new graduates are certified in areas where they have received little or no training, such as occupational risk prevention. However, the academic reforms established by the Bologna Process, which strives to homogenize university degrees throughout Europe, compels European universities to design new syllabuses. The main goal of this paper is to define a framework for including occupational risk prevention education in the new engineering syllabuses. This exploratory research applied the Delphi methodology to a panel of 59 experts using questionnaires assessed with a four-point Likert scale through two rounds. A Web site supported all the information flow. According to the experts who participated in this study, education and training in occupational risk prevention is essential for improving the safety culture within a company or workplace. They concurred that this subject should be a separate mandatory course in all engineering degree programs. The participants recommended that an optional course should be considered only if a mandatory course is not approved. It was also deemed desirable to integrate occupational risk prevention as a cross-field subject in other technological courses, even if the syllabus already includes some related courses.

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