scholarly journals Collegiate service engagement correlations with engineering job selection and satisfaction

Author(s):  
Nathan Canney ◽  
Angela Bielefeldt

Curricular and co-curricular service programs are becoming more common in engineering education. For some students, these experiences align with preexisting desires to use engineering to help others; for others it instills these expectations for one’s career. There has been a lack of research on the long-term impacts of these service experiences on engineers’ career pathways, including satisfaction with an ability to help others through one’s career. A survey asked engineering alumni to describe characteristics of their most and least satisfying jobs with respect to an ability to help others or society. Results showed that for individuals in their first job since graduation, undergraduate collegiate service weakly correlated with an ability to help others as a motivator for job selection, and graduate level collegiate service moderately correlated with satisfaction with an ability to help others through one’s job. The results point to the formative effect that service can have on career aspirations and perceptions, but also highlight the complexity of these issues and the need for more in-depth and nuanced assessments of the effects of collegiate experiences on post-collegiate pathways.

2011 ◽  
Vol 8 (2) ◽  
pp. 1 ◽  
Author(s):  
Paul Bundy ◽  
Daniel Norris

The purpose of this study is to determine what factors accounting students consider important in the selection of their first job. These preferences are identified and analyzed with respect to individual characteristics such as gender, age, career aspirations, and work experiences. In addition, the effects of the job interviewing process on students perceptions of the relative importance of the various job attributes is examined.


10.6036/9821 ◽  
2021 ◽  
Vol 96 (5) ◽  
pp. 460-463
Author(s):  
OSCAR MARTIN LLORENTE

This work aims to carry out a comparative study between the apprenticeship system in the craft guilds in preindustrial Europe and the educational methods used in the European Higher Education Area (EHEA), with the aim of highlighting the role, within the field of engineering education in the EHEA, of the practice-driven approach (learning by doing), which yielded excellent results during centuries to craft guilds, since their institutionalized apprenticeship system was one of the reasons for their long-term survival. The transmission of technical skills and associated innovation were effectively supported by craft guilds but not as a main objective and even, sometimes, as a cause of undesired effects (formation of future competitors, revelation of secrets or shift of control over the production process from the owners of skills to the owners of capital. It has been demonstrated that both the organizational modalities or scenarios and the educational methods of the EHEA (except the binomial scenario-method formed by the theoretical class and the master lecture) used in engineering education, have a clear precedent in the preindustrial craft guilds, which emphasize the learning process instead of the teaching process and established, several centuries in advance and without intending to, a model for the EHEA. Keywords: Craft guilds; Apprenticeship; Learning by doing; Engineering education; EEES


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Carl Evans ◽  
Ceri Vaughan

PurposeThe purpose of this paper is to explore university students' perceptions about career development in relation to their part-time working and to examine whether students maximise opportunities arising in their part-time job in order to enhance their personal profile and career aspirations.Design/methodology/approachSemi-structured interviews were held with 20 degree students at a UK university. The interview was based around 19 questions, split into three sections: general; career and the part-time job.FindingsThe findings indicate that while students are aware that part-time work helps in developing personal skills, there is a lack of awareness on how part-time work can provide differentiation in the graduate jobs market and support long-term graduate careers. The conclusion discusses the implications of the findings suggesting greater awareness among students of how part-time work can drive work readiness and long-term career aspirations. It also recommends greater involvement of career advisors and university teaching colleagues in supporting this endeavour.Originality/valueWhile other papers on student working have included a small element regarding careers, this paper offers originality by focussing solely on the relationship between students' part-time work and career aspirations. Moreover, most works in this area have been quantitative studies, whereas this study is qualitatively-based.


2021 ◽  
Vol 73 (03) ◽  
pp. 6-7
Author(s):  
Tom Blasingame

I am very resourceful, as any woman would be. - Valentina Tereshkova, Russian cosmonaut, born 1937 (first woman in space, Vostok 6, 16 June 1963) What is a Shakedown Cruise? Learning is not compulsory ... neither is survival. - W. Edwards Deming, American engineer, 1900-1993 (His management practices revived Japan.) For those unfamiliar, a “shakedown cruise,” also known as a sea trial, is performed to test a ship’s operational systems, both mechanical and human. I became painfully aware of the term “shakedown” when I went on my first trip to the Charles L. Sommers Canoe Base operated by the Boy Scouts in northern Minnesota in 1974. The guides had us (literally) dump everything out of our travel bags and then selected only the essential items we could take. Weight was at a premium, and, if I may confess, I did lie a little about my age. The minimum age was 12, and I turned 12 during the trip, but it was a brutal physical experience for us. We were left with a compass, a few utensils for eating, a sleeping bag, and one change of clothes. I actually recall drinking, eating, and cooking out of a single stainless steel cup. Bluntly, I don’t think I have ever been colder, hungrier, or more tired in my life. But, of course, the guides were correct. You only need the essentials to survive. Many of you are probably thinking, “I’ll bet I know where he is going with this …,” and you are right. As individuals and as an industry, we need to focus on the essentials. Our industry is on a shakedown cruise like no other in our history. We must jettison the nonessentials and test the machinery (i.e., our technical knowledge and capabilities) as we restart and re-engage. Most importantly, we must focus on those actions/paths that ensure our effectiveness, efficiency, and long-term survival. At SPE, we, too, are in shakedown mode, which has been painful for all and excruciating for some. We have had to redirect resources, and, perhaps most importantly, we have had to focus on the reality that our business model must undergo substantial changes. The essentials will remain, such as technical conferences, workshops, and our primary intellectual asset, technical publications. However, assistance to sections and student chapters has been reduced, as well as support for academic and public service programs. The reality is that SPE is financially sound, but, like any ship in a storm, it has to batten its hatches and, if the pandemic prevails, make further program reductions. On a positive note, SPE has been able to avoid reducing its workforce, as we have created a financial path that avoids personnel reductions. As the 2021 SPE President, I congratulate the SPE’s senior management for their efforts to achieve this outcome.


1996 ◽  
Vol 21 (4) ◽  
pp. 353-386 ◽  
Author(s):  
S. M LEMKOWITZ ◽  
B. H BIBO ◽  
G. H LAMERIS ◽  
J. A. B. A. F. BONNET

Author(s):  
Lotfi Belkhir

Defining the relevant sustainability learning outcomes and how we could measure our success in teaching sustainability is a complex challenge. This paper introduces the design and findings of a pilot study on the effectiveness of a new Engineering graduate course, Total Sustainability Management, in teaching and learning sustainability, both at the cognitive and the management level. The design of the pre- and post-coursequestionnaires was driven by the course key objectives and adopted framework of sustainability competencies. The findings and questions raised from this pilot study inform the proposed design of further study and, more importantly, the development of a framework for teaching and learning – and thus measuring – sustainability in graduate, interdisciplinary Engineering education.


Author(s):  
Haoxuan Yu ◽  
Shuai Li ◽  
Xinmin Wang

In our long-term engineering practice, we have found that it is often not enough to use only engineering knowledge to solve the practical problems in the engineering. Therefore, we believe that in the education of engineering students, we should not only pay attention to the teaching of engineering knowledge, but also pay attention to the application of knowledge of Humanities in the engineering, for the students. In this two-part concept paper, we put forward the concept of a new discipline, that is, Engineering & Humanities, which we will carry forward in future. And this concept paper serves just as a guide to the Tossing out a brick to get a jade gem with the implications for the development of the engineering education.


2019 ◽  
Vol 7 (3) ◽  
pp. 270-281 ◽  
Author(s):  
Jawiria Naseem

Second-generations—children of immigrants—experience particular university-to-work transitions in the UK, including precarious entry into the labour market This article examines the importance of intersecting social divisions, such as gender and ethnicity to these transitions, and also explores complexities within long-term economic progression. By comparing the educational achievement and labour market integration of British-born female graduates from one of the largest— Pakistani—and newly settled—Algerian—migrant groups and by focusing on long-term progression from the first job postgraduation to the most recent one. Using repeat semi-structured interviews with twelve British Pakistani and Algerian female graduates, this article produces a fine-grained analysis of key academic and economic stages. It reveals how the contextualised impact of intersecting social divisions—social class, ethnicity, as proxy for culture and religion, and gender— and the ability to maximise and increase one’s identity capital i prove employability, transforming initial disadvantages into pathways for success.


Author(s):  
Eleonora Gabriela Conţu

AbstractOrganizational performance depends on leaders’ mastery to create a cooperative working climate and on their ability to lead a team. Effective results require emotional engagement and empathy from participants in terms of activities performed within a team in order to provide solutions to issues that need to be resolved as professionally as possible. Organizational performance refers to the degree to which the organization, with some informational, financial, and human resources, positions itself effectively on the business market. Individual performance can influence the performance of the entire organization in the short, medium or long term in a positive or negative direction. The main objectives of the study are: 1)defining the firm’s performance; 2) presenting leadership characteristics as a managerial and organizational process; 3) analysing the leadership importance on organization performance; 4)presenting the research results regarding students’ perceptions on the recognition of organizational performance. The research approach used is a combination of literature review and answers to a questionnaire. Respondents are third year students in the bachelor programme at a Business School from Romania. The research scope is to identify young people’s perceptions regarding the recognition of organizational performance. The success factors that contribute to finding the first job after they graduate are also listed. According to respondents’ answers, the main characteristics of successful students will be specified, as well as their main priorities and values in life.


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