Professional competencies in engineering education: the PREFERed-way

IF 0.7 4区管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Informacios Tarsadalom Pub Date : 2020-10-20 DOI:10.22503/inftars.xx.2020.2.10

G. Langie, S. Craps

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引用次数: 2

Abstract

Professional competencies vary across engineering job characteristics. The design of the educational environment should take into account this diversity and enable students to develop career awareness. The European project PREFER (Professional Roles and Employability for Future EngineeRs) has developed instruments to make engineering students aware of the existence of professional roles and their associated competency profiles. These are designed and validated in strong interaction with industry, guaranteeing a discipline-independent, future-proof framework that is ready to implement in the engineering curriculum. In this paper, we describe the integration of this framework in the Faculty of Engineering Technology of KU Leuven, Belgium. The selection of professional competencies based on professional roles, the adaptive level of the professional competencies thanks to electives and the collaborative assessment of the students by experts in professional competencies and experts in technological competencies, are key elements of the new engineering curriculum. All of them are developed thanks to a university-business collaboration. The reformed curriculum will start from the academic year 2020-2021.

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工程教育专业能力:优先考虑

专业能力因工程工作特点而异。教育环境的设计应考虑到这种多样性，使学生培养职业意识。欧洲项目PREFER(未来工程师的专业角色和就业能力)开发了一些工具，使工程专业的学生意识到专业角色的存在及其相关的能力概况。这些都是在与行业的紧密互动中设计和验证的，保证了一个学科独立的、面向未来的框架，可以在工程课程中实施。在本文中，我们描述了该框架在比利时鲁汶大学工程技术学院的整合。以专业角色为基础的专业能力选择、选修课对专业能力的适应水平以及专业能力专家和技术能力专家对学生的协同评估是新工程课程的关键要素。所有这些都得益于大学与企业的合作。改革后的课程将从2020-2021学年开始实施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Informacios Tarsadalom INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

1.30

自引率

33.30%

发文量