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Essential competencies for engineers from the perspective of fresh graduates

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Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Determining the competencies required for engineering programmes has become important due to the increasing challenges faced by engineers after graduation and the tremendous development in technology. This research aims to identify the general competencies that fresh graduate students of engineering schools in Jordan believe they need to become competent and effective in their profession as engineers. This study was the first of its kind with students as respondents, and it was the first study of this kind in Jordan. Competencies were collected from a previous study with 48 competencies split into 11 groups. A questionnaire was prepared with these competencies, then rated for the degree of importance by answering “What engineering competencies graduates will require for their future work in Jordan?” The study showed that all competencies were vital, including technical, personal, nontechnical and attitudinal competencies. This study will help to link the outputs of university education provided by engineering departments with market needs as well as to harmonise study programmes offered by Jordanian universities. Also, the research outputs are expected to facilitate the transition process of students from one university to another. The empirically identified competencies could be used to help assess different engineering study programmes in Jordan.
Słowa kluczowe
Rocznik
Strony
70--79
Opis fizyczny
Bibliogr. 40 poz., rys., tab.
Twórcy
  • Al-Zaytoonah University of Jordan, Jordan
autor
  • An-Najah National University, Palestine
Bibliografia
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  • Besterfield-Sacre, M. et al. (2000). Defining the outcomes: a framework for EC-2000. IEEE Transactions on Engineering Education, 43(2), 100-110. doi: 10.1109/13.848060
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  • Bodmer, C., Leu, A., Mira, L., & Rütter, H. (2002). Successful Practices in International Engineering Education. SPINE final report, Benchmarking Study, Zurich. Initial partners: Engineers Shape our Future, Zurich, and Rat der Eidgenössischen Technischen Hochschulen (ETH-Rat).
  • Boyatzis, R.E. (1982). The Competent Manager: A Model for Effective Performance. New York, United States: John Wiley.
  • Brumm, T.J., Hanneman, L.F., & Mickelson, S.K. (2006). Assessing and developing program outcomes through workplace competencies. International Journal of Engineering Education, 22(1), 123.
  • Budiman, A., Suyanto, W., & Efendi, Y. (2020). Mapping graduate learning competencies of the automotive engineering education. Journal of Physics: Conference Series, 1446(1), 012035.
  • Cheetham, G., & Chivers, G. (1996). Towards a holistic model of professional competence. Journal of European Industrial Training, 20(5), 20-30.
  • CIOB (1996). Code of practice for project management for construction and development. The Chartered Institute Of Building, 2nd Ed. West Sussex, United Kingdom: Willy-Blackwell.
  • Daniel, K., & Robert, K. (1966). The Social Psychology of Organizations. New York, United States: John Wiley.
  • Dante, G., & Ignacio, D.R. (2012). Professional competences: a classification of international models. Procedia, 46, 1290-1296.
  • EA (2005a). Engineers Australia national generic competency standards - stage 1 competency standards for professional engineers. Barton, ACT: Engineers Australia, P05.
  • EA (2005b). Engineers Australia policy on accreditation of professional engineering programs. Barton, ACT: Engineers Australia, P02.
  • ENAEE (2008). EUR-ACE framework standards for the accreditation of engineering programmes. Brussels: European Network for Accreditation of Engineering Education.
  • Ferguson, C. (2006). Defining the Australian mechanical engineer. European Journal of Engineering Education, 31(4), 471-485.
  • Florman, S. (1997). Non-technical studies for engineers: the challenge of relevance. European Journal of Engineering Education, 22(3), 249-258.
  • Hogg, B. (1993). European managerial competences. European Business Review, 93(2), 21-6.
  • Hornby, D., & Thomas, R. (1989). Toward a Better Standard of Management. Personnel Management, 21(1), 52-55.
  • IPMA (2006). International Competence Baseline, International Project Management Association. Retrieved from: http://www.ipma.ch/certification.html
  • Kinkel, S., Schemmann, B., & Lichtner, R. (2017). Critical competencies for the innovativeness of value creation champions: Identifying challenges and workintegrated solutions. Procedia Manufacturing, 9, 323-330.
  • Kolmos, A. (1996). Reflections on project work and problem-based learning. European Journal for Engineering Education, 21(2), 141-148.
  • Male, S.A., Bush, M.B., & Chapman, E.S. (2011). An Australian study of generic competencies required by engineers. European Journal of Engineering Education, 36(2), 151-163. doi: 10.1080/03043797.2011.569703
  • McClelland D.C. (1973). Testing for Competence Rather Than for Intelligence. American Psychologist, 28(1), 1-14.
  • Meier, R.L., Williams, M.R., & Humphreys, M.A. (2000). Refocusing our efforts: assessing non-technical competency gaps. Journal of Engineering Education, 89(3), 377-385.
  • Ministry of Higher Education & Scientific Research. Retrieved from http://www.mohe.gov.jo/ar/Pages/StateUniversities.aspx
  • Mutiara, M.R., Primiana, I., Joeliaty, J., & Cahyandito, M.F. (2019). Exploring cultural orientation on the entrepreneur competencies in the globalization era. Business: Theory and Practice, 20, 379-390. doi: 10.3846/btp.2019.36
  • Nguyen, D.Q. (1998). The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and engineering students. Global Journal of Engineering Education, 2(1), 65-75.
  • OECD (2002). Definition and selection of competencies (DeSeCo) theoretical and conceptual foundations: Strategy paper. Paris, France: Organization for Economic Co-Operation and Development.
  • Omran, A., & Suleiman, A. (2017). Identifying the Competence Components of the Construction Project Managers in the Palestinian Construction Industry. The Engineering Project Organization Journal, 7(2).
  • QAA (2006). Subject benchmarking statement: Engineering. Gloucester: The Quality Assurance Agency for Higher Education.
  • Rychen, D.S., & Salganik, L.H. (2003). Key competencies for a successful life and a well-functioning society. Cambridge, United States: Hogrefe and Huber.
  • Šafránková, J.M., & Šikýř, M. (2018). Responsibilities and competencies in personnel management at Czech schools. Oeconomia Copernicana, 9(3), 529-543. doi: 10.24136/oc.2018.027
  • Schippmann, J.S., Ash, R.A., Battista, M., Carr, L., Eyde, L.D., Hesketh, B., Kehoe, J. Pearlman, K., & Sanchez, I. (2000). The practice of competency modeling. Personnel Psychology, 53, 703-740.
  • Scott, G., & Yates, K. W. (2002). Using successful graduates to improve the quality of undergraduate engineering programmes. European Journal of Engineering Education, 27(4), 363-378.
  • Solesvik, M.Z. (2019). Entrepreneurial competencies and intentions: the role of higher education. Forum Scientiae Oeconomia, 7(1), 9-23. doi: 23762/FSO_VOL7_NO1_1
  • Spinks, N., Silburn, N., & Birchall, D. (2006). Educating engineers for the 21st century: The industry view. London, United Kingdom: The Royal Academy of Engineering.
  • Tucker, S., & Cofsky, K. (1994). Competency-Based Pay on a Banding Platform. ACA Journal, 3(1), 30-45.
  • Vichita, V., & Jintawee, T. (2007). Competency Requirements for Effective Job Performance in the Thai Public Sector. Contemporary Management Research, 3(1), 45-70.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-f3275d67-e20b-41a8-a487-bbeac4e47e47
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