A Euro-American-Australian study of the mechanical engineering profession as a foundation for the study of mechanical engineering attributes

The increasing attribute focus in the formation (engineering education, training, work-based learning and experience) of engineers now being adopted by engineering education accrediting bodies is based on meeting the perceived needs of professional practice. Related to this is an increasing expectation of new graduates being work-ready rather than relying on work-based learning and experience to develop many of the essential professional practice attributes.

The scope of the mechanical engineering profession is broad and practitioners contributing to debate on attribute requirements have their own individual views of the nature of the profession, largely influenced by their own professional formation. As a foundation for detailed study on attribute requirements for effective Australian professional mechanical engineers, in this paper we provide a concise study of the development of the established scope of practice and knowledge base of the profession over the last two centuries. Formation practices in Europe and the United States played significant roles in the 19th century.

We conclude with a discussion on the impact of the considerable changes currently affecting mechanical engineering practice in the UK, US and Australia, including organisational, technical and societal expectations, industry profile, and educational factors.

Modern enhancements in teaching design theories to mechanical engineering students

This paper describes the application of computer aided design (CAD) in teaching advanced design methodologies to fourth-year undergraduate students majoring in mechanical engineering. This involves modern enhancements in teaching strategies for subjects such as design-for-X (DFx) and failure mode effect analysis (FMEA) concepts, which are traditionally categorised as advanced design methodologies. The main subsets of DFx including design-for-assembly (DFA), design-for-disassembly (DFD), design-for-manufacturing (DFM), design-for-environment (DFE) and design-for-recyclability (DFR) were covered by studying various engineering and consumer products. The unit was designed as a combination of practical hands-on workshop-based classes along with a software-based evaluation of different products. In addition to CAD, finite element modelling techniques were utilised to enhance the students’ understanding of design faults and failures. The inquiry into teaching practice and design of this fourth-year unit was carried out during past two years and it revealed some interesting outcomes from our teaching practice in terms of students’ learning experiences. Finally, the paper discusses some critical factors in the context of teaching advanced design methodologies to the undergraduates in mechanical engineering and even manufacturing engineering.

Defining the Australian mechanical engineer

The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation.

In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.

To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.

Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates.

This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide.

Case study research into Australian mechanical engineer attributes

The 1996 Johnson report on Australian engineering education recommended the development of a limited number of broadly defined attributes in engineering graduates as well as a broader based engineering
education. Within a year the Institution of Engineers, Australia responded by switching the focus of its engineering course accreditation to graduate attribute outcomes. It was to be the role of engineering school advisory panels to give greater definition to those attributes, but the scope of engineering is broad and the views of advisory panel members are largely influenced by their own often unique professional formation.
This paper presents a single discipline case study approach to identify the relative significance of a wide range of attributes required for the most common mechanical engineering roles in those industries that employ the greatest number of Australian mechanical engineers. Six industries were
identified that between them employ more than half of all Australian mechanical engineers, and most frequent or generic mechanical
engineering roles within those industries were studied.
Key findings of this research are then reviewed in the context of changing global engineering environment and educational practices.

Australian mechanical engineers : industries and attributes

The US and UK have had significant influence on the delivery and content of engineering programs both globally and particularly on Australia and yet the industrial profile of Australia has historically been significantly different from that of the US and UK. This paper first presents a study into the differences in industrial profile in the employment of mechanical engineers in the US, UK and Australia. This paper then presents key findings from a role-based study that identified the relative significance of a broad range of attributes for the most common mechanical engineering roles in the six industries that employ the greatest number of Australian mechanical engineers.

Where did we go wrong? An examination of students treatment of experimental error in engineering mechanics laboratories

The ability of engineers and applied scientists to undertake experimental measurements is a fundamental requirement of the profession. However, it is not simply good enough to be able to perform experiments if we are not able to interpret the results. In this study, reports prepared by mechanical engineering students were examined to determine how students dealt with the disparity between experimental measurements and theoretical results in their Engineering Mechanics laboratories. Analysis of the reports, and discussions with students in their laboratory classes, revealed a superficial understanding or regard for experimental error. This superficial treatment of experimental error is, most likely, due to a number of factors that are discussed. Some possible strategies for addressing the issue are also examined.

Attributes for Australian mechanical engineers through proximal and distance education

The 1996 Johnson stakeholder review of Australian engineering education recommended the development of a number of broadly defined attributes in all engineering graduates. The Institution of Engineers, Australia (now Engineers Australia) responded swiftly by switching the focus of its engineering course accreditation requirements from course content to graduate attribute outcomes. To maximise the effectiveness of this approach to the mechanical engineering discipline a clear understanding of the relative significance of a more detailed range of attributes to Australian industry is essential, yet the scope of the mechanical engineering profession is broad and views of individual practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation. The research presented in this thesis is unique in using a role based analysis of the relative significance of an extensive range of attributes considered relevant to Australian mechanical engineers. The study covers the six industries found to employ the greatest number of Australian mechanical engineers. The significance of these attributes in the core mechanical engineering roles of each industry are weighted according to the numbers of mechanical engineers employed in those roles. These attribute significance profiles are considered in the context of a study of the formative development of the profession under the extensive influence of 19th and 20th century UK and US practices and recent momentous changes in engineering employment and formation. A wide range of appropriate teaching strategies to develop the most significant attributes through proximal and distance learning are explored and a brief account of the candidate’s work in developing and assessing the use of technology to enhance flexible learning in the field of engineering education is also included in this thesis. Whilst major areas of the mechanical engineers knowledge base are considered as part of the main study, further case study based research is presented to assess in more detail the knowledge base requirements for Australia’s best performing manufacturing industry by ‘industry value added’ - Food, Beverage and Pharmaceuticals and as such provides an indication of the relevance of the content base of Australian mechanical (as well as chemical and electrical) engineering degree programs to an Australian industry sector.

An integrated approach to shape and topology optimisation of mechanical structures

In mechanical engineering, simulation and optimisation methods have become indispensable. The thesis looks into a novel way to combine shape and topology optimisation approaches. The proposed method - named IST for Integrated Shape And Topology Optimisation - proves to be beneficial for many application in the automotive and aerospace industry.

Australasian partnership in a first-year engineering course: Deakin University and Wuhan University of Science and Technology

This paper presents the results of domestic Chinese undergraduate engineering course taught by international Australasian teaching staff. The project is a part of a teaching collaboration between Deakin University and Wuhan University of Science and Technology. The cohort of students from Wuhan was a freshman undergraduate engineering course in mechanical engineering. The particular subject was a freshman engineering-materials course taught in English. The course covered an introduction to material-science principles and practices. A survey was used for evaluating student perceptions. It is aimed that this study will help academics from Deakin University to better understand student experiences, and to identify the current challenges and barriers faced in student learning. Analysis of the survey has shown that 90% of students agreed that they were motivated to learn and achieve the learning goals through this collaborative program. Around 90% of students found that group-based practical activities were helpful in achieving learning goals. Overall, 90% of students strongly agreed they were satisfied with the method of teaching.