A systems approach to the engineering workforce

The engineering function, work force and associations should be viewed as a system, for an adequate understanding of the complex interactions involved, for development of coherent policies and for achieving optimal overall performance. Such an approach embraces professional, para-professional and other categories, and requires a coherent system of qualifications, education, occupational identifiers and role definitions. For engineering education, it facilitates effective design of educational programs for each category and educational articulation between them. For industry and society, it fosters work force effectiveness and harmony. The paper provides the basis for systematising the complex of elements that make up the engineering system.

Characterising the Australian engineering workforce and engineering graduate occupational outcomes using national census data

The purpose of undergraduate engineering education is to develop graduates who are capable of commencing professional engineering practice. Professional education should equip graduates with the skills, knowledge and attitudes required for their initial professional practice. It should also enable the capacity to continue the professional development required to refresh knowledge and skills as the graduates mature and the nature of professional engineering work develops. However, it is true that many graduates from professional engineering programs, either immediately or at some later time, pursue a career outside of professional engineering. The reasons for this are widely speculated upon, and are no doubt complex. In this regard, the professional engineering workforce, the undergraduate engineering education system, the links between them, and the occupational outcomes for engineering graduates in Australia are similar to many other developed nations. Using the latest Australian national census data we present a detailed analysis of the makeup of the professional engineering workforce and the occupational outcomes for graduates of undergraduate engineering programs in Australia. The data show that the Australian professional engineering workforce is comprised of people with a wide range of educational qualifications, and, even immediately post-graduation, many Australian engineering graduates pursue non-engineering occupations. This analysis presents important findings for those designing undergraduate engineering curricula that seek to equip students for the best employment outcomes, given the nature of the professional engineering work environment, and the short- and long-term occupations that engineering graduates actually pursue in Australia.

Comparative academic performance of engineering and technology students at Deakin University, Australia

Students completing three-year engineering technology and four-year professional engineering undergraduate courses may undertake a number of common study units. To gain an objective understanding of the academic performance characteristics of both student groups in the engineering and technology programs at Deakin University (Australia), a study was  undertaken of close to 9000 unit enrollments. It was found that: overall the BTech withdrawal rate was about 20% higher than for BE students; the rate of withdrawal was significantly different between the two student groups; the grade distribution for completing students was not significantly different between the two groups; the mean final grade was not significantly different between the two student groups; the failure rate was not significantly different between the two student groups; and the overall wastage rate (withdrawn rate plus fail rate) was significantly higher for BTech students. Other related results are also reported.

Comparative academic performance of lifelong learners in engineering and technology

The engineering-technologist degree is an important element of continuing engineering education for many members of the engineering workforce. This paper reports on the study of close to 9000 unit enrolments to gain an objective understanding of the withdrawal, persistence, and academic-performance characteristics of both engineering-technologist and professional-engineering students.

Is off-campus engineering study off the agenda? Professional accreditation and distance education

In engineering, distance/off-campus study is an essential element of access to education for those in remote locations and/or seeking to upgrade their qualifications via the lifelong learning route whilst employed. Internationally, engineering education accrediting bodies have moved toward outcomes-based assessment of graduate competency, but are still struggling to relinquish their historical attachment to the measurement of inputs. A genuinely outcomes-based accreditation system based on the demonstrated individual student attainment of appropriate graduate attributes (which might be delivered/gained by a range of means) offers the best way forward for an equitable, representative and socially just undergraduate engineering education system that encourages suitably qualified candidates from a range of social, employment, educational, gender, age and geographic circumstances to aspire to the professional sphere of the engineering workforce. Until outcomes-based education becomes the norm in engineering, it is likely that distance learners in engineering will face significant difficulties.

What do schoolgirls think of engineering? A critique of conversations from a participatory research approach

Whilst statistics vary, putting the percentage of women engineers at between 6%[1] and 9% [2] of the UK Engineering workforce, what cannot be disputed is that there is a need to attract more young women into the profession. Building on previous work which examined why engineering continues to fail to attract high numbers of young women[3,4] and starting with the research question "What do High School girls think of engineering as a future career and study choice?", this paper critiques research conducted utilising a participatory approach[5] in which twenty semi-structured in depth interviews were conducted by two teenage researchers with High School girls from two different schools in the West Midlands area of the UK. In looking at the issues through the eyes of 16 and 17 year old girls, the study provides a unique insight into why girls are not attracted to engineering. © American Society for Engineering Education, 2014.

What do young Australian engineers want? Strategies to attract this talent to less glamorous industries

Chapters in Book 1 of this two-volume set explored literature pertaining to the shortage of engineers in Australia, the ageing engineering workforce, issues of skilled migration, and career development and pathways. The companion chapter to this one in Book 1 explored attraction and image issues of certain industries that required a pipeline of engineers. This chapter will reflect on our research with final-year engineering students in Australian universities and TAFE colleges regarding their career aspirations, industries and/or organisations that they identify as attractive employers, and their perceptions of a low-profile industry, namely the Australian rail industry. This chapter will also discuss specific, evidence-based strategies and activities to enhance the image and attraction of low-profile industries.

Design and implementation of the ESEO spacecraft simulator

The thesis work is developed under the European Student Earth Orbiter (ESEO) project supported by the European Space Agency (ESA) in order to help prepare a well-qualified space-engineering workforce for Europe's future. In the following chapters we are going to analyse how to simulate some ESEO subsystem. First of all, the Thermal Subsystem that evaluates the temperature evolution of on-board instruments. For this purpose, simulating also the orbital and attitude dynamics of the spacecraft, it is necessary in order to evaluate external environmental fluxes. The Power Subsystem will be the following step and it models the ability of a spacecraft to produce and store electrical energy. Finally, we will integrate in our software a block capable of simulating the communication link between the satellite and the Ground Station (GS). This last step is designed and validated during the thesis preparation.

Improvement of Mechanical Properties and Life Extension of High Reliability Structural Components by Laser Shock Processing

Profiting by the increasing availability of laser sources delivering intensities above 109 W/cm2 with pulse energies in the range of several Joules and pulse widths in the range of nanoseconds, laser shock processing (LSP) is being consolidating as an effective technology for the improvement of surface mechanical and corrosion resistance properties of metals and is being developed as a practical process amenable to production engineering. The main acknowledged advantage of the laser shock processing technique consists on its capability of inducing a relatively deep compression residual stresses field into metallic alloy pieces allowing an improved mechanical behaviour, explicitly, the life improvement of the treated specimens against wear, crack growth and stress corrosion cracking. Following a short description of the theoretical/computational and experimental methods developed by the authors for the predictive assessment and experimental implementation of LSP treatments, experimental results on the residual stress profiles and associated surface properties modification successfully reached in typical materials (specifically Al and Ti alloys) under different LSP irradiation conditions are presented. In particular, the analysis of the residual stress profiles obtained under different irradiation parameters and the evaluation of the corresponding induced surface properties as roughness and wear resistance are presented.

Diseño del curso para operador "Coeficientes inherentes de reactividad" a plataforma e-Learning

Las centrales nucleares necesitan de personal altamente especializado y formado. Es por ello por lo que el sector de la formación especializada en centrales nucleares necesita incorporar los últimos avances en métodos formativos. Existe una gran cantidad de cursos de formación presenciales y es necesario transformar dichos cursos para utilizarlos con las nuevas tecnologías de la información. Para ello se necesitan equipos multidisciplinares, en los que se incluyen ingenieros, que deben identificar los objetivos formativos, competencias, contenidos y el control de calidad del propio curso. En este proyecto se utilizan técnicas de ingeniería del conocimiento como eje metodológico para transformar un curso de formación presencial en formación on-line a través de tecnologías de la información. En la actualidad, las nuevas tecnologías de la información y comunicación están en constante evolución. De esta forma se han sumergido en el mundo transformando la visión que teníamos de éste para dar lugar a nuevas oportunidades. Es por ello que este proyecto busca la unión entre el e-learning y el mundo empresarial. El objetivo es el diseño, en plataforma e-learning, de un curso técnico que instruya a operadores de sala de control de una central nuclear. El trabajo realizado en este proyecto ha sido, además de transformar un curso presencial en on-line, en obtener una metodología para que otros cursos se puedan transformar. Para conseguir este cometido, debemos preocuparnos tanto por el contenido de los cursos como por su gestión. Por este motivo, el proyecto comienza con definiciones básicas de terminología propia de e-learning. Continúa con la generación de una metodología que aplique la gestión de conocimiento para transformar cualquier curso presencial a esta plataforma. Definida la metodología, se aplicará para el diseño del curso específico de Coeficientes Inherentes de Reactividad. Finaliza con un estudio económico que dé viabilidad al proyecto y con la creación de un modelo económico que estime el precio para cualquier curso futuro. Abstract Nuclear power plants need highly specialized and trained personnel. Thus, nuclear power plant Specialized Training Sector requires the incorporation of the latest advances in training methods. A large array of face-to-face training courses exist and it has become necessary to transform said courses in order to apply them with the new information systems available. For this, multidisciplinary equipment is needed where the engineering workforce must identify educational objectives, competences and abilities, contents and quality control of the different courses. In this project, knowledge engineering techniques are employed as the methodological axis in order to transform a face-to-face training course into on-line training through the use of new information technologies. Nowadays, new information and communication technologies are in constant evolution. They have introduced themselves into our world, transforming our previous vision of them, leading to new opportunities. For this reason, the present Project seeks to unite the use of e-learning and the Business and Corporate world. The main objective is the design, in an e-learning platform, of a technical course that will train nuclear power plant control-room operators. The work carried out in this Project has been, in addition to the transformation of a face-to-face course into an online one, the obtainment of a methodology to employ in the future transformation of other courses. In order to achieve this mission, our interest must focus on the content as well as on the management of the various courses. Hence, the Project starts with basic definitions of e-learning terminology. Next, a methodology that applies knowledge management for the transformation of any face-to-face course into e-learning has been generated. Once this methodology is defined, it has been applied for the design process of the Inherent Coefficients of Reactivity course. Finally, an economic study has been developed in order to determine the viability of the Project and an economic model has been created to estimate the price of any given course

Catapulting into STEM education : female students’ interactions within a middle school engineering project

Despite efforts to motivate students to engage in Science, technology, engineering and mathematics (STEM) education, women are still underrepresented in these areas in the workforce and higher education. Targeting females at high school or earlier may be a key towards engaging them in STEM. In this paper we report on the research question: How do middle school females interact for learning about engineering education? This ethnographic study, part of a three-year longitudinal research project, investigated Year 8 female students’ learning about engineering concepts associated with designing, constructing, testing, and evaluating a catapult. Through a series of lead-up lessons and the four lesson catapult challenge (total of 18 x 45-minute lessons over 9 weeks), data from two girls within a focus group showed that the students needed to: (1) receive clarification on engineering terms to facilitate more fluent discourse, (2) question and debate conceptual understandings without peers being judgemental, and (3) have multiple opportunities for engaging with materials towards designing, constructing and explaining key concepts learnt. Implications for teachers undertaking STEM education are evident, including outlining expectations for clarifying STEM terms, outlining to students about interacting non-judgementally, and providing multiple opportunities for interacting within engineering education.

Science and engineering for whole of life : integrating education, research and public engagement in a collaborative environment

Policy makers increasingly recognise that an educated workforce with a high proportion of Science, Technology, Engineering and Mathematics (STEM) graduates is a pre-requisite to a knowledge-based, innovative economy. Over the past ten years, the proportion of first university degrees awarded in Australia in STEM fields is below the global average and continues to decrease from 22.2% in 2002 to 18.8% in 2010 [1]. These trends are mirrored by declines between 20% and 30% in the proportions of high school students enrolled in science or maths. These trends are not unique to Australia but their impact is of concern throughout the policy-making community. To redress these demographic trends, QUT embarked upon a long-term investment strategy to integrate education and research into the physical and virtual infrastructure of the campus, recognising that expectations of students change as rapidly as technology and learning practices change. To implement this strategy, physical infrastructure refurbishment/re-building is accompanied by upgraded technologies not only for learning but also for research. QUT’s vision for its city-based campuses is to create vibrant and attractive places to learn and research and to link strongly to the wider surrounding community. Over a five year period, physical infrastructure at the Gardens Point campus was substantially reconfigured in two key stages: (a) a >$50m refurbishment of heritage-listed buildings to encompass public, retail and social spaces, learning and teaching “test beds” and research laboratories and (b) destruction of five buildings to be replaced by a $230m, >40,000m2 Science and Engineering Centre designed to accommodate retail, recreation, services, education and research in an integrated, coordinated precinct. This landmark project is characterised by (i) self-evident, collaborative spaces for learning, research and social engagement, (ii) sustainable building practices and sustainable ongoing operation and; (iii) dynamic and mobile re-configuration of spaces or staffing to meet demand. Innovative spaces allow for transformative, cohort-driven learning and the collaborative use of space to prosecute joint class projects. Research laboratories are aggregated, centralised and “on display” to the public, students and staff. A major visualisation space – the largest multi-touch, multi-user facility constructed to date – is a centrepiece feature that focuses on demonstrating scientific and engineering principles or science oriented scenes at large scale (e.g. the Great Barrier Reef). Content on this visualisation facility is integrated with the regional school curricula and supports an in-house schools program for student and teacher engagement. Researchers are accommodated in a combined open-plan and office floor-space (80% open plan) to encourage interdisciplinary engagement and cross-fertilisation of skills, ideas and projects. This combination of spaces re-invigorates the on-campus experience, extends educational engagement across all ages and rapidly enhances research collaboration.

Working in partnership to develop engineering capability in energy efficiency

Energy efficiency is a complex topic to integrate into higher education curricula, with limited success internationally or in Australia. This paper discusses one of the successful initiatives within the Energy Efficiency Training Program, which was jointly managed and implemented by the New South Wales Office of Environment and Heritage and Department of Education and Communities. The state government initiative aimed to increase the knowledge and skills of the New South Wales workforce, help business to identify and implement energy efficiency projects, and provide professional development for the training providers. Key sectors targeted included property, construction, manufacturing and services. The Program was externally evaluated over the three years 2011 to 2013 and a range of insights were gained through these facilitated reflective opportunities, confirming and building upon literature on the topic to date. This paper presents lessons learned from the engineering part of the program (‘the project’), spanning government agencies, academic institutions, and academia. The paper begins with a contextual summary, followed by a synthesis of key learnings and implications for future training initiatives. It is intended that sharing these lessons will contribute to literature in the field, and assist other organisations in Australia and overseas planning similar initiatives.

Energy Efficiency Resources for Undergraduate Engineering Education: Final Report

This report presents the findings of an investigation of energy efficiency resources for undergraduate engineering education, undertaken by web-based research, conversations with educators, and a university survey. The investigation draws on the results of a number of previous investigations undertaken by the research team for NFEE related to energy efficiency education and presents the following findings and recommendations, as explained in greater detail in the body of the report. The findings suggest that even though certain EE concepts and principles have been identified by lecturers as being important there is little to no coverage of a number of these concepts in some programs/courses. Similarly, many topics relating to the most important EE workforce skills and significant shortages as identified in industry research, do not rate highly in terms of both perceived importance by lecturers, or coverage within existing courses. Overall, these findings suggest that despite growing awareness of the importance of EE in both industry and academia, the current depth and breadth of EE content in courses does not reflect this. It confirms that efforts in these areas can be better supported.