The philosophy of<i>Be, Know</i>, and<i>Do</i>in forming the 21st-century military war-front competencies: a systematic review

Sangwan, Kuldip Singh; Raj, Punita

doi:10.1080/14702436.2021.1937135

Cited by 5 publications

(3 citation statements)

References 180 publications

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“…There are many definitions, frameworks, and categorisations of transversal competencies by accreditation agencies, international organisations, academicians, and employers. All these domains have overlapping, recurring, and shifting patterns which are defined by the scope of the respective studies/documents (Devika et al, 2021). The needs and objectives of engineering education are already well defined.…”

Section: Sustainable Engineering Educationmentioning

confidence: 99%

Essentiality of knowing transversal competencies: towards engineering education sustainability and industry readiness of engineering students

Sangwan¹,

Venugopal²

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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Engineering education is to prepare engineers for real-world challenges and seek novel solutions to cater to society's different needs. There is an increase in the global demand for industry-ready engineers. Engineering education sustainability and industry readiness are mutually inclusive, where the former is the combination of different skills and transversal competencies, while the latter is all about their applicability. Transversal competencies, transferable across disciplines, chisel engineering students to become versatile and practical on the shop floor. Sustainability in engineering education is usually discussed only from the ecological/environmental viewpoints. This paper tries to find out the relevance of transversal competencies from the perspectives of engineering students at three levels: the most recurring competencies, the competencies they lack, and the ones that need improvement. Recurring and essential transversal competencies such as problem-solving, creativity and innovation, communication, lifelong learning etc., were identified from different policy frameworks of accreditation agencies, industry reports, organizational reports, and academia. Primary data was collected from final-year engineering students for this exploratory research through semi-structured interviews. These transversal competencies, latent throughout the formative years, have a definite role in the engineer's industry readiness, making engineering education sustainable. The need for industry readiness of the engineering students indicates the sustainability of engineering education, which can bridge the gap between the industry and academia. The paper reveals opportunities for further expansion of the competency frameworks in the policymaking and accreditation procedures.

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Section: Sustainable Engineering Educationmentioning

confidence: 99%

Essentiality of knowing transversal competencies: towards engineering education sustainability and industry readiness of engineering students

Sangwan¹,

Venugopal²

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

View full text Add to dashboard Cite

show abstract

“…Furthermore, personal skills (initiative, resilience, personal accountability, risk-taking, and creativity), social skills (communication and collaboration, networking, empathy, and compassion), and learning skills (managing, organising, metacognitive skills, and failing forward -or changing perceptions of and responses to failure) are critical to peak performance at the 21 st century workplace (Raj & Sangwan, 2020 Over the previous two decades, international organisations and commissions, governments, commercial consortia, and private institutions have developed frameworks to address the challenges of the 21 st century. While there is no one-sizefits-all approach to educating young people for the 21 st century, there are a number of competencies available (Sangwan, 2021). The International Commission on Education for the Twenty-First Century's Delors Report (1996) Engineers, working in multidisciplinary teams, coordinate multiple competencies to address complex problems (Passow & Passow, 2017) (environment, sustainability, resources depletion, societal living standard, etc.…”

Section: Literature Reviewmentioning

confidence: 99%

21st-century competencies in engineering education: initiation, evolution, current, and now whither to

Sangwan¹,

Sangwan²,

Raj³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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The fibre of engineering education has evolved from knowledge to competencies. This is a logical consequence of the technologically advanced and multifaceted learning environment where engineers are expected to be technically acute along with a set of essential non-technical competencies. This change is referred to as a ‘paradigm shift’ in engineering education. Hence, the vision of learning is to immerse a progressive, learner-centric, and competency-based learning environment to face the uncertainties of the 21st century. There are various ways to improve the performance of learners by implementing the available competency frameworks, but the need is to initiate a set of essential competencies according to their nature and purpose that can endure across disciplines. In this paper, the evolution of competencies from the essential to the necessary is reviewed. Finally, the benefits of these competencies in relation to the performance of the engineers are discussed in detail through semi-structured interviews conducted with the engineers. MAXQDA, a qualitative data analysis tool, is used to analyse the data. The findings will help the engineers in grooming their competencies according to the industries.

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“…Crameri et al, (2021), argue that with a shift in military operations toward a new battle space characterized by multi-domain operations needs military organizations to focus on military personnel capability and adaptability in this evolving operational landscape. Researchers explain that the dynamic, complex, and unpredictable environments of military operations require a state of readiness of military personnel's knowledge, skills, and abilities (KSAs) that enable them to think critically, problem-solving, and decisions making (Crameri et al, 2021;Sangwan & Raj, 2021;Brunyé et al, 2020). Ensuring military personnel and teams are equipped with the essential KSAs leads to success in various operational contexts.…”

Section: Introductionmentioning

confidence: 99%

The Underpinning Theories of Cognitive Readiness in Social Sciences Research

Alim,

a/l Subramaniam,

Mohamad Nor

et al. 2023

IJARBSS

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This article focuses on the selected theories relevant to the development of military cognitive readiness from a social science perspective. Military cognitive readiness consists of military knowledge, skills, and abilities that require military personnel to maintain readiness in military contexts. By referring to social science research, this article aims to identify relevant theories for enhancing military cognitive readiness. The selected theories involve military cognitive readiness theory, human resource development theory, and cognitive readiness theory. Through the integration of these theories, this article seeks to provide a comprehensive understanding of the process development of military personnel readiness, offering a foundation for future empirical studies and potential implications for military organizations to accomplish missions in military operations.

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The philosophy ofBe, Know, andDoin forming the 21st-century military war-front competencies: a systematic review

Cited by 5 publications

References 180 publications

Essentiality of knowing transversal competencies: towards engineering education sustainability and industry readiness of engineering students

Essentiality of knowing transversal competencies: towards engineering education sustainability and industry readiness of engineering students

21st-century competencies in engineering education: initiation, evolution, current, and now whither to

The Underpinning Theories of Cognitive Readiness in Social Sciences Research

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