{"title":"在学校到工作的过渡中,探索工程学毕业生学习的社会和文化维度","authors":"Benjamin Lutz, M. Paretti","doi":"10.1080/19378629.2021.1957901","DOIUrl":null,"url":null,"abstract":"The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-structured interviews, we explored significant learning events during recent engineering graduates’ school-to-work transition. Using theories of organizational socialization, we characterize significant experiences related to social and cultural dimensions of participants’ new organizational roles. Newcomers in this study reported learning related to, for example, forming relationships, learning local language, interacting with power structures, and other features of their organizations. Results offer points of contrast in which we compare learning processes and highight critical differences across school and workplace settings. Findings suggest that engineering educators should consider the broad spectrum of learning that takes place as graduates transition to their new professional roles. By better understanding the role of context in organizational learning, educators can more effectively prepare recent graduates for contemporary practice and develop a deeper appreciation for the interconnectedness of the social, cultural, and technical dimensions of engineering work.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"13 1","pages":"132 - 157"},"PeriodicalIF":2.0000,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"Exploring the Social and Cultural Dimensions of Learning for Recent Engineering Graduates during the School-to-Work Transition\",\"authors\":\"Benjamin Lutz, M. Paretti\",\"doi\":\"10.1080/19378629.2021.1957901\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-structured interviews, we explored significant learning events during recent engineering graduates’ school-to-work transition. Using theories of organizational socialization, we characterize significant experiences related to social and cultural dimensions of participants’ new organizational roles. Newcomers in this study reported learning related to, for example, forming relationships, learning local language, interacting with power structures, and other features of their organizations. Results offer points of contrast in which we compare learning processes and highight critical differences across school and workplace settings. Findings suggest that engineering educators should consider the broad spectrum of learning that takes place as graduates transition to their new professional roles. By better understanding the role of context in organizational learning, educators can more effectively prepare recent graduates for contemporary practice and develop a deeper appreciation for the interconnectedness of the social, cultural, and technical dimensions of engineering work.\",\"PeriodicalId\":49207,\"journal\":{\"name\":\"Engineering Studies\",\"volume\":\"13 1\",\"pages\":\"132 - 157\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2021-05-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Engineering Studies\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://doi.org/10.1080/19378629.2021.1957901\",\"RegionNum\":3,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Engineering Studies","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1080/19378629.2021.1957901","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Exploring the Social and Cultural Dimensions of Learning for Recent Engineering Graduates during the School-to-Work Transition
The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-structured interviews, we explored significant learning events during recent engineering graduates’ school-to-work transition. Using theories of organizational socialization, we characterize significant experiences related to social and cultural dimensions of participants’ new organizational roles. Newcomers in this study reported learning related to, for example, forming relationships, learning local language, interacting with power structures, and other features of their organizations. Results offer points of contrast in which we compare learning processes and highight critical differences across school and workplace settings. Findings suggest that engineering educators should consider the broad spectrum of learning that takes place as graduates transition to their new professional roles. By better understanding the role of context in organizational learning, educators can more effectively prepare recent graduates for contemporary practice and develop a deeper appreciation for the interconnectedness of the social, cultural, and technical dimensions of engineering work.
Engineering StudiesENGINEERING, MULTIDISCIPLINARY-HISTORY & PHILOSOPHY OF SCIENCE
CiteScore
3.60
自引率
17.60%
发文量
12
审稿时长
>12 weeks
期刊介绍:
Engineering Studies is an interdisciplinary, international journal devoted to the scholarly study of engineers and engineering. Its mission is threefold:
1. to advance critical analysis in historical, social, cultural, political, philosophical, rhetorical, and organizational studies of engineers and engineering;
2. to help build and serve diverse communities of researchers interested in engineering studies;
3. to link scholarly work in engineering studies with broader discussions and debates about engineering education, research, practice, policy, and representation.
The editors of Engineering Studies are interested in papers that consider the following questions:
• How does this paper enhance critical understanding of engineers or engineering?
• What are the relationships among the technical and nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place?