INDUSTRIAL NEEDS FOR MODERN ENGINEERING KNOWLEDGE IN CENTRAL EUROPEAN REGION – SURVEY RESULTS
ENGINEERING SKILLS, ENGINEERING KNOWLEDGE, SMART PRODUCTS, SMART ENGINEERING, SMART PRODUCTION INTRODUCTION Academic partners from the University of Ljubljana, Faculty of Mechanical Engineering (UL-FME), Universities in Zagreb, Faculty of Mechanical Engineering and Naval Architecture (UZ-FMENA), and...
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| description | ENGINEERING SKILLS, ENGINEERING KNOWLEDGE, SMART PRODUCTS, SMART ENGINEERING, SMART PRODUCTION INTRODUCTION Academic partners from the University of Ljubljana, Faculty of Mechanical Engineering (UL-FME), Universities in Zagreb, Faculty of Mechanical Engineering and Naval Architecture (UZ-FMENA), and TU Wien recognized the need for a joint master's degree program, tailored to the needs of industry for engineers with interdisciplinary knowledge that is required for the development of new smart products. The survey was created by four question categories: (1) demographic category; (2) three sets of selective (Likert scale) questions and one open question to investigate the field of existing and needed engineering knowledge and expertise; (3) a set of selective questions about product development in the companies; (4) and a set of questions about the position and role of "smartness" of new products in the company's portfolio. Age distribution chart shows that approximately half of the respondents are within their first decade of working experience in engineering. Since education programs do not change rapidly, it can be concluded that half of the respondents can critically evaluate the knowledge provided by universities at the master's level, while at the same time the younger generations are usually more familiar with new trends and technologies. Project reference No: KA2-HE-09/17. 6 Nguyen, Duyen Q.; The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, Industry Personnel and Engineering Students, Global J. of Engineering Education, 2(1), p,p. 65-75, 1998 7 May, Elizabeth; Strong, David S.; Is Engineering Education Delivering What Industry Requires?; Proceedings of the Canadian Design Engineering Network (CDEN) Conference, Toronto, Canada, p.p. 24-26, 2006 8 Ramadi, Eric; Ramadi, Serge; Nasr, Karim; Engineering graduates' skill sets in the MENA region: a gap analysis of industry expectations and satisfaction; European Journal of Engineering Education, DOI: 10.1080/03043797.2015.1012707; 2015 9 Peng, Lijun; Zhang, Shulin; Gu, Jibao; Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China, Studies in Higher Education, 41(3), p.p. 445-461, DOI: 10.1080/03075079.2014.942268, 2016 10 Spinks, Nigel; Silburn, Nicholas L. J.; Birchall, David W.; Making it all work: the engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32(3), p.p. 325-335, DOI |
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The survey was created by four question categories: (1) demographic category; (2) three sets of selective (Likert scale) questions and one open question to investigate the field of existing and needed engineering knowledge and expertise; (3) a set of selective questions about product development in the companies; (4) and a set of questions about the position and role of "smartness" of new products in the company's portfolio. Age distribution chart shows that approximately half of the respondents are within their first decade of working experience in engineering. Since education programs do not change rapidly, it can be concluded that half of the respondents can critically evaluate the knowledge provided by universities at the master's level, while at the same time the younger generations are usually more familiar with new trends and technologies. Project reference No: KA2-HE-09/17. 6 Nguyen, Duyen Q.; The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, Industry Personnel and Engineering Students, Global J. of Engineering Education, 2(1), p,p. 65-75, 1998 7 May, Elizabeth; Strong, David S.; Is Engineering Education Delivering What Industry Requires?; Proceedings of the Canadian Design Engineering Network (CDEN) Conference, Toronto, Canada, p.p. 24-26, 2006 8 Ramadi, Eric; Ramadi, Serge; Nasr, Karim; Engineering graduates' skill sets in the MENA region: a gap analysis of industry expectations and satisfaction; European Journal of Engineering Education, DOI: 10.1080/03043797.2015.1012707; 2015 9 Peng, Lijun; Zhang, Shulin; Gu, Jibao; Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China, Studies in Higher Education, 41(3), p.p. 445-461, DOI: 10.1080/03075079.2014.942268, 2016 10 Spinks, Nigel; Silburn, Nicholas L. J.; Birchall, David W.; Making it all work: the engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32(3), p.p. 325-335, DOI: 10.1080/03043790701278573, 2007 11 Žavbi, Roman; Tavčar, Jože; Preparing undergraduate students for work in virtual product development teams; Computers & Education: an international journal, ISSN 0360-1315, 44(4), p.p. 357-376, 2005 REFERENCES 1.</description><identifier>ISSN: 2247-4455</identifier><identifier>EISSN: 2285-9632</identifier><language>eng</language><publisher>Targu-Jiu: University Constantin Brancusi of Târgu-Jiu</publisher><subject>Age composition ; Business ; Business models ; Collaboration ; College students ; Colleges & universities ; Communication ; Comparative studies ; Computers ; Curricula ; Demographics ; Design engineering ; Education ; Engineering education ; Engineers ; Gap analysis ; Graduates ; Higher education ; Interdisciplinary aspects ; Knowledge ; May, Elizabeth ; Mechanical engineering ; Naval architecture ; Naval engineering ; Polls & surveys ; Product development ; Questionnaires ; Questions ; R&D ; Research & development ; Respondents ; Skills ; Students ; Studies ; Trends</subject><ispartof>Research and science today, 2019-01, p.146-155</ispartof><rights>2019. 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The survey was created by four question categories: (1) demographic category; (2) three sets of selective (Likert scale) questions and one open question to investigate the field of existing and needed engineering knowledge and expertise; (3) a set of selective questions about product development in the companies; (4) and a set of questions about the position and role of "smartness" of new products in the company's portfolio. Age distribution chart shows that approximately half of the respondents are within their first decade of working experience in engineering. Since education programs do not change rapidly, it can be concluded that half of the respondents can critically evaluate the knowledge provided by universities at the master's level, while at the same time the younger generations are usually more familiar with new trends and technologies. 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J.; Birchall, David W.; Making it all work: the engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32(3), p.p. 325-335, DOI: 10.1080/03043790701278573, 2007 11 Žavbi, Roman; Tavčar, Jože; Preparing undergraduate students for work in virtual product development teams; Computers & Education: an international journal, ISSN 0360-1315, 44(4), p.p. 357-376, 2005 REFERENCES 1.</description><subject>Age composition</subject><subject>Business</subject><subject>Business models</subject><subject>Collaboration</subject><subject>College students</subject><subject>Colleges & universities</subject><subject>Communication</subject><subject>Comparative studies</subject><subject>Computers</subject><subject>Curricula</subject><subject>Demographics</subject><subject>Design engineering</subject><subject>Education</subject><subject>Engineering education</subject><subject>Engineers</subject><subject>Gap analysis</subject><subject>Graduates</subject><subject>Higher 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PRODUCTS, SMART ENGINEERING, SMART PRODUCTION INTRODUCTION Academic partners from the University of Ljubljana, Faculty of Mechanical Engineering (UL-FME), Universities in Zagreb, Faculty of Mechanical Engineering and Naval Architecture (UZ-FMENA), and TU Wien recognized the need for a joint master's degree program, tailored to the needs of industry for engineers with interdisciplinary knowledge that is required for the development of new smart products. The survey was created by four question categories: (1) demographic category; (2) three sets of selective (Likert scale) questions and one open question to investigate the field of existing and needed engineering knowledge and expertise; (3) a set of selective questions about product development in the companies; (4) and a set of questions about the position and role of "smartness" of new products in the company's portfolio. Age distribution chart shows that approximately half of the respondents are within their first decade of working experience in engineering. Since education programs do not change rapidly, it can be concluded that half of the respondents can critically evaluate the knowledge provided by universities at the master's level, while at the same time the younger generations are usually more familiar with new trends and technologies. Project reference No: KA2-HE-09/17. 6 Nguyen, Duyen Q.; The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, Industry Personnel and Engineering Students, Global J. of Engineering Education, 2(1), p,p. 65-75, 1998 7 May, Elizabeth; Strong, David S.; Is Engineering Education Delivering What Industry Requires?; Proceedings of the Canadian Design Engineering Network (CDEN) Conference, Toronto, Canada, p.p. 24-26, 2006 8 Ramadi, Eric; Ramadi, Serge; Nasr, Karim; Engineering graduates' skill sets in the MENA region: a gap analysis of industry expectations and satisfaction; European Journal of Engineering Education, DOI: 10.1080/03043797.2015.1012707; 2015 9 Peng, Lijun; Zhang, Shulin; Gu, Jibao; Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China, Studies in Higher Education, 41(3), p.p. 445-461, DOI: 10.1080/03075079.2014.942268, 2016 10 Spinks, Nigel; Silburn, Nicholas L. J.; Birchall, David W.; Making it all work: the engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32(3), p.p. 325-335, DOI: 10.1080/03043790701278573, 2007 11 Žavbi, Roman; Tavčar, Jože; Preparing undergraduate students for work in virtual product development teams; Computers & Education: an international journal, ISSN 0360-1315, 44(4), p.p. 357-376, 2005 REFERENCES 1.</abstract><cop>Targu-Jiu</cop><pub>University Constantin Brancusi of Târgu-Jiu</pub><oa>free_for_read</oa></addata></record> |
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| subjects | Age composition Business Business models Collaboration College students Colleges & universities Communication Comparative studies Computers Curricula Demographics Design engineering Education Engineering education Engineers Gap analysis Graduates Higher education Interdisciplinary aspects Knowledge May, Elizabeth Mechanical engineering Naval architecture Naval engineering Polls & surveys Product development Questionnaires Questions R&D Research & development Respondents Skills Students Studies Trends |
| title | INDUSTRIAL NEEDS FOR MODERN ENGINEERING KNOWLEDGE IN CENTRAL EUROPEAN REGION – SURVEY RESULTS |
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