Student learning at the interface of university and industry relating to engineering professionalism
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
The engineering profession is challenged with ensuring engineering students are prepared
to work within industry in a professional and ethical manner. Reflection on the experience of
professional practice is a key element in developing students' understanding of their
professional and ethical roles. This paper builds on a theory of transformative learning based
in the analysis of student assignments testing competence in one of the Engineering Council
of South Africa's eleven exit level outcomes, that of Engineering Professionalism, within a
fourth year capping course, at a South African university. It looks at final year students'
responses to engaging with the professional environment in terms of their ability to
demonstrate competence in engineering professionalism. This results in a nuanced analysis
of student learning relating to the different forms of knowledge connected to professionalism
and ethics and, thus, contributes to building new knowledge about student learning in the in
the under-graduate engineering curriculum.
Description
Keywords
Engineering, Ethics, Professional practice, Student learning, Engineering education
Citation
Gwynne-Evans, A.J. (2018). Student learning at the interface of university and industry relating to engineering professionalism. Critical Studies in Teaching and Learning, 6(2), 1-20.