Disparity between college preparation and career demands for graduating engineers

• Autores: Hoda Baytiyeh
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 28, no. Extra 5, 2012, págs. 1221-1231
• Idioma: inglés
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• Resumen

  • The engineering profession has traditionally been a technical field based on theoretical and scientific discipline. In addition to thetechnical knowledge and hard skills, engineers must acquire sufficient soft skills in personal and interpersonal behavior to meet currentemployment market standards. This research identifies learning deficiencies that hinder the effectiveness of practicing engineers. Basedon the ABET (Accreditation Board for Engineering and Technology) criteria, three categories of skills were tested: technical,interpersonal, and personal indicators. Research questions were as follows: Did engineers acquire these skills before graduation? Howimportant are these skills to them as practicing engineers? Are there any differences in their perceptions of gender, work experience, orwork location? A sample of 188 engineers who graduated from universities in Lebanon completed an online survey assessing theirproficiencies before graduation and after starting their profession. Fifteen engineers were interviewed to gather information about theskills necessary for their career. Although participants reported that they possessed adequate theoretical knowledge and technicalskills, noticeable weaknesses in creativity and innovation were found. Interpersonal and personal skills in leadership, management,and multidisciplinary teamwork were the most overlooked aptitudes in college despite their importance in work settings.