Professional Engineering Work
Professional Engineering Work
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专业工程工作
DOI：
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
K. O'Connor
中科院分区：
文献类型：
--
作者：
R. Stevens;A. Johri;K. O'Connor
介绍我们的章节的重点是目前的研究为基础的专业工程工作的理解。我们认为这些理解工程教育的相关性。我们也会像其他人一样（Barley，2004; Trevelyan，2007，2010; Barek，2003），认为对专业工程工作的研究太少了。因此，本章的大部分内容都是以纲领性的议程设置为方向的。从工程教育的角度来看，专业工程工作的研究稀疏是令人困惑的原因有很多。首先，工程教育往往是重组的背景下，索赔什么专业工程工作是现在或将来。如果没有工程工作实践和专业工程师的性格，技能和身份取向的可靠和具体的表示，工程教育工作者如何知道工程教育是否准备工程专业学生成为成功的，创造性的，或有影响力的工程师？美国国家工程院（National Academy of Engineering）的一份重要的共识报告强调了“实践中的工程师和非实践中的工程师之间的脱节”（National Academy of Engineering [NAE]，2005年，第100页）。20-21）。报告指出，“例如，绝大多数工程学院没有行业经验。行业代表指出，这种脱节的原因，工程专业的学生没有充分准备，在他们看来，进入今天的劳动力”（国家工程学院[NAE]，2005年，第100页）。第20至21段）。重要的是，对未来工程师的“准备”的关注不应仅仅局限于强调专业工程“需要”和经济竞争力的议程。它也可以组织一个工程教育系统，准备应届毕业生在工程工作实践中成为新的社会运动的变革推动者和参与者。然而，在任何一种情况下，工程工作的具体图像是重新思考工程教育和基于经验的进展评估的关键资源。
Introduction The focus of our chapter is on current research-based understandings of professional engineering work. We argue for the relevance of these understandings to engineering education. We will also argue, as others have as well (Barley, 2004; Trevelyan, 2007, 2010; Vinck, 2003), that research on professional engineering work is too sparse. Therefore a good part of this chapter is oriented in a programmatic, agenda setting direction. From the perspective of engineering education, the sparseness of research on professional engineering work is puzzling for a number of reasons. First, engineering education is often reorganized against the backdrop of claims about what professional engineering work is now or will be in the future. Without trustworthy and specific representations of engineering work practice and of the dispositions, skills, and identity orientations of professional engineers, how are engineering educators to know whether engineering education is preparing engineering students to be successful, creative, or impactful engineers? A prominent consensus report from the National Academy of Engineering highlights a “disconnect between engineers in practice and engineers in academe” (National Academy of Engineering [NAE], 2005, pp. 20–21). The report stated that “the great majority of engineering faculty, for example, have no industry experience. Industry representatives point to this disconnect as the reason that engineering students are not adequately prepared, in their view, to enter today's workforce” (National Academy of Engineering [NAE], 2005, pp. 20–21). It is important that a focus on “preparation” of future engineers not be tied to an agenda that solely emphasizes what professional engineering “needs” and economic competitiveness. It also is possible to organize an engineering educational system to prepare recent graduates to be change agents and participants in new social movements within engineering work practice. However, in either case, concrete images of engineering work are critical resources for rethinking engineering education and making empirically based assessments of progress.
工程师的移动工作：全球化世界中汽车工程的挑战
影响因子：
1.7
作者：
Schmiede;Will‐Zocholl
通讯作者：
Will‐Zocholl