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PBL for Doctoral Students in Collaboration with SMEs: “Thinking like a Professional Engineer”  [PDF]
P. Kapranos
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.36012

The recent global economic downturn brought sharply into focus the need for engineers that excel not only technically and academically but also having a multiplicity of transferable skills, flexibility of mind and resilience. Considerable effort has been focused in UK and internationally on the development of doctoral students with such mind-sets and skills. At the Universities of Sheffield & Manchester, the teaching of transferrable skills in the Doctoral Training Centre for Advanced Metallics is done in the form of a Diploma in Personal & Professional Skills and such skills are embedded in the students’ consciousness by practice. The development of Problem Based Learning experience through a two week long exercise where groups of students tackle “real-life” problems at an SME has been organized and successfully taken place over the past two years and students, staff and industrial partners have all felt the benefits. This work shows the multiplying effect that the SME case studies have on student skill and attitude development and as a result their employability. Colleagues will see how the use of “real-life” problem solving can be used to focus and sharpen the students’ use of transferrable skills that have been taught in other parts of a structured course. The reality of the situation faced, the tight time limits afforded, the responsibility to function and deliver as part of a group of “professional” consultants act as multipliers of the skills employed towards generating and proposing solutions. Students see in practice what transferrable skills mean to them and of course employers are suitably impressed when they see skills they seek from graduates being used to the full.

Doctoral Education and Skills Development: An International and Historical Perspective
Cristina Poyatos Matas
REDU : Revista de Docencia Universitaria , 2012,
Abstract: ABSTRACT Doctoral education has undergone, in recent years, a revolution paralleling changes in modern society. In the last two decades, the world has witnessed a wave of doctoral education reforms, driven by government funding cuts, as well as by increasing demands from employers and graduates to train doctoral students for an ever-changing competitive job market, which goes beyond the walls of academia. With an historical view of doctoral education, and paying special attention to the process of Bologna taking place in Europe, this article explores the nature of the Ph.D., as well as how its initial traditional conceptualisation has evolved and diversified, driven by educational policy and changes to higher education funding, into new models of doctoral education relevant to our current society. It discusses, from an international perspective, how different higher education institutions are approaching the task of equipping doctoral students with transferable or generic skills, as well as specific, in order to educate active and sustainable researchers for the competitive international knowledge based societies of the 21st century that they would serve. RESUMEN Educación doctoral y desarrollo de competencias: Una perspectiva internacional La educación doctoral ha vivido durante los últimos a os cambios drásticos equivalentes a los vividos por nuestra sociedad. Durante las últimas dos décadas, el mundo ha sido testigo de una ola de reformas educativas del mundo doctoral, alimentada por recortes gubernamentales, la comercialización, internacionalización y racionalización del sector universitario, la evaluación de la calidad de la educación doctoral, a la vez que por las crecientes demandas por parte de empleadores y graduados, de formar a los doctorandos para un mundo laboral competitivo y cambiante. Un mundo laboral que va más allá de los muros del mundo académico. Presentando una visión histórica de la educación doctoral a nivel internacional, y prestando especial atención al proceso de Bolonia que está teniendo lugar en Europa, este artículo investiga la naturaleza de los distintos modelos de doctorado, y cómo su conceptualización inicial ha evolucionado y se ha diversificado en nuevos modelos de educación doctoral, relevante para nuestra sociedad actual, debido a cambios en política educativa y en formas de financiar al sector universitario. Comenta, desde un punto de vista internacional, cómo distintas instituciones universitarias están proporcionando competencias transferibles o genéricas, además de específicas, para educar investigadores activo
Transformation Of Managerial Skills Of Engineers  [cached]
Hercules Visser,Louis Naude,Johann Schepers
South African Journal of Human Resource Management , 2004, DOI: 10.4102/sajhrm.v2i2.43
Abstract: This article argues that there is a difference in leadership styles between experienced and inexperienced engineers in South Africa. It was found that experienced engineers are more transformational and more transactional than inexperienced engineers. To demonstrate this in the study, the researcher uses the Multifactor Leadership Questionnaire (MLQ) of Bass and Avolio (1995) to identify leadership style. The argument is substantiated by the results of a statistical analysis of leadership style administered to 85 experienced and inexperienced engineers in total. Opsomming Hierdie artikel debateer die verskil in leierskapstyle tussen ervare en onervare ingenieurs in Suid-Afrika. Dit is bevind dat ervare ingenieurs meer transformasioneel en meer transaksioneel is wanneer vergelyk word met onervare ingenieurs. Om hierdie studie te demonstreer, het die navorser gebruik gemaak van die Multifaktor Leierskapvraelys (MLV) van Bass en Avolio (1995) om leierskapstyl te identifiseer Die argument word verder ondersteun deur die resultate van statistiese analise van leierskapstyl wat uitgevoer is op 85 deelnemers, beide van ervare en onervare ingenieurs in totaal.
A curriculum model for transferable skills development
Deesha Chadra
Engineering Education , 2006,
Abstract: This paper presents a model of curriculum development which can be adapted to fit a teaching framework for developing skills at undergraduate level. The model presented is based upon research conducted in the field of engineering and is promoted here as a theoretical model of best practice for developing skills by providing a holistic view of skills development throughout the curricula. It shows how a progression of implemented strategies is required to complement undergraduate progression from dependent to autonomous learning. The model is jargon-free, which should augment its appeal within engineering and in other disciplines.
Using a virtual world for transferable skills in gaming education  [PDF]
M. Hobbs,E. Brown,M. Gordon
ITALICS , 2006,
Abstract: This paper suggests that some of the needs for transferable skills in general, and in particular for the gaming industry, can be met by the appropriate use of gaming and virtual world environments. We hope to show that virtual worlds provide a logical progression in the use of computer mediated learning tools within a constructivist pedagogical perspective. We briefly discuss the educational properties of virtual worlds and in particular that of Second Life. We propose a project for developing group work which seeks to link affordances in the environment to learning outcomes and employs a socially-situated constructivist pedagogical framework derived from educational learning theory.
Research Skills Enhancement in Future Mechanical Engineers  [cached]
Jorge Lino Alves,Teresa P. Duarte
International Journal of Engineering Pedagogy , 2011, DOI: 10.3991/ijep.v1i1.1590
Abstract: Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a deeper study is usually demanded. After many years of teaching a course about ceramic and composite materials in the Integrated Master in Mechanical Engineering of Faculty of Engineering of University of Porto, Portugal, the authors used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on a project based learning methodology. One of the main innovations is a practical work that comprises the study of a recent ceramic scientific paper, using all the actual available tools, elaboration of a scientific report, work presentation and participation in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences. This paper presents the reasons for this implementation and explains the teaching methodology adopted as well as the changes obtained in the students’ final results.
The Effect of Computer Supported Education and Internet Usage on Pre-Service Chemistry Teachers' Transferable Skills in Active Learning Environments  [PDF]
?nci Morgil,Evrim Ural
Journal of Turkish Science Education , 2006,
Abstract: This study aims to investigate the effect of computer supported education and Internet usage on pre service chemistry teachers’ transferable skills in active learning environments. In the study, when the pre test and post test results are investigated, it can be seen that the mean score of technology using skills are lower than the other ones. This result reflects our countries’ reality related to the technology usage in education process. Most of the schools do not have adequate technology support.
Transferable skills of undergraduates of sciences and arts at Taibah University, El-Ula Branch, Saudi Arabia
S Albalawi, S Zalat, S El-Akkad, Z Deghash, S Ramadan
Egyptian Journal of Biology , 2011,
Abstract: Transferable skills constitute a principle element in the curriculum of all educational programmes. Some human skills are transferred with birth in genetic factors, but these skills need to be discovered and developed: university teaching programmes are the main source to teach and develop these skills. This study is designed to explore the skills abilities of undergraduates as they see themselves and their abilities. Students showed great variation in skills abilities in the seven studied skills; they showed high ability for teamwork, communication, personal and development skills. Second-year students seemed more skilful than those of the first year. Women were highly skilled relative to men, the difference mostly being how wide the gap is between women and men in the seven categories of skills. When we compared Arts and Science students in these skills, there were significant differences between them, mainly in that science students were more skilful in information technology and numerical skills. These data reflect the impact of social traditions on skill development rather than as a part of the teaching process, which means that effort should be put into creating courses which will develop the skills of students.
The role of object-based learning in transferable skills development
Jenny Marie
University Museums and Collections Journal , 2010,
Abstract: This paper considers how object-based learning (OBL) can be used to complement reflective skills development systems, which are commonplace in UK universities. It describes how some UCL students had difficulty understanding the concept of such a system and in choosing skills to develop. We therefore began developing a series of OBL activities, which could be used to help students understand how the system should be used and to identify their skill strengths and weaknesses.
Challenge Based Learning in Students for Vocational Skills  [cached]
Siti Mariam Tajuddin,Azrol Jailani
International Journal of Independent Research Studies , 2013,
Abstract: Students and vocational skills are often attributed to poor students in academic. It is less concerned about improving the quality of the students. Thus the challenge based learning is one of the efforts in producing students with vocational and soft skills as well as intelligent use of technology and facilities around them to solve real-world problems. During the implementation of challenge based learning students are given guidance in various aspects of the question of whether to be untied activities to do and the results need to be removed. At the end of teaching and learning, both sides, students and faculty members, will benefit through the sharing of information and activities.
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