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Generic Engineering Competencies Required by Engineers Graduating in Australia: The Competencies of Engineering Graduates (CEG) Project

Generic Engineering Competencies Required by Engineers Graduating in Australia: The Competencies of Engineering Graduates (CEG) Project

Sally A. Male
Copyright: © 2012 |Pages: 23
ISBN13: 9781466609518|ISBN10: 1466609516|EISBN13: 9781466609525
DOI: 10.4018/978-1-4666-0951-8.ch003
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MLA

Male, Sally A. "Generic Engineering Competencies Required by Engineers Graduating in Australia: The Competencies of Engineering Graduates (CEG) Project." Developments in Engineering Education Standards: Advanced Curriculum Innovations, edited by Mohammad Rasul, IGI Global, 2012, pp. 41-63. https://doi.org/10.4018/978-1-4666-0951-8.ch003

APA

Male, S. A. (2012). Generic Engineering Competencies Required by Engineers Graduating in Australia: The Competencies of Engineering Graduates (CEG) Project. In M. Rasul (Ed.), Developments in Engineering Education Standards: Advanced Curriculum Innovations (pp. 41-63). IGI Global. https://doi.org/10.4018/978-1-4666-0951-8.ch003

Chicago

Male, Sally A. "Generic Engineering Competencies Required by Engineers Graduating in Australia: The Competencies of Engineering Graduates (CEG) Project." In Developments in Engineering Education Standards: Advanced Curriculum Innovations, edited by Mohammad Rasul, 41-63. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0951-8.ch003

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Abstract

Continuous improvement of engineering education is achieved through curriculum development, program evaluation, and program accreditation processes. This chapter is based on the view that one of the criteria for design of these should be alignment with the competencies required by engineers in the workplace. The chapter provides an 11-factor competency model developed in Australia to help achieve this alignment. The model describes the generic engineering competencies required by engineers graduating in Australia. The competencies embed inter-related technical and non-technical components. An advantage of this model over others is the concise and relatively distinct nature of the 11 factors due to the statistical rather than conceptual method of grouping the competencies. The chapter outlines the theoretical framework, the model, and its development. The research methods employed to develop the model include a literature review, a panel session, two large-scale surveys of engineers, and a focus group. Implications for curriculum design, accreditation, and program evaluation are discussed.

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