Graduates′ views on the curriculum and the transition to the world of work: skills, knowledge, and generic engineering competencies

Abstract

The aim of this work was to gather insights from our recent graduates (≤10 years since graduation) on what aspects of their undergraduate experience were useful, what skills could have been foregrounded more, what aspects could be considered for change or update, considering their experiences after graduation, as well as how their expectations met reality in the world of work. Graduates strongly indicated support for, and appreciation of, the strong technical content of the curriculum, especially process design. Core chemical engineering skills were discussed as strongly grounded in the current curriculum, along with the development of generic competencies. Further, problem solving and critical thinking, as well as personal development (working under pressure, work ethic, time management and grit) were valued. Suggestions for changes in curriculum included an emphasis on financial, economic, and business subject content, development of leadership, management and interpersonal skills, and stronger ties with, and integration of, industry into technical courses, calling for real-world practical application of knowledge and skills. However, it must be noted that insertion of additional content into an already full curriculum is inadvisable, and a more subtle approach to including the recommended ideas should be considered. In consideration of expectations, there were several cases where alumni expectations of either their relative skill level, or what the world of work is like mismatched with reality. An emerging theme from this research is that educators could do more to align expectations to smooth the transition to industry. Although large-scale recurriculation is not always possible (or feasible), existing programs can be modified to embed or integrate many of the suggestions put forward by graduates, diminishing the gap between the world of work and the curriculum, and enhancing the programme offering.