Student learning at the interface of university and industry relating to engineering professionalism

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dc.contributor.authorGwynne-Evans, Alison Joy
dc.date.accessioned2019-04-29T12:54:16Z
dc.date.available2019-04-29T12:54:16Z
dc.date.issued2018
dc.description.abstractThe 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.en_US
dc.identifier.citationGwynne-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.en_US
dc.identifier.issn2310-7103
dc.identifier.urihttp://hdl.handle.net/10566/4660
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherUniversity of the Western Capeen_US
dc.rightsOpen Access
dc.status.ispeerreviewedTRUE
dc.subjectEngineeringen_US
dc.subjectEthicsen_US
dc.subjectProfessional practiceen_US
dc.subjectStudent learningen_US
dc.subjectEngineering educationen_US
dc.titleStudent learning at the interface of university and industry relating to engineering professionalismen_US
dc.typeArticleen_US

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