Factors Influencing the Professional Development of Engineering Students Under the “Plan for Educating and Training Outstanding Engineers”

Abstract

Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.