Editorial: Focusing on competence

Lemaître, Denis; Prat, Raymond Le; Graaff, Erik de; Bot, Ludovic

doi:10.1080/03043790500478390

Cited by 20 publications

(10 citation statements)

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“…This broader definition of the educational goals also entails an explicit commitment to the preparation of students for current professional practice (EA, 1996). For example, Lemaitre, Prat, Graaff, and Bot (2006) confirm that the preparation "of students for professional competence has always been the ultimate goal of engineering curricula" (p. 45).…”

Section: A Broader Scope Of Engineering Education and Preparation Formentioning

confidence: 93%

Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation

Walther

Kellam

Sochacka

et al. 2011

J of Engineering Edu

114

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a BACKGROUNDThere is growing evidence that engineering students' professional formation is shaped by the interplay of explicit learning activities and various influences from the wider educational context. The unintended outcomes of these processes, or Accidental Competencies, formed the lens for an empirical investigation of this social learning system. PURPOSE (HYPOTHESIS)The exploratory inquiry addressed the following research questions. What are influences that contribute to engineering students' professional formation? How does it occur and what are resulting competencies and incompetencies DESIGN/METHODData was collected internationally in focus groups with 67 students in their transition from university into professional practice. The students' accounts were analyzed qualitatively using the software NVivo7. From the iterative analysis based on a grounded theory approach, categories and subordinate clusters of influences, mechanisms, and outcomes emerged. RESULTSThe following three forms of representation provide an authentic view of the social learning system under investigation: (i) a contextual model of competency formation illustrates the complex nature of the learning processes; (ii) an overview of the coding structure presents seven competence clusters (Flexibility, Interaction, Plan, Professional Realities, Self, Social Context and Technical); and (iii) thick descriptions from the students' accounts trace three characteristics of the complex learning processes (compound influences, ambiguity of outcomes, context-dependent nature of learning outcomes). CONCLUSIONEngineering education is a complex system where a range of influences outside the realm of explicit instruction contribute to the development of students as professional engineers. This study provides an evidence-based framework to consider this complexity in reflective teaching practice and innovative curriculum design.

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Section: A Broader Scope Of Engineering Education and Preparation Formentioning

confidence: 93%

Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation

Walther

Kellam

Sochacka

et al. 2011

J of Engineering Edu

114

View full text Add to dashboard Cite

show abstract

“…In a European context, the identification of common professional standards to facilitate work mobility has, to some extent, led to emphasizing more objectively observable and quantifiable characteristics of the teaching profession. This model has been driven by concerns with employability of graduates and visibility of institutions (Lemaitre, Le Prat, De Graaf & Bot, 2006) and has emphasised the efficient delivery of comparable learning objectives as a means to increase accountability. On the strength of this market-driven orientation, since the late 1960s and 1970s a competency-based model of teacher training has increasingly gained currency (Van Huizen, Van Oers & Wubbels, 2005).…”

Section: The Theoretical Framework and Purpose Of The Study: The Devementioning

confidence: 99%

Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

Lalor¹,

Lorenzi²,

Rami³

2015

EJER

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Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated.Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an 'Assessment' module within a teacher-training degree programme in a School of Education in the Republic of Ireland.Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used

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“…The study reveals that the graduates are poor in such skill as management skills, leadership skills and ability to function in teams within multi-disciplinary settings. The utmost aim of all engineering curricula should be to instil within the students the need to possess the necessary engineering knowledge and skills (Lemaitre et al, 2006). To this end "using a student exit survey to assess students' perceived attribute competencies and program attribute strengths and weaknesses can provide additional insight and data for the graduate attribute assessment process" (Cicek et al, 2013, p.1).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Student perception on achieved graduate attributes and learning experiences: A study on undergraduate engineering students of India

Sankaran

Mohanty

2018

IJCEELL

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This paper identifies and analyses the graduate attributes that students perceive to have achieved better during their four-year undergraduate engineering studies. It also examines the contribution of engineering learning experiences towards achieving the technical and soft skills aspects of the graduate attributes. To achieve these, a transversal study was conducted for a sample size of 583 undergraduate engineering students of various colleges affiliated to a technical university in India. It was found that the graduate attributes students perceived to have achieved more are, knowledge in mathematics, science and engineering fundamentals. The students also felt confident in working well in multidisciplinary settings, both at the individual and the team level. As perceived by the students, engineering learning experiences such as, project work and seminars play a major role in acquiring better technical skills, co-curricular activities for soft skills, and the internet and seminars for both technical and soft skills.

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Editorial: Focusing on competence

Cited by 20 publications

References 0 publications

Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation

Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation

Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

Student perception on achieved graduate attributes and learning experiences: A study on undergraduate engineering students of India

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