Engineering graduates’ perceptions of how well they were prepared for work in industry

Martin, Rosanna; Maytham, Bryan; Case, Jennifer M.; Fraser, Duncan

doi:10.1080/03043790500087571

Cited by 195 publications

(144 citation statements)

References 13 publications

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“…Graduates cited feeling well-prepared for the technical aspects of their jobs -such as problem solving and readiness for life-long learning -but they also lamented weaknesses in formal training in terms of their readiness to effectively participate on teams or lead/manage interdisciplinary teams (Martin et al, 2005). Although this gap in transferable skills has been well documented for many years, researchers find that disparities continue to exist between targeted student competencies in the classroom environment and the full set of actual skills needed in technical professions.…”

Section: Introductionmentioning

confidence: 99%

“…Calls for colleges and universities to focus more on ensuring that science and engineering students are trained with parallel development of technical content knowledge and generic core competencies for the non-academic workplace have resounded for more than a decade (Kerr and Runquist, 2005;Martin et al, 2005;Shuman et al, 2005). Graduates cited feeling well-prepared for the technical aspects of their jobs -such as problem solving and readiness for life-long learning -but they also lamented weaknesses in formal training in terms of their readiness to effectively participate on teams or lead/manage interdisciplinary teams (Martin et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based format versus an interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class,

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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“…The skills are not really separate, but inter-related: e.g. greater technical understanding can increase one's ability to communicate technical findings [21]. How, if at all, the relevant learning can be achieved and "transferred" to employment is much more complex than the listings imply [9].…”

Section: Information Management Graduates' Accounts Of Their Employabmentioning

confidence: 99%

Information Management graduates' accounts of their employability: A case study from the University of Sheffield

Cox

Daoud

Rudd

2013

EFI

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“…In most universities there has been significant work in the topic to improve graduate readiness for the labour market and thus reduce the skills gap and yet there is still uncertainty in the area of embedding graduate attributes into curricula (Jones 2013). The skills gap as defined by (Martin et al 2005) is the difference between employers' expectations and what graduates actually deliver. This paper examines the reasons behind the limited implementation of graduate attributes including the reasons influencing the variation in their interpretation, providing a more theorised analysis of the specific nature of graduate attributes and the implications for higher education.…”

Section: Introductionmentioning

confidence: 99%

An Investigation Into the Improvement of Graduate Attributes Within the Egyptian University Sector

Nassef¹

2016

IJAEDU

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In Egypt earlier this century, the government recognised the importance of reforming its higher education sector to meet the challenges of the new era. One of these challenges was Egyptian employers' dissatisfaction with graduate attributes which were described as not meeting employment demands. To address such a problem, the Egyptian government, through a reform strategy, initiated a number of projects which among other things aimed to improve graduates' readiness for the labour market and thus reduce the skills gap. Yet, with all the initiatives achieved to date the problem still persists. This research has sought to study the skills gap problem in depth but within the scope of computer engineering undergraduate studies. It aims to understand the contextual factors affecting the effective implementation of graduate attributes in taught courses in Egyptian universities. To do this, a number of questions were posed, using semi-structured interviews, to a purposive sample of academics and graduates belonging to two different computer engineering undergraduate programmes; one private and the other public. To ensure the validity of the data, more information was collected from Egyptian employers as well as the documents that represent the different educational policies and practices implemented in both private and public programmes of study. Through thematic data analysis and by applying complexity theory as a conceptual framework, the study identified the different contextual factors that affected Egyptian academics' performance when teaching and learning graduate attributes in computer engineering undergraduate courses.

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Engineering graduates’ perceptions of how well they were prepared for work in industry

Cited by 195 publications

References 13 publications

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Information Management graduates' accounts of their employability: A case study from the University of Sheffield

An Investigation Into the Improvement of Graduate Attributes Within the Egyptian University Sector

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