Engineering Management Skills: the present and the future for Technical Graduates

2007 ◽  
Author(s):  
Brian Dickson ◽  
Colin Grant
Author(s):  
Lilia Lesyk ◽  
◽  
Olexandr Yemelyanov ◽  
Oksana Musiiovska ◽  
Oksana Zhyhalo ◽  
...  

For most enterprises the main purpose of their activities is to obtain proper financial results. For this reason, management of the enterprises requires a preliminary assessment of their economic potential. In particular, this concerns the potential to increase the competitiveness of enterprises. The assessment of the enterprise competitiveness potential is a prerequisite for determining the reserves of increasing its competitive advantages. The competitiveness is to a large extent affected by the management skills of business owners and managers. In particular, this refers to the ability to develop and implement a scientifically based strategy of competitive struggle and to manage the factors that shape the competitiveness. Nowaday much attention is paid to the assessing the competitiveness of both individual products and enterprises that produce them. It is worth to mention that the issue of managing the enterprise competitiveness is studied by many scientists. At the same time, the issue of managing the competitiveness of enterprises in modern scientific literature is more focused on the problem of better use of the real enterprise competitive potential rather than the question of this potential developing. The objective of the paper is to establish the essence and justification of assessment indicators of the enterprises competitiveness potential. This potential captures the ability of enterprises to provide a certain level of competitiveness in the future. Therefore, the following main tasks were consistently solved: the essence of the competitiveness potential were determined; the general approaches to its assessment were proposed; regularities of managing the factors of the enterprises competitiveness formation were determined. A two-stage assessment of enterprise competitiveness potential is proposed. The first stage is the measurement of the existing level of competitiveness. At the second stage changes of the competitiveness indicators in the future are projected. Further research on the assessment of the competitiveness potential of enterprises requires the construction of formalized models of rotation of industry leaders as a result of technological changes.


2003 ◽  
Vol 4 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Marianna Sigala ◽  
Tom Baum

Changes in the higher educational environment are having a tremendous impact on the education process, curricula, learning outcomes and instructional practices. This paper aims to identify the challenges facing established universities in tourism and hospitality education and to provide insight of how these could be managed in the future. Five sources of change are identified: the socio-economic and technological environment; global competition; the student market; educators and teaching methods; and the tourism and hospitality industry. The exploitation of modern technologies and the development of information literacy and knowledge management skills are the two major issues that universities need to consider in the future.


Author(s):  
Sandra Harding

AbstractThis paper is born of a deep concern about the premise upon which Enterprising Nation, Report of the Industry Task Force on Leadership and Management Skills (The Karpin Report), was undertaken. I argue that the review, report and recommendations are based on a set of simplifying assumptions that are essentially limiting. By conforming to a view of business embedded in neoclassical economic theory, the Task Force has not explored the implications of current developments worldwide that demonstrate the remarkable capacity of small-scale production to galvanise regions like the Third Italy and the Basque provinces of Spain. These enormously productive regions base their economic activity upon a capacity to cooperate as well as compete and this is anathema to the unmitigated competition that the Task Force takes as given in its recommendations about the development of management/leadership in Australia. Moreover, a reliance on this particular theoretical perspective has limited the Task Force's understanding of, and response to, organisational inequality. Ultimately, I argue that the five challenges articulated by the Task Force are important, but I interpret them differently in the light of a broader and more socially-embedded understanding of the importance and nature of business. In particular, management/leadership of the future will be an integral part of all worker's roles; it will no longer be confined to an organisational or societal elite. Understanding and preparing for the universalism of management in the future is a key challenge for both industry and management education.


2009 ◽  
Vol 5 (9) ◽  
pp. 528-529
Author(s):  
Fiona Stuart-Wilson
Keyword(s):  

2002 ◽  
Vol 23 (4) ◽  
pp. 3-5 ◽  

Responding to a survey of Fortune 1,000 companies by Accenture, 73% of senior executives said the “war for talent” continues, 24% said they believed it was temporarily on hold, and 3% said the talent crunch was past. When asked to identify the most critical skills that would enable their employees to do their jobs better in the future, the survey respondents overwhelmingly reported that leadership and management skills (49%) were at the top of the list for 2002, while technology skills ranked third (22%).


1992 ◽  
Vol 7 (2) ◽  
pp. 51-54
Author(s):  
Katrina L. Rupprecht ◽  
Dennis L. Lynch

Abstract We surveyed district rangers in the Southwest Region (Region 3) of the USDA Forest Service to determine what management skills were most important to them. They were asked to identify skills that are important now and would be important to district rangers in the future. They selected from a list of 20 skills divided equally into technical, administration, communication, and political categories. Five of the skills were identified as most important. Regardless of whether the rangers were grouped by background experience, education, or by district characteristics, their scoring of the skills was substantially similar. West. J. Appl. For. 7(2):51-54.


2007 ◽  
Vol 24-25 ◽  
pp. 1-6
Author(s):  
Toshihiro Ioi ◽  
Y. Ogawa ◽  
Takeshi Yamamoto

The practice and evaluation of elementary management of technology (hereafter, MOT) education has previously been investigated. It is recognized that elementary MOT education using trading games (hereafter, TG) has great educational effects on the awareness of the importance of MOT skills. On the other hand, a large amount of preparation time and labor is required when elementary MOT education using TG is first introduced into elementary schools. Development of a practical guidebook for elementary engineering management (hereafter, EM) education would likely be a useful educational tool for elementary EM education, and may then be applied in many elementary schools. In this study, a guidebook for elementary EM education is proposed, and its educational effects are verified. The practical application of elementary EM education to the finishing technology will be completed in the future works.


2017 ◽  
Vol 18 (1) ◽  
pp. 226-237
Author(s):  
Anup K. Singh ◽  
Richa Misra

Today, all stakeholders are concerned about the value of management education to its students and thus its ultimate value addition to the industry. Faculty, employers and students differ in their perceptions of the value addition of management education. The present study attempts to understand the value addition of management education from the perspective of students. The three most important value additions of management education to students were self-confidence, communication and management skills. Further, the study examines the enablers of learning in management education. Experiential pedagogy, faculty and personality development activities emerged as the most important enablers. The study also investigates the barriers of learning. The three key barriers were information overload, ineffective assessment and irrelevant courses. The findings are discussed in the light of curriculum redesign of management education programmes. We recommend the need for management education to be more student centric and employability oriented, using experiential and project-based pedagogy. Finally, the article highlights the limitations of the present work and provides the directions for the future research.


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