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Engineering graduates' development of competencies - Views from academic stakeholders

Tutkimustuotosvertaisarvioitu

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Engineering graduates' development of competencies - Views from academic stakeholders. / Pyrhönen, V. P.; Niiranen, S.; Pajarre, E.

SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. toim. / Balazs Vince Nagy; Mike Murphy; Hannu-Matti Jarvinen; Aniko Kalman. European Society for Engineering Education SEFI, 2019. s. 1851-1860.

Tutkimustuotosvertaisarvioitu

Harvard

Pyrhönen, VP, Niiranen, S & Pajarre, E 2019, Engineering graduates' development of competencies - Views from academic stakeholders. julkaisussa BV Nagy, M Murphy, H-M Jarvinen & A Kalman (toim), SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. European Society for Engineering Education SEFI, Sivut 1851-1860, Budapest, Unkari, 16/09/19.

APA

Pyrhönen, V. P., Niiranen, S., & Pajarre, E. (2019). Engineering graduates' development of competencies - Views from academic stakeholders. teoksessa B. V. Nagy, M. Murphy, H-M. Jarvinen, & A. Kalman (Toimittajat), SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings (Sivut 1851-1860). European Society for Engineering Education SEFI.

Vancouver

Pyrhönen VP, Niiranen S, Pajarre E. Engineering graduates' development of competencies - Views from academic stakeholders. julkaisussa Nagy BV, Murphy M, Jarvinen H-M, Kalman A, toimittajat, SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. European Society for Engineering Education SEFI. 2019. s. 1851-1860

Author

Pyrhönen, V. P. ; Niiranen, S. ; Pajarre, E. / Engineering graduates' development of competencies - Views from academic stakeholders. SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. Toimittaja / Balazs Vince Nagy ; Mike Murphy ; Hannu-Matti Jarvinen ; Aniko Kalman. European Society for Engineering Education SEFI, 2019. Sivut 1851-1860

Bibtex - Lataa

@inproceedings{5235b1db62d042ad81e8018e874f6700,
title = "Engineering graduates' development of competencies - Views from academic stakeholders",
abstract = "This paper investigates importance and development of expertise and personal competencies of newly graduated engineers from the standpoint of academic stakeholders; namely, academic staff members, industrial employers and graduated engineers themselves. The aim was to discover which competencies are the most important ones in working life and in engineering curricula. It was also investigated which competencies have satisfactorily developed and which have not during university studies relative to their current importance. For such purposes, a national-wide graduate survey measuring the importance and development of 26 expertise and personal competencies on the scale 1-7 was used as a basis for research. Then, 69 academic staff members used FINEEC's (The Finnish Education Evaluation Centre) reference programme learning outcomes to evaluate the importance of competencies in their curricula. Finally, 24 industry representatives gave their evaluations on the importance of the 26 competencies of newly graduates. The results from the study indicate that all stakeholders share similar opinions regarding to the importance of several competencies. However, engineering curricula puts more emphasis on theoretical foundation rather than in generic competencies, whereas industrial employers favour attitudinal factors and generic competencies. Furthermore, according to graduates' ratings, several competencies have been developed more than seems to be needed in working life. The same competencies are the most valued in engineering curricula. Similarly, competencies that are least valued in curricula are related to the competencies that are least developed in studies. Interestingly, several competencies that are least developed are also the most important ones for newly graduates.",
keywords = "Accreditation, Competency development, Engineering education research",
author = "Pyrh{\"o}nen, {V. P.} and S. Niiranen and E. Pajarre",
year = "2019",
language = "English",
pages = "1851--1860",
editor = "Nagy, {Balazs Vince} and Mike Murphy and Hannu-Matti Jarvinen and Aniko Kalman",
booktitle = "SEFI 47th Annual Conference",
publisher = "European Society for Engineering Education SEFI",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Engineering graduates' development of competencies - Views from academic stakeholders

AU - Pyrhönen, V. P.

AU - Niiranen, S.

AU - Pajarre, E.

PY - 2019

Y1 - 2019

N2 - This paper investigates importance and development of expertise and personal competencies of newly graduated engineers from the standpoint of academic stakeholders; namely, academic staff members, industrial employers and graduated engineers themselves. The aim was to discover which competencies are the most important ones in working life and in engineering curricula. It was also investigated which competencies have satisfactorily developed and which have not during university studies relative to their current importance. For such purposes, a national-wide graduate survey measuring the importance and development of 26 expertise and personal competencies on the scale 1-7 was used as a basis for research. Then, 69 academic staff members used FINEEC's (The Finnish Education Evaluation Centre) reference programme learning outcomes to evaluate the importance of competencies in their curricula. Finally, 24 industry representatives gave their evaluations on the importance of the 26 competencies of newly graduates. The results from the study indicate that all stakeholders share similar opinions regarding to the importance of several competencies. However, engineering curricula puts more emphasis on theoretical foundation rather than in generic competencies, whereas industrial employers favour attitudinal factors and generic competencies. Furthermore, according to graduates' ratings, several competencies have been developed more than seems to be needed in working life. The same competencies are the most valued in engineering curricula. Similarly, competencies that are least valued in curricula are related to the competencies that are least developed in studies. Interestingly, several competencies that are least developed are also the most important ones for newly graduates.

AB - This paper investigates importance and development of expertise and personal competencies of newly graduated engineers from the standpoint of academic stakeholders; namely, academic staff members, industrial employers and graduated engineers themselves. The aim was to discover which competencies are the most important ones in working life and in engineering curricula. It was also investigated which competencies have satisfactorily developed and which have not during university studies relative to their current importance. For such purposes, a national-wide graduate survey measuring the importance and development of 26 expertise and personal competencies on the scale 1-7 was used as a basis for research. Then, 69 academic staff members used FINEEC's (The Finnish Education Evaluation Centre) reference programme learning outcomes to evaluate the importance of competencies in their curricula. Finally, 24 industry representatives gave their evaluations on the importance of the 26 competencies of newly graduates. The results from the study indicate that all stakeholders share similar opinions regarding to the importance of several competencies. However, engineering curricula puts more emphasis on theoretical foundation rather than in generic competencies, whereas industrial employers favour attitudinal factors and generic competencies. Furthermore, according to graduates' ratings, several competencies have been developed more than seems to be needed in working life. The same competencies are the most valued in engineering curricula. Similarly, competencies that are least valued in curricula are related to the competencies that are least developed in studies. Interestingly, several competencies that are least developed are also the most important ones for newly graduates.

KW - Accreditation

KW - Competency development

KW - Engineering education research

M3 - Conference contribution

SP - 1851

EP - 1860

BT - SEFI 47th Annual Conference

A2 - Nagy, Balazs Vince

A2 - Murphy, Mike

A2 - Jarvinen, Hannu-Matti

A2 - Kalman, Aniko

PB - European Society for Engineering Education SEFI

ER -