Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills

Chan, Cecilia Ka Yuk; Fong, Emily Tsz Yan

doi:10.1080/03043797.2018.1462766

Cited by 51 publications

(43 citation statements)

References 36 publications

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“…Cech (2014) points to the precipitous decline in students' beliefs about the importance of understanding the consequences of technology and understanding how people use machines during engineering education. When comparing engineering and business students' perceptions of generic skills, Chan and Fong (2018) found that engineering students perceived self-management skills, interpersonal and communication skills, and community and citizenship knowledge less important than business students. Of all the listed generic skills, engineering students perceived the awareness of political, social, economic and environmental issues as the least important to their future career (Chan and Fong 2018).…”

Section: Engineering Skillsmentioning

confidence: 99%

Gender differences in professional identities and development of engineering skills among early career engineers in Finland

Naukkarinen

Bairoh²

2021

European Journal of Engineering Education

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Formation of professional identity is a process where individuals attempt to bring together the social expectations set for them as professionals and their own interests and values. The cultural landscape of engineering is masculine in various ways, which can be challenging especially for female engineers who need to match the cultural expectations with their personal identities. So far, few studies have compared the professional identities of early-career men and women engineers. This study aims to understand the professional identities of newly graduated Finnish male and female engineers by analysing their perceptions of the importance and development of professional engineering skills. An analysis of crosssectional survey data of more than 4000 early-career engineers suggests some gender differences related to professional identities and indicates that the observed differences in values and perceived skills can put women at a greater risk of dropping out of an engineering career.

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Section: Engineering Skillsmentioning

confidence: 99%

Gender differences in professional identities and development of engineering skills among early career engineers in Finland

Naukkarinen

Bairoh²

2021

European Journal of Engineering Education

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“…Using a validated questionnaire, Chan et al [9] investigated the perceived importance of and competency levels in 38 skills of first-year engineering students at three universities in Hong Kong. The same questionnaire was used later by Chan and Fong [19] to compare the perceptions of competency importance and levels between engineering and business students in Hong Kong.…”

Section: A Transversal Competencies In Engineering Educationmentioning

confidence: 99%

Testing the Validity and Reliability of an Instrument Measuring Engineering Students’ Perceptions of Transversal Competency Levels

et al. 2021

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This study reports on a reliable and valid instrument that measures engineering students' perceptions of their competency levels. A better understanding of students' needs in engineering curricula will support the development of engineering students' transversal competencies.Background: Prior research has investigated how engineering students perceive competency levels in transversal competencies. However, limitations in the competency definition, psychometric properties, and generalizability were found. Research questions: 1) What is the reliability and validity of the competency level instrument? and 2) what are the transversal competency level perceptions of engineering Bachelor and Master students? Methodology: A questionnaire consisting of 36 transversal competencies was designed based on an existing industry model and administered to 1087 engineering Bachelor and Master students from the University of Technology, The Netherlands. Validity and reliability were tested through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and Cronbach's alpha. Findings: EFA resulted in five scales with reliable Cronbach's alpha values. CFA demonstrated a good model fit for the fivefactor model with 25 items. Students perceived they are most competent in teamwork and lifelong learning competencies and less competent in entrepreneurial competencies.

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“…Disciplinary knowledge is considered more relevant than generic skills (Chang and Fong, 2018). In contrast, soft fields emphasize "student development" more as their primary teaching objective (Barnes et al, 2001), placing greater relevance on broad general knowledge, on student character development and on effective thinking skills such as critical thinking (Braxton, 1995).…”

Section: Disciplinary Differencesmentioning

confidence: 99%

Does the Type of Degree Predict Different Levels of Satisfaction and Loyalty? A Brand Equity Perspective

Retamosa

Campos

Moital

2019

Corp Reputation Rev

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There is a growing need to evaluate the factors that enable universities to attract and retain students. University brand managers require a better understanding of how students evaluate and interact with their brand. These processes can differ significantly across disciplines and degrees because of their different educational goals, teaching practice, course content, assessment and physical resources required. This study examines disciplinary differences in brand equity dimensions (service quality, loyalty, community, brand personality, shared values and brand trust) across three degrees: business, nursing and engineering. Data from 1.039 university students of a multi-campus Spanish public university was analysed using ANOVA and logistic regression analysis. Findings showed that students state different level of satisfaction and loyalty depending on the degree course they are taking. This study highlights relevant issues for brand management in Higher Education Institutions.

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Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills

Cited by 51 publications

References 36 publications

Gender differences in professional identities and development of engineering skills among early career engineers in Finland

Gender differences in professional identities and development of engineering skills among early career engineers in Finland

Testing the Validity and Reliability of an Instrument Measuring Engineering Students’ Perceptions of Transversal Competency Levels

Does the Type of Degree Predict Different Levels of Satisfaction and Loyalty? A Brand Equity Perspective

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