A reflexive course for Masters students to understand and plan their own continuing professional development

Continuing Professional Development (CPD) is seen as a vital part of a professional engineer’s career, by professional engineering institutions as well as individual engineers. Factors such as ever-changing workforce requirements and rapid technological change have resulted in engineers no longer being able to rely just on the skills they learnt at university or can pick up on the job; they must undergo a structured professional development with clear objectives to develop further professional knowledge, values and skills. This paper presents a course developed for students undertaking a Master of Engineering or Master of Project Management at the University of Queensland. This course was specifically designed to help students plan their continuing professional development, while developing professional skills such as communication, ethical reasoning, critical judgement and the need for sustainable development. The course utilised a work integrated learning pedagogy applied within a formal learning environment, and followed the competency based chartered membership program of Engineers Australia, the peak professional body of engineers in Australia. The course was developed and analysed using an action learning approach. The main research question was “Can extra teaching and learning activities be developed that will simulate workplace learning?” The students continually assessed and reflected upon their current competencies, skills and abilities, and planed for the future attainment of specific competencies which they identified as important to their future careers. Various evaluation methods, including surveys before and after the course, were used to evaluate the action learning intervention. It was found that the assessment developed for the course was one of the most important factors, not only in driving student learning, as is widely accepted, but also in changing the students’ understandings and acceptance of the need for continuous professional development. The students also felt that the knowledge, values and skills they developed would be beneficial for their future careers, as they were developed within the context of their own professional development, rather than to just get through the course. © 2005, American Society for Engineering Education

Wear-type rail corrugation prediction: Field study

Rail corrugation consists of undesirable periodic fluctuations in wear on railway track and costs the railway industry substantially for it's removal by regrinding. Much research has been performed on this problem, particularly over the past two decades, however, a reliable cure remains elusive for wear-type corrugations. Recently the growth behaviour of wear-type rail corrugation-has been investigated using theoretical and experimental models as part of the RailCRC Project (#18). A critical part of this work is the tuning and validation of these models via an extensive field testing program. Rail corrugations have been monitored for 2 years on sites throughout Australia. Measured rail surface profiles are used to determine corrugation growth rates on each site. Growth rates and other characteristics are compared with theoretical predictions from a computer model for validation. The results from several pertinent sites are presented and discussed.

The relationship between engineering bachelor qualifications and occupational status in Australia

Internationally, the importance of science, technology, engineering and mathematics (STEM) for innovation and competition drives concerns about the adequacy of national STEM workforces. Data from the UK, USA and Australia suggest that, even immediately post-graduation, a significant proportion of engineering bachelor graduates do not work in engineering roles. Using the 2011 Australian census data, we present an investigation into the relationship between educational qualifications and occupational status of Australian engineering bachelor graduates, and how this status varies specifically with graduate age. We consider the implications of these findings and present recommendations for the recruitment and education of Australian engineering undergraduates. We conclude that engineering students would be better informed about, and equipped for, the world of post-graduation work if they were exposed to the likely options for their career trajectory. Likewise, secondary school students and others considering engineering undergraduate study would be more honestly advised if they were informed about the full range of career possibilities for engineering graduates and the probability that they are just as likely to work out of engineering as in it.