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Gutnyk, M. V. "Development of polytechnical education on the territory of modern Ukraine." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48130.
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Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.
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Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
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Butchers, Ann Marjorie. "Learning off the job : engineers and professional education." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14876/.
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This thesis identifies a framework of critical occasions documented by engineering students taking residential modules during the taught element of an MSc. It develops a categorisation of critical events on which future research could be built and will be of interest to practitioners, learners and academics. Building on this nomenclature the effect of important episodes on respondents' cognition and professional development is examined by applying fuzzy logic. Using a reflective interview based case study students were questioned about their background, attitudes and landmark events to investigate the classification. A focus group provided another perspective and validated early findings. The choice of a case study and use of interviews are discussed within the methodology. Previous literature on critical incidents, professional development and cognition was considered to illuminate the framework. The resulting data was analysed and patterns identified in the fieldwork chapters to catalogue the critical happenings. The developing professional identity of respondents is another area examined providing an insight into how and why such professional development occurs. Findings include: that milestones volunteered were representative of critical episodes found in previous writing and that attitudinal changes revealed within the subsets of Apprentices and Graduates appeared to converge as the course progressed. Practitioners may facilitate critical incidents and so enhance their own professional development. Learners will be interested to know that discussions with respondents highlighted occasions that resulted in increased cognition, improved confidence and presented opportunities for networking leading to professional formation. For academics the research presents ways in which students learn using critical thinking, highlighting a continuum of critical happenings on which future research could be encouraged. While offering no strong claim to generalisability the taxonomy identifies areas for further examination, which could lead to generalisability in the future.
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Hibberd, R. E. "Evaluation of computer-based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.
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The purpose of this research was to develop a novel framework for the evaluation of
computer-based training (CBT) programmes used by employees of industrial
organisation. Whilst there is increasing demand for training within industrial
organisations, appropriate models for the evaluation of CBT programmes appeared to be
absent. The literature review indicated that there are many models of CBT programme
evaluation that can provide data about a programme’s effectiveness. However none of
these models addressed the contextual factors that could affect a programme’s operation
or effectiveness. These models would indicate to the designer of the CBT programme
whether or not a particular programme was effective but not why. This research aimed
to rectify this situation by producing a model of evaluation that would assist designers
of CBT programmes understand the influence of contextual factors on their designs. In
order to achieve this it was necessary to gain an understanding of the factors that would
affect the attainment of appropriate training outcomes. It was also necessary to
understand those variables that would influence the use of CBT programmes within
industrial organisations. The former objective was achieved through an analysis of the
existing literature on learning, the latter through investigation of the criteria used by
employees of industrial organisations to evaluate CBT programmes. In the case of this
research, 47 employees of 9 industrial organisations were asked to evaluate a specific
CBT programme. Evaluative verbal utterances about a CBT programme were elicited
from participants using a methodology that involved the use of concurrent verbal
protocols supplemented by a series of specific questions on particular design features of
the CBT programme. The research strategy that was adopted arose in response to a need
to minims the time demands placed on participants, all of whom were employees of
industrial organisations. The results of this analysis allowed the development of a
descriptive model that identified the contextual factors that affected the perceived
effectiveness of CBT programmes. Further models of evaluation were also produced. A
normative model that described the cognitive and motivational factors that were
believed to be present during the usage of different CBT programmes. The descriptive
and normative models were combined to provide a normative model for the evaluation
of CBT programmes used in industrial organisations. The limitations of this model and
the research methods employed are also discussed.
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Pickering, Charles A. L. "Institutional Participation Effects on Individual Market Framing among Engineers." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1145536125.
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Crosthwaite, David. "The internationalisation of construction professional services : consulting engineers overseas." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250694.
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Gao, YingFei. "Professional identity and disclosure : a study of UK engineers." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/812/.
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Hibberd, Ralph Edward. "The evaluation of computer based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.
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The purpose of this research was to develop a novel framework for the evaluation of computer-based training (CBT) programmes used by employees of industrial organisation. Whilst there is increasing demand for training within industrial organisations, appropriate models for the evaluation of CBT programmes appeared to be absent. The literature review indicated that there are many models of CBT programme evaluation that can provide data about a programme’s effectiveness. However none of these models addressed the contextual factors that could affect a programme’s operation or effectiveness. These models would indicate to the designer of the CBT programme whether or not a particular programme was effective but not why. This research aimed to rectify this situation by producing a model of evaluation that would assist designers of CBT programmes understand the influence of contextual factors on their designs. In order to achieve this it was necessary to gain an understanding of the factors that would affect the attainment of appropriate training outcomes. It was also necessary to understand those variables that would influence the use of CBT programmes within industrial organisations. The former objective was achieved through an analysis of the existing literature on learning, the latter through investigation of the criteria used by employees of industrial organisations to evaluate CBT programmes. In the case of this research, 47 employees of 9 industrial organisations were asked to evaluate a specific CBT programme. Evaluative verbal utterances about a CBT programme were elicited from participants using a methodology that involved the use of concurrent verbal protocols supplemented by a series of specific questions on particular design features of the CBT programme. The research strategy that was adopted arose in response to a need to minims the time demands placed on participants, all of whom were employees of industrial organisations. The results of this analysis allowed the development of a descriptive model that identified the contextual factors that affected the perceived effectiveness of CBT programmes. Further models of evaluation were also produced. A normative model that described the cognitive and motivational factors that were believed to be present during the usage of different CBT programmes. The descriptive and normative models were combined to provide a normative model for the evaluation of CBT programmes used in industrial organisations. The limitations of this model and the research methods employed are also discussed.
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Bracey, Karen Elizabeth. "Implications of tort law on professional liability in the design and construction industries." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03142009-040444/.
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Moon, Joseph. "The evolution of an ethical code for professional mechanical engineers." Thesis, University of Brighton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332073.
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Goncharenko, Tetyana, Lidia Dyomochka, and Maryna Durnyeva. "Development of future engineers' professional communicative competence at ESP classes." Thesis, European Scientific Platform, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43588.
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Otten, Fred. "Network simulation for professional audio networks." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017935.
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Audio Engineers are required to design and deploy large multi-channel sound systems which meet a set of requirements and use networking technologies such as Firewire and Ethernet AVB. Bandwidth utilisation and parameter groupings are among the factors which need to be considered in these designs. An implementation of an extensible, generic simulation framework would allow audio engineers to easily compare protocols and networking technologies and get near real time responses with regards to bandwidth utilisation. Our hypothesis is that an application-level capability can be developed which uses a network simulation framework to enable this process and enhances the audio engineer’s experience of designing and configuring a network. This thesis presents a new, extensible simulation framework which can be utilised to simulate professional audio networks. This framework is utilised to develop an application - AudioNetSim - based on the requirements of an audio engineer. The thesis describes the AudioNetSim models and implementations for Ethernet AVB, Firewire and the AES- 64 control protocol. AudioNetSim enables bandwidth usage determination for any network configuration and connection scenario and is used to compare Firewire and Ethernet AVB bandwidth utilisation. It also applies graph theory to the circular join problem and provides a solution to detect circular joins.
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Lodge, Hilary Michael. "Engineering status : an exploration of the professional status of chartered engineers." Thesis, London Business School (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241653.
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Gutierrez, Andriei. "Engenheiro, política e sociedade no contexto da reestruturação capitalista brasileira." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10064.
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L'objet d'étude de notre thèse correspond au groupe professionnel des ingénieurs brésiliens face aux transformations politiques et économiques menées au Brésil dans les années 1990 et 2000, notamment l'introduction des politiques néolibérales et de la restructuration productive. La thèse analyse comment les différentes fractions du groupe professionnel ont été touchées par ces transformations et comment ses distinctes organisations d'intérêt ont agit dans la conjoncture politique.D'un coté, la thèse montre comment la combinatoires des politiques d'ouverture commerciale, de déréglementation financière, de privatisations et de reforme de l'État sont liées à l'augmentation de la participation du secteur privé dans l'économie et à la croissante dépendance financière, technologique et patrimoniale du pays envers l'extérieur. D'autre par, la thèse suggère que les politiques de déréglementation du marché de travail, de réforme du système de retraites et de focalisations des dépenses sociales de l'État ont eu un effet sur le groupe professionnel : il y a une croissante tendance d'individualisation de la gestion de la carrière et du bien-être. A partir d'une étude quantitative avec des ingénieurs et qualitative entre ceux et leurs organisations d'intérêt, notre thèse est ciblée sur l'analyse de l'évolution historique et politique du groupe professionnel. Elle part, dans un premier moment, de la description de la littérature qui porte sur les organisations d'intérêt des ingénieurs dans les années 1970 et 1980 et analyse, dans un deuxième moment, la façon dont ces organisations ont agit dans la conjoncture politique des années 1990 et 2000. La thèse fait également une analyse exploratoire des profils politiques des ingénieurs des entreprises étatiques, en particulier la Petrobras, en les comparant directement avec les transformations dans leurs rapports de travail. D'une manière plus générale, notre thèse soutient que la dynamique des luttes macrosociales a une influence considérable sur le positionnement politique des différentes fractions du groupe professionnel et de ses organisations d'intérêtThis thesis analyses Brazilian engineers professional group in the context of the neoliberal policies and of the productive restructuring. It studies how the fractions of the professional group have been affected by these structural transformations and how their different political organizations have reacted in the political conjuncture.On one hand, the thesis shows how the combination of opening up the economy,privatization, States' reform and financial liberalization could raise private sector activities and Brazilian economic dependence. This thesis describes how both transformations have been qualitatively touched engineers activities. On the other hand, it suggests that the liberalization of labor market, the reform of the public retirement system and the policies of focusing State social investments have had an effect on the professional group: a trend towards an individual career and well being management.Through quantitative analyses amongst engineers and qualitative studies among them and their interest organizations, the thesis focuses on analyzing the evolution of political history of the professional group. First, it describes the literature which shows the Brazilian engineers interest organizations during the 1970s and 1980s. Second, it studies in depth how these organizations have acted in the political context of the 1990s and early 2000s.This thesis also makes an exploratory analysis of the political profiles of the engineers of state companies, particularly Petrobras, in direct comparison with the changes occurring in their labor conditions. In general, the thesis argues that the dynamics of the macrosocial conflicts carries considerable weight in the political positioning of the different fractions of the professional group and its interest organizations
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Gilbert, Paul A. "Case studies of professional influence on congestion pricing policies." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292544.
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The thesis provides a brief introduction to congestion pricing's theoretical roots and the history of its application. It derives the essential paradigms of the two professions that implement pricing schemes, planners and engineers, from their respective ethical codes and professional policies and applies them to three case studies. This is done to determine the professions roles and to indicate the interaction of the professions in the cases. The three cases were chosen due to their uniqueness and recent application. Lastly, the historical data, derived paradigms, and information from the case studies is assembled, compared, and contrasted to form a model for congestion pricing implementation. The model details actions that planners can take to influence congestion pricing implementation by addressing funding and public acceptability issues at both the federal and local levels. The model can be used by planners, engineers, and decision makers alike to increase the effectiveness of pricing schemes and to make better informed decisions regarding congestion pricing in their community.Department of Urban Planning
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Nilsson, Staffan. "From Higher Education To Professional Practice : A comparative study of physicians' and engineers' learning and competence use." Doctoral thesis, Linköping : Department of Behavioural Sciences and learning, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10058.
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Fahmi, Laila. "PROFESSIONAL DEVELOPMENT OF SALES ENGINEERS IN THE AREA OF REACTOR TECHNOLOGY PRODUCTS." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-107171.
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Today much of a company’s competitive edge lies in the knowledge and competence found within the company. Technology and products are becoming increasingly complex meaning that the way knowledge is created and managed is extremely important. The Reactor Technology department at Alfa Laval launched the first of their continuous flow microreactors: ART® Plate Reactors in 2007. The product differs from other more well-known Alfa Laval products, and sales engineers have the task of promoting and selling these reactors to customers around the world. How can sales engineers gain the knowledge and competence necessary for promoting and selling the reactors? What challenges exist and what additional sales and marketing tools are required for this task? A literature study of microreactors, knowledge management and adult learning was conducted. Furthermore semi-structured interviews with Alfa Laval staff, sales engineers and customers were carried out to identify existing needs and what was expected of the sales engineers. The role of the sales engineers was described as presenting and promoting the product to the customer, answering initial customer questions and being able to identify if a customer process is applicable to the plate reactors. The challenges described by sales engineers and the Alfa Laval reactor technology department included knowing which customer segments to focus on and being able to persuade customers of the advantages with continuous flow reactors. To meet the need of both explicit and tacit nature of knowledge a two day educational course and collaboration site was proposed. The course allows for knowledge conversion involving tacit knowledge through socialization, externalization and internalization. The following is to be addressed in the course: background to reactor development, introduction to market, product presentation, customer segments, competing technologies and the sales process. The collaboration site allows for the conversion and creation of knowledge of a more explicit nature, acting as a complement to the course. Literature of adult learners showed that important factors to consider when working with adult learners is the need to understand the reason for learning and that it has a close link to their task. Additionally their previous experience is an important asset for the learning process. Amongst other things the sale engineers will therefore have the opportunity to hear experienced sales engineers share customer stories and discuss this together during the course. The belief is that the combination of a training course and collaboration site will help extend the learning experience. It is advised that follow up meeting between sales engineers occurs, allowing them to discuss their learning experience after meeting customers. The results from this report can assist in adult education in general and education courses in companies in particular. Key words: microreactor technology, continuous processes, knowledge management, adult learning, professional development, learning within organizations, professional developmentIdag ligger mycket av ett företags konkurrenskraft i den kunskap och kompetens som anställda på företaget besitter. Teknik och produkter blir alltmer komplexa vilket innebär att det sätt som kunskap skapas och hanteras på är viktigt. Reaktor teknologi avdelningen på Alfa Laval lanserade sina kontinuerliga flödens mikroreaktorer ART ® Plate Reactors under 2007. Produkten skiljer sig från andra mer välkända Alfa Laval produkter och säljare har i uppgift att marknadsföra och sälja dessa reaktorer till kunder runt om i världen. Hur får de den kunskap och kompetens som krävs för att marknadsföra reaktorerna? Vilka ytterligare utmaningar eller försäljnings-och marknadsföringsverktyg krävs för denna uppgift? En litteraturstudie av mikroreaktorer, kunskapshantering och vuxenutbildning genomfördes. Dessutom intervjuades anställda på avdelningen, säljare samt kunder för att identifiera vilka behoven var och vad som förväntades av en säljare. Säljarnas roll beskrivs anses vara; att presentera och marknadsföra produkten till kunden, besvara kundernas initiala frågor och kunna identifiera om kundens process är lämplig för reaktorn. De utmaningar som beskrevs av säljarna samt anställda på avdelningen var bland annat att veta vilka kundsegment de skulle fokusera på samt hur att övertyga kunder om fördelarna med kontinuerligt flödes reaktorer. Både explicit (uttalad) och implicit (tyst) kunskap behövs för säljarnas uppdrag. Det förslogs därför att ha en två dagars kurs som kompletteras av en samarbetsplattform. Kursen möjliggör för överförandet och skapandet av implicit kunskap genom socialisering, externalisering och internalisering. Följande skulle tas upp i kursen: bakgrunden till reaktor utvecklingen, introduktion till marknaden, produktpresentation, kundsegment, konkurrerande teknik och säljprocessen. Samarbetsplattformen möjliggör överförandet och skapandet av explicit kunskap. För vuxna studenter är det viktigt att innehållet har en nära koppling till deras livssituation. Dessutom är deras tidigare erfarenheter en viktig resurs för inlärningsprocessen. Säljarna kommer därför bland annat ha möjlighet att höra erfarna säljare berätta om tidigare kundmöten och kommer sedan kunna diskutera dessa. Fortsatt lärande kommer ske genom kommunikation och möten med kunden, därför rekommenderas ett uppföljningsmöte mellan säljarna. Slutsatserna från denna rapport kan hjälpa vid vuxenutbildning i allmänhet och utbildnings kurser i företag i synnerhet. Nyckelord: mikroreaktorer, kontinuerliga processor, kunskapshantering, vuxen pedagogik, lärande inom organisationer, professionell utveckling
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Nel, Coenraad Josephus. "Developing a structured professional development program for engineering professionals within the public sector environment." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85671.
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Thesis (MScEng)--Stellenbosch University, 2013.ENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is reaching its design life end. With a growing economy and the increased level of social development, existing infrastructure is under extreme pressure. South Africa is also facing a challenge in which a need exists for engineering capabilities. These capabilities include engineering skills to maintain and manage existing infrastructure, plan for new infrastructure and construct new needed infrastructure. This study looks at a possible solution towards the above mentioned challenges. As a solution, the study proposes a professional development program to prepare engineers to work in the environment of infrastructure development. More specifically the program prepares civil engineers to work in public sector organisations responsible for basic service infrastructure. The research for the proposed professional development program is done by comparing literature with feedback received from various industry professionals. By doing this, the components for the proposed program were researched and identified. The components for the proposed program are professional work experience, professional training and structured mentorship. A further deliverable of the proposed program is to assist candidates taking part in the program to register as professional engineers on completion of the program. The study further showed the proposed program should be structured in such a way that all the components mentioned above work together interactively and should be centrally managed to ensure all the goals for the program are being reached. It is further stated that if the proposed program could successfully be implemented and if all the stakeholders commit towards the goal of the proposed program, the program could have a significant positive impact towards the challenges mentioned above.
AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid- Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle professionele ingenieurs, veral in die omgewing van die instandhouding van bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning van verdere nodige infrastruktuur. Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As 'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en bestuur van basiese dienste infrastruktuur. Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program is om kandidate te registreer as professionele ingenieurs teen voltooiing van die program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur moet word vanaf `n sentrale punt of organisasie. Dit word dan verder genoem dat indien die voorgestelde program suksesvol geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op die uitdagings hierbo kan maak.
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Balog, Barbara Jean. "Work images and clozentropy : a communication study of engineers at three levels of professional development /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555439774.
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Chan, Chi-on. "Professionals in the civil service : a study of the problems of structural engineers in the Housing Department /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12335162.
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Jesiek, Brent K. "Between Discipline and Profession: A History of Persistent Instability in the Field of Computer Engineering, circa 1951-2006." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30212.
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This dissertation uses a historical approach to study the origins and trajectory of computer engineering as a domain of disciplinary and professional activity in the United States context. Expanding on the general question of "what is computer engineering?," this project investigates what counts as computer engineering knowledge and practice, what it means to be a computer engineer, and how these things have varied by time, location, actor, and group. This account also pays close attention to the creation and maintenance of the "sociotechnical" boundaries that have historically separated computer engineering from adjacent fields such as electrical engineering and computer science. In addition to the academic sphere, I look at industry and professional societies as key sites where this field originated and developed. The evidence for my analysis is largely drawn from journal articles, conference proceedings, trade magazines, and curriculum reports, supplemented by other primary and secondary sources.
The body of my account has two major parts. Chapters 2 through 4 examine the pre-history and early history of computer engineering, especially from the 1940s to early 1960s. These chapters document how the field gained a partially distinct professional identity, largely in the context of industry and through professional society activities. Chapters 5 through 7 turn to a historical period running from roughly the mid 1960s to early 1990s. Here I document the establishment and negotiation of a distinct disciplinary identity and partially unique "sociotechnical settlement" for computer engineering. Professional societies and the academic context figure prominently in these chapters. This part of the dissertation also brings into relief a key argument, namely that computer engineering has historically occupied a position of "persistent instability" between the engineering profession, on the one hand, and independent disciplines such as computer science, on the other.
In an Epilogue I review some more recent developments in the educational arena to highlight continued instabilities in the disciplinary landscape of computing, as well as renewed calls for the establishment of a distinct disciplinary and professional identity for the field of computer engineering. I also highlight important countervailing trends by briefly reviewing the history of the software/hardware codesign movement.Ph. D.
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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
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Lejdeby, Nicole, and Carolin Östman. "How to Win the War for Talent among Professional Engineers : An Employer Branding Perspective." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75139.
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Organisations strive to gain competitive advantages and there is an increasing demand for more advanced technology in today's dynamic and complex environment. The importance of engineering is increasing in the global world, which leads to a higher demand of professional engineers. They represent among the hardest roles to fill. The short supply of engineers, the high employment rate and low unemployment rate among engineers in Sweden makes it difficult for companies to attract them. This issue is often described as ‘The War for Talent’. The War for Talent is a greater issue for organisations within the public sector because of negative prejudices, reputations and stereotypes. This and the fact that there are limited resources for marketing within the public sector when they are funded by the government, make it difficult to compete with organisations within the private sector. The public sector in Sweden is relatively large, and The Swedish Transport Administration is a large company within the public sector that need to prepare for the war for talents among companies within the private sector. The purpose of this research is to investigate work value preferences of professional engineers and important recruitment aspects to consider, when choosing an employer. To deal with the war of talents effectively, the concept of employer branding has been developed as an effective organisational strategy for employment. In the report, we will study the concept of employer branding and the employer branding process, work value preferences and important recruitment aspects to enhance understanding of how companies can attract professional engineers in Sweden, to initiate a career within the public sector. Our data collection was through qualitative interviews with eight professional engineers, both from the private and the public sector. Our study developed an adapted framework with work values preferred by Swedish professional engineers that can be used as a guide to help and enable to attract and recruit engineers towards the public sector. We found differences between the public sector and the private, and six core values preferred by Swedish professional engineers, where organisations in the public sector should put a certain emphasis on two of them. There were some certain preferences among recruitment channels, and we found that recruitment strategies could enhance, improve or damage the brand and that the corporate reputation affects the opinion of the company. We also have some specific recommendations towards the case company.
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Miller, Jonson William. "Citizen Soldiers and Professional Engineers: The Antebellum Engineering Culture of the Virginia Military Institute." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29135.
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The founders and officers of the Virginia Military Institute, one of the few American engineering schools in the antebellum period, embedded a particular engineering culture into the curriculum and discipline of the school. This occurred, in some cases, as a consequence of struggles by the elite of western Virginia to gain a greater share of political power in the commonwealth and by the officers of VMI for authority within the field of higher education. In other cases, the engineering culture was crafted as a deliberate strategy within the above struggles. Among the features embedded was the key feature of requiring the subordination of one’s own local and individual interests and identities (class, regional, denominational, etc.) to the service of the commonwealth and nation. This particular articulation of service meant the performance of “practical” and “useful” work of internal improvements for the development and defense of the commonwealth and the nation. The students learned and were to employ an engineering knowledge derived from fundamental physical and mathematical principles, as opposed to a craft knowledge learned on the job. To carry out such work and to even develop the capacity to subordinate their own interests, the cadets were disciplined into certain necessary traits, including moral character, industriousness, selfrestraint, self-discipline, and subordination to authority. To be an engineer was to be a particular kind of man. The above traits were predicated upon the engineers being white men, who, in a new “imagined fraternity” of equal white men, were innately independent, in contrast to white women and blacks, who were innately dependent. Having acquired a mathematically-intensive engineering education and the character necessary to perform engineering work, the graduates of VMI who became engineers were to enter their field as middle-class professionals who could claim an objective knowledge and a disinterested service to the commonwealth and nation, rather than to just their own career aspirations.Ph. D.
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Kea, Howard Eric. "How Are NASA Engineers Motivated? An Analysis of Factors that Influence NASA Goddard Engineers’ Level of Motivation." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1232149548.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed March 19, 2009). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy July 2008."--from the title page. Includes bibliographical references (p. 146-151).
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McDermott, Anne Patricia. "Internet delivery mechanisms for the continuing professional development of the marine engineer." Thesis, University of Plymouth, 2002. http://hdl.handle.net/10026.1/2210.
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Recent advances in communications technologies enable access to the Internet from anywhere in the world. This has generated interest, demand and research into methods of using and enhancing this technology to deliver Continuing Professional Development (CPD). This research examines issues relevant to the electronic delivery of professional updating to marine engineers in a pro-active manner locating the learner at the centre of the CPD process. Educational theories including experiential learning, andragogy, constructivism and Laurillard's conversational framework are investigated and the importance of learning styles in the design of material based on user needs is examined. A needs analysis of 1117 marine engineers revealed which subjects were in most demand for CPD and showed that individuals have different learning requirements. An accompanying survey of learning styles showed the respondents to be strong reflector/theorists but indicated that learning designed to be effective for all styles would be most appropriate. The conclusions drawn from the review of CPD, Internet and educational theory were combined with the results of the survey to derive the principles necessary for the creation of an innovative approach to online learning. The outcome was the synthesis, development and construction of the Marine Engineers' Managed Environment for Learning (MEMEL); an Internet based learning environment for the delivery of CPD to marine engineers. MEMEL has the ability to deliver online learning to a variety of learners on a range of subjects. As the evaluation of managed environments for learning is a comparatively new undertaking it was necessary to develop a novel framework specifically for the purpose. The evaluation indicated that MEMEL is a valid vehicle for the delivery of online learning. Two areas that have been specifically identified for further research are the use of electronic media to facilitate the process of reflection and enhancing access for users with a disability.
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Buse, Kathleen Relihan. "Women Persisting in the Engineering Profession: A Paradoxical Explanation Adapting Intentional Change Theory." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333586402.
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Hållsten, Stina. "Ingenjörer skriver : Verksamheter och texter i arbete och utbildning." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7483.
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The subject of this study is engineers’ activities, writing and texts in their profession and education. Fieldwork for the study was conducted in three professional workplaces and a major technical university (called Tekniska Institutet in the study). The aim of the study is to explore what kind of writing the engineers are supposed to handle and practice, situated in their professional environment, and to compare this with the writing practices and texts engineering students are prepared for in their higher education. The theoretical framework is a sociocultural approach inspired by Lave & Wenger (1991), Wenger (1998), Wertsch (1998) and Engeström (1987). The theoretical concepts of activity systems, mediational means or cultural tools and trajectory of practice are applied, partly on a linguistic level, to the writing and the work that engineers carry out in their professional community and the university. The engineers in the study write every day in their profession, in different roles, something they are not quite prepared for in their higher education. The study examines whether there are cultural tools that are typical for engineers and their work. One central construction is the list, which can be seen as a cultural tool on both a cognitive and a social or communicative level: the study shows that the list is used both to structure or construct content and to instruct readers, for example, or show them how a soft ware system or a computer programme is structured. The list is also used within the education community, in teachers’ instructions and course material as well as in the students’ texts, such as lab reports and different types of essays.
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Chan, Chi-on, and 陳志安. "Professionals in the civil service: a study of the problems of structural engineers in the Housing Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31974983.
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Botha, Danie Van Rensburg. "Total quality management in the civil engineering consultancy industry in South Africa / Danie Van Rensburg Botha." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8649.
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Consulting Engineers worldwide, and in South Africa, render a professional service to clients consisting of project feasibility studies, planning reports, design, documentation and construction monitoring for infrastructure projects.
In rendering this service, consulting engineers are subject to certain project risks that can have a huge influence on their company’s success and hence their profitability. Quality Management is an instrument through which the risks associated with consulting engineering can be mitigated to a certain degree, if a Quality Management System (QMS) is successfully introduced and continuously managed.
The QMS must conform to the requirements of a recognized system like the International Organization for Standardization (ISO), and in this particular case ISO 9001, which is a model for quality assurance systems in design, development, production, installation and servicing. The quality system requirements of ISO 9001 are aimed at preventing nonconformity at all phases of the product life cycle from design and/or development to servicing.
The study was carried out by obtaining a convenience sample of qualitative questionnaires among professional civil engineers in consulting management positions, testing their experience of a QMS. This study has indicated that a QMS can only be successful in a company if the users have a positive attitude towards the system, and if they believe in the benefits thereof. It is therefore required that the system be launched and maintained in a user-friendly manner, with the emphasis on real risk-reducing aspects. As one of the requirements of ISO 9001 is continuous improvement of the system, recommendations are made in this study towards improving the QMS of the particular company.
The influence of a QMS on the frequency and extent of Professional Indemnity cases against a company was investigated and reported on by studying 20 case studies of projects that have experienced difficulties, and have resulted in lawsuits against the consulting engineer.Thesis (MBA)--North-West University, Potchefstroom Campus, 2013
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Vaz, Jhonnes Alberto. "De engenheiro a professor: a construção da profissionalidade docente." Universidade Católica de Santos, 2016. http://biblioteca.unisantos.br:8181/handle/tede/2581.
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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-06-08T13:19:48Z
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Universidade Católica de Santos - Católica de Santos
This study aimed to investigate how the teacher engineer builds his teaching profession, in order to understand issues about training for teaching of engineering in higher education and how the professional career of Professor Engineer contributes to the building of professionalism and identity the teacher. At first, the research turned to the Education area of studies in Engineering and discussions being held on the teacher's professional development engineer in this area. For this, we used to reading articles published in Revista de Ensino de Engenharia, Journal of Engineering Education, European Journal of Engineering Education, in addition to papers published in the Annals of the Brazilian Congress of Engineering Education. Based on the literature review of the subject, it was made the study of theoretical contribution of renowned researchers in the field of Education, among them pepper and Anastasiou, Imbernon, Marcelo Garcia, Masetto, Almeida, Contreras and Cunha. The method for the collection of qualitative research used semi-structured interviews, based on the studies of Szymanski. Interviews were conducted with three teacher¿s engineers of a public university in the state of Rio de Janeiro. For transcription and categorization of data we used the Atlas Ti software. The initial data analysis was supported by Bardin, such as content analysis technique. To support the methodological point of view, Bardin, Franco, Szymanski, Sanchez Gamboa and Stake gave the necessary theoretical support. Based on the results of the interviews were made, initially, three categories of analysis: 1) teacher engineer training and the beginning of teaching; 2) the challenges and difficulties of the development of the teaching profession; and 3) the new challenges of teacher engineer and the construction of identity and the teaching profession. The survey results showed that the process of building the teaching profession teacher engineer occurs during practice, between hits and misses, considering that lack oriented training for teachers. Also showed that the difficulties and challenges that engineers face when teachers enter the teaching profession are being settled with the teaching time and experience in the classroom. However, new demands and new challenges are ever toward engineers to teachers, which has required new solutions and the creation of institutional spaces dedicated to improving the training of these teachers.
O presente trabalho teve por finalidade investigar o processo de formação do engenheiro para a docência no Ensino Superior e como a trajetória desse profissional contribui para a construção da profissionalidade e da identidade do docente. Em um primeiro momento, a pesquisa voltou-se para os estudos da área da Educação em Engenharia e as discussões que estão sendo realizadas sobre o a docência do engenheiro professor nessa área. Para isso, recorreu-se à leitura de artigos publicados na Revista de Ensino de Engenharia, Journal of Engineering Education, European Journal of Engineering Education, além de trabalhos publicados nos Anais dos Congressos Brasileiro de Educação em Engenharia. Com base na revisão bibliográfica da temática, foi feito o estudo do aporte teórico de pesquisadores renomados da área da Educação, entre eles, Pimenta e Anastasiou, Imbernón, Marcelo Garcia, Masetto, Almeida, Contreras e Cunha. O método para a coleta dos dados da pesquisa qualitativa utilizou entrevistas semi-estruturadas, tomando por base os estudos de Szymanski. As entrevistas foram realizadas com três engenheiros professores de uma Universidade pública localizada no estado do Rio de Janeiro. Para transcrição e categorização dos dados foi utilizado o software Atlas Ti. A análise inicial dos dados obtidos teve o apoio de Bardin, como técnica de análise de conteúdo. Para embasar o ponto de vista metodológico, Bardin, Franco, Szymanski, Sanchéz Gamboa e Stake deram o suporte teórico necessário. Com base nos resultados das entrevistas, foram elaboradas, inicialmente, três categorias de análise: 1) a formação do engenheiro professor e o início da docência; 2) os desafios e dificuldades do desenvolvimento da profissão docente; e 3) os novos desafios do engenheiro professor e a construção da identidade e da profissionalidade docente. Os resultados da pesquisa mostraram que o processo de construção da profissionalidade docente do engenheiro professor ocorre durante a prática, entre acertos e erros, considerando que falta uma formação voltada para a docência. Mostraram, também, que as dificuldades e os desafios que os professores engenheiros enfrentam ao ingressar na carreira docente vão sendo dirimidos com o tempo de ensino e a experiência em sala de aula. No entanto, novas demandas e novos desafios são postos continuamente aos professores engenheiros, o que tem exigido novas soluções e a criação de espaços institucionais voltados para a melhoria da formação desses docentes.
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Martins, José Renato Spina. "A (trans)formação do engenheiro-professor : o aprendizado da docência no ensino superior." Universidade Católica de Santos, 2018. http://biblioteca.unisantos.br:8181/handle/tede/4721.
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Universidade Católica de Santos - Católica de Santos
O presente trabalho tem como temática o processo de construção da docência do engenheiro no ensino superior, especificamente nos cursos de engenharia civil. A problemática desta pesquisa emerge do contexto formativo do engenheiro no curso de bacharelado, ou mesmo em cursos de pós-graduação que não visa à formação de docentes, o que me motivou a investigar como os engenheiros enfrentam os desafios da docência. Com esta pesquisa, busco compreender como os engenheiros se tornam professores e conhecer as concepções sobre os saberes pedagógicos que constroem nesse processo. Para o desenvolvimento da pesquisa de abordagem qualitativa, foram realizadas entrevistas semiestruturadas com três engenheiros-professores que lecionam em cursos de Engenharia Civil, em diferentes instituições de ensino superior da Baixada Santista, que conta com um total de sete instituições que oferecem esse curso. A opção pelas entrevistas com um licenciado, um mestre e um doutor, parte do pressuposto de que, em função de seu percurso acadêmico, podem ter sistematizado as competências e saberes pedagógicos que consideram relevantes para a docência, podendo contribuir de forma mais efetiva com os propósitos desta pesquisa. Inicialmente foi efetuada uma revisão bibliográfica sobre as artigos e trabalhos publicados no banco de teses e dissertações da CAPES, na Revista de Educação em Engenharia e em periódicos da SciELO, assim como nos anais de edições do Congresso Brasileiro do Educação de Engenharia ¿ COBENGE. A pesquisa também incluiu um levantamento das grades curriculares dos cursos de mestrado em Engenharia Civil, no intuito de identificar disciplinas pedagógicas neles oferecidas. Na etapa posterior, organizamos dados que consideramos relevantes sobre o histórico dos cursos de engenharia, com base nos estudos realizados por Bazzo e Pereira e Valente, e problematizamos as diretrizes curriculares atuais. As análises dos dados das entrevistas foram realizadas com o aporte teórico de pesquisadores renomados na área de Educação, entre eles, Pimenta e Anastasiou, Almeida, Nóvoa, Garcia, Sacristán, Masetto e Gaeta, e Franco. O método para a coleta dos dados da pesquisa qualitativa utilizou entrevistas semiestruturadas, tomando por base os estudos de Ludke e André, além de Szymanski, sendo que a análise de conteúdo das entrevistas foi realizada com base nos estudos de Bardin e Franco. Entre os resultados, concluiu-se que a (trans) formação do engenheiro-professor envolve muitos fatores, entre eles, a aprendizagem da docência por meio da própria prática, a colaboração dos colegas mais experientes, a formação contínua, e o apoio institucional. Nesse aspecto, destaca-se a importância do empenho das instituições em incentivar e aprimorar a formação continuada dos professores para a melhoria do desenvolvimento profissional do engenheiro-professor na docência da engenharia civil.
The present work deals with the transition process from engineer to teacher in higher education, specifically in civil engineering courses. The problem of this research emerges from the training context of the engineer in the baccalaureate course, or even in postgraduate courses that do not aim at the training of teachers, which motivates us to investigate how the engineers face the challenges of teaching. We intend, with this research, to understand the professional path of the engineers who become teachers and to investigate what are their conceptions of education and the pedagogical knowledge that they construct in this process. For the development of the qualitative approach research, we chose semi-structured interviews with three engineer-teachers who teach in Civil Engineering courses, in different institutions of the Baixada Santista, which has a total of seven institutions that offer this course. The choice of interviews with a licensee, a master and a doctor is based on the assumption that, depending on their academic background, they may have systematized the pedagogical skills and knowledge they consider relevant to teaching, and can contribute more effectively to purposes of this research. Initially, a bibliographic review was done on the articles and papers published in the theses and dissertations database of CAPES, in the Journal of Education in Engineering and journals of the SciELO electronic bookstore, as well as in the annals of the previous editions of the Brazilian Conference on Engineering Education - COBENGE , concluding this phase with a research on the CAPES website, in the curricular areas of the master's degree courses in civil engineering, in order to identify pedagogical disciplines offered in them. In the next step, we organize data that we consider relevant to the history of the engineering courses, based on the studies carried out by Bazzo and Pereira and Valente, and discuss the current curricular guidelines. The analyzes of the manifestations of the teachers-coordinators interviewed were carried out with the theoretical contribution of renowned researchers in the area of Education, among them, Pimenta and Anastasiou, Almeida, Nóvoa, García, Sacristán, Masetto and Gaeta, and Franco. The qualitative research data collection method used semi-structured interviews, based on the studies of Ludke and André and Szymanski and analyzed the content of the interviews based on the studies of Badin and Franco, concluding with the importance of the institutions to improve the continuous formation for an improvement the professional development of the engineer-teacher in the teaching of civil engineering.
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Шевцова, Аліна Владленівна, Алина Владленовна Шевцова, Alina Vladlenivna Shevtsova, and М. Шатат. "Обучение языку профессионального общения студентов-иностранцев инженерного профиля." Thesis, Сумский государственный университет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48689.
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Ознакомление с основами любой профессии
предполагает усвоение суммы общих и специальных знаний,
овладение основными способами решения профессиональных
задач, то есть овладение языком профессионального общения.
Под языком профессионального общения обычно понимают
функциональную разновидность языка, который используется
представителями определенной отрасли производства. Процесс
обучения студентов-иностранцев языку профессионального
общения имеет прагматическую направленность, а также
способствует формированию у инофонов языковой и
коммуникативной компетенции, которая позволила бы им
использовать русский язык на практике.
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Espinosa, Cristia Juan Felipe. "Organizing technological innovation of medical devices companies : an empirical study of two Midland venture companies." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28706.
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This thesis presents a qualitative study of the role of devices in the technological innovation phenomena of two venture medical equipment companies located in the Midlands, UK. The inquiry takes an empirical and non-foundational approach based on post-ANT and process philosophy. In particular, the thesis employs the theoretical lenses of both ANT and post-ANT concepts, Deleuze’s and Guattari’s machinic thought and Michel Serres’ parasitic philosophy. The data for this thesis comes from a fieldwork study lasting around one year. The methodology is mainly based on interviews and observations of engineers, technicians and managers working in venture companies. The central argument of this thesis shows that the venture organizing process of technological innovation is the product of discursive and non-discursive elements that act in several forms, keeping the venture company working but crucially reorganizing it. The present thesis offers a conceptualization of the device as a parasite-selector that reorganizes the venture company’s work activities and brings novelty to their operation. Equally, the mediational power of diagrams - which presents constitutional indifference - participates in the definition and production of the engineers’, managers’ and technicians’ professional identities. The thesis shows how the ideas regarding innovation in use at Med Dialysis and Med Diabetes bring forth the necessity of a life that embraces the uncertainty and ambiguity of the market. As a consequence, engineers and technicians build their professional identities by embracing the uncertainty of the venture company. This thesis names this process ‘engineering the engineer’. This is a process that leads to the emergence of a professional identity that this thesis tentatively calls the ‘venture engineer’.
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Gerryts, Erna Wilhelmina. "Using a narrative approach to develop the sense of self of a young engineer." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40355.
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There is an increasing demand for engineering talent from a growing and developing global population. Engineers are in demand because they have instigated technological developments that have contributed to the creation of our modern society. Talented engineers are needed to devise solutions for modern day technological challenges such as new sustainable energy resources, more efficient use of materials and the recovery of materials from waste. These professionals play a pivotal role in developing countries in particular.
While there is a growing need for multi-talented engineers, the number of young engineers entering the market is decreasing. Moreover, many engineers are leaving the profession. Factors contributing to engineers leaving the technical environment include lack of adaptability skills, lack of continuing professional development opportunities, insufficient career paths, under-utilisation of engineers and under-qualified engineering staff (Du Toit & Roodt, 2009).
Engineering graduates are generally well prepared with regards to engineering theory and fundamentals. However, due to the demands of engineering curricula, engineering students do not have much time to consider other factors that could influence their future lives and career direction (Millar, 2011). Engineering students often have an underdeveloped sense of personal knowledge and insight to enable them to commit to live certain decisions. According to Millar (2011) a career of purpose, fulfilment and financial success in engineering is gained by (1) knowing oneself and the fact that one is in charge of one’s life and future, (2) being aware that soft skills (communication skills, leadership skills, capacity to work in teams and to plan ahead) are needed to support technical skills, and (3) that every person is a salesman of him/herself and his or her product. The purpose of my study is to develop the sense of self of a young engineer to enable him to manage his future career path effectively and meaningfully. Research questions that will be explored are the essential aspects of a narrative approach, including what the sense of self of a young engineer entails and the possible influence of a narrative approach on the sense of self of a young engineer.
A case study design is utilised. The focus will be on narrative techniques to develop the sense of self of a young engineering graduate in a new working environment.
A multiple method approach will be implemented to collect and analyse data. Priority will be given to qualitative approaches (in other words, a QUALITATIVE-quantitative approach will be used). The following standardised questionnaires will be utilised: Myers-Briggs Type Inventory (MBTI) (Briggs and Briggs Myers, 1994), Self-Directed Search (SDS) (Gevers, Du Toit & Harilall, 1995), Emotional Quotient Inventory (EQ-i) (Bar-On, 2004), as well as the Career Adapt-Adaptabilities Inventory (CAAS) (Savickas & Porfeli, 2012). Qualitative methods that will be used are: Career-genogram, Collage, Career Interest Profile (CIP) (Maree, 2010), Life Chapters (Cochran, 1997), Career Construction Interview (CCI) (Hartung, 2011), informal interviews and reflective feedback notes. Inductive data analysis will be used to analyse and interpret the data.
I hope to make recommendations that will enhance the sense of self of an engineering student who seeks the advice of a career counsellor. Ultimately, my aim is to contribute meaningfully to this client’s decision-making career, self-construction and life designing.Dissertation (MEd)--University of Pretoria, 2013.
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Educational Psychology
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Okonkwo, Patrick Nwabueze. "Consultants risk : an investigation into the impact of discounted professional fees on the risk exposure of civil and structural engineering services consultants in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95865.
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Thesis (MEng)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since the intervention of the Competition Commission and the abolition of the mandatory use of the government gazetted Engineering Council of South Africa (ECSA) fees scale, engineering services consultants in South Africa have been competing based on price for engineering contracts in both the public and private sectors. Discounts benchmarked against ECSA professional fees scale demanded by clients have resulted in declines in professional fees over the years. The capacity to deliver professional services that are of such high quality that it meets the client’s expectation, professional and ethical standards when working at low fees is one of the biggest challenges facing consulting professionals today. This research studied the risks encountered by civil and structural engineering services consultants and the impact of discounted professional fees on their risk exposure. The study included a review of literature, discussions with practicing engineers and a questionnaire based survey. A total of 23 practicing consulting engineers representing small, medium and large consulting engineering firms participated as respondents in the questionnaire survey. The literature review identified project and organisational level risks particular to civil and structural engineering services consultants. The study compiled information on the discounting practices of civil and structural engineering services consultants in South Africa. It is found that the practice of discounting is widespread, affecting small, medium and large consulting firms. The range of discounts offered in the industry results in a significant decrease in the fee scale recommended by ECSA for various engineering project types. Respondents identified the primary reasons why they are forced to offer discounts and identified project and organisational risks most impacted by discounted fees in an order of perceived importance to them. Financial loss on the project, inadequate supervision and quality control on site and inability to perform value engineering were identified as project risks with the most impact on respondents’ organisation. At the organisational level human resource issues such as training and mentoring of young engineers, ability to attract and retain quality/experienced staff and overall business sustenance were identified as risks most impacted by discounted fees. Measures adopted by respondents to mitigate risk associated with discounted fees on project were also identified and recommended.
AFRIKAANSE OPSOMMING: Sedert die ingryping van die Kompetisie Kommissie en die afskaffing van verpligte fooie soos gepubliseer deur die regerings koerant en Ingenieurs Raad van Suid Afrika (IRSA), het ingenieurs konsultante in Suid Afrika meegeding gebaseer op die prys van ingenieurs kontrakte in beide die publieke en private sektore. Afslag wat gemeet word teen professionele skale van ECSA word vereis deur kliënte. Onetiese tender gedrag deur kliënte en raadgewers het gelei tot ʼn daling in professionele fooie oor die jare. Die kapasiteit om professionele dienste te verskaf, wat van ʼn hoë kwaliteit is, kliënte se verwagtinge bereik en professionele en etiese standaarde bereik teen lae koste is een van die grootste uitdagings vir professionele raadgewende ingenieurs in vandag se mark. Hierdie tesis bestudeer die risiko’s wat siviele en strukturele raadgewende ingenieurs ondervind, asook die impak wat afslag van professionele fooie het in terme van die blootstelling van risiko’s. Hierdie studie behels ʼn literatuur studie, gesprekke met ingenieurs in die praktyk en ʼn vraelys opname. ʼn Totaal van 23 raadgewende ingenieurs wat klein, medium en groot raadgewende ingenieurs instansies verteenwoordig het deelgeneem aan die vraelys opname. Die literatuur studie het projek risiko’s en risiko’s op die organisasie vlak geïdentifiseer wat veral verband hou met siviele en strukturele raadgewende dienste. Die studie het informasie gegenereer oor die dalende uitvoering van siviele en strukturele raadgewende dienste in Suid-Afrika. Dit is bevind dat die beginsel van afslag in die algemeen klein, medium en groot raadgewende firmas beïnvloed. Die omvang van die afslag wat aangebied word in die ingenieurs bedryf het gelei tot ʼn beduidende afname in die fooi skaal wat aanbeveel word deur ECSA vir die verskeie ingenieurs projek tipes. Die verskeie deelnemers van die studie het gedui dat die primêre rede hoekom hulle gedwing word om afslag aan te bied en projek en organisasie risiko’s identifiseer, is omdat afslag fooie ʼn voorafgestelde belang is vir hulle. Finansiële verliese op ʼn projek, onvoldoende toesig, kwaliteitsbeheer en die onvermoë om hoë gehalte ingenieurswese toe te pas was geïdentifiseer as die projek risiko’s wat die meeste invloed het op die deelnemers se organisasies. By die organisasie vlak was menslike hulpbronne, soos opleiding en die mentorskap van jong ingenieurs, die vermoë om kwaliteit of ervare personeel te trek en te behou, en die algehele besigheid lewensmiddele geïdentifiseer as risiko’s wat die meeste beïnvloed word deur afslag fooie. Maatreëls wat aangeneem is deur deelnemers aan die studie om risiko’s wat verband hou met afslag fooie van ʼn projek te versag is geïdentifiseer en aanbeveel.
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Keith, Karin, and Jaime Price. "Be an Engineer: Integrating STEM Inquiry Learning with Reading and Math Common Core Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1018.
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Павленко, Іван Володимирович, Иван Владимирович Павленко, Ivan Volodymyrovych Pavlenko, Віталій Олександрович Іванов, Виталий Александрович Иванов, Vitalii Oleksandrovych Ivanov, Ю. Трояновська, Д. О. Самохвалов, and В. В. Іземенко. "Застосування технології доповненої реальності при підготовці сучасного інженера." Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67558.
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У роботі представлено мобільний додаток "ARinEngineeringGraphics", заснований на застосуванні технології доповненої реальності, який дозволяє представляти двовимірні кресленники деталей у вигляді їх тривимірних моделей.
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Paula, Odair Aparecido de. "Os caminhos da educação e a educação para os caminhos: a formação de engenheiros em São Paulo (1835-1850)." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10325.
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Previous issue date: 2011-08-19Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In this research, is had as object i ve to study the creation of the Cabinet Topographico, an establishment of Public Instruction, destined to the con s t i t ution of a center of geodesic studies of the Province of São Paulo. Created in 1835, in a period little studied by History and Brazilian and São Paulo educational historiography, the Topographico Cabinet was formed for a library, a quantity of plants and maps of the Province of São Paulo and a school for formation of engineers of roads. With this work it is intended to contribute with the history of the Brazilian and São Paulo education, filling a gap of the Public Ins t r uction of the Imperial Period. The Topographico Cabinet was the oldest establishment of Instruction of Engineering of the Province of São Paulo and played an important role in the configuration of the city of São Paulo and of the Pr ovince, it was as instrument of knowledge or being able of the São Paulo government. The Engineer of Roads, as course of professional format i o n , i f c h a r a c t e r ized as one of mos t r i g i d o f t h e time, which had to i t s s h or t period of duration, init i ally two years and lat e r three, while other est ablishments of Brazil and the exterior, in the same period, had a minimum schedule load five year. Although the ephemeral life, the Topographico Cabinet constituted an important page of the admi n i s t r a t i o n o f the Province of São Paulo and some of its egresses had acted in diverse sectors of the pol i t i c s and the economy of the Provinc e . I t s e ngineers had contributed for the construction and magnifying of ways of communication of the Province (soil roads) that later they had lost space for the railroads, an English innovation
Nesta pesquisa, tem-se como objetivo estudar a criação do Gabinete Topographico, um estabelecimento de Instrução Pública, destinado à constituição de um centro de estudos geodésicos da Província de São Paulo. Criado em 1835, num período pouco estudado pela História e pel a historiografia educacional brasileira e paulista, o Gabinete Topographico era composto por uma biblioteca, um acervo de plantas e mapas da Província de São Paulo e uma escola para formação de engenheiros de estradas. Com esse trabalho pretende-se contribuir com a história da educação brasileira e paulista, preenchendo uma lacuna da Instrução Pública do Período Imperial. O Gabinete Topographico foi o mais antigo estabelecimento de Instrução de Engenharia da Província de São Paulo e desempenhou um papel importante na configuração da cidade de São Paulo e da Província, fosse como instrumento de conhecimento ou de poder do governo paulista. O Engenheiro de Estradas, como curso de formação profissional, se caracterizou como um dos mais rígidos da época, devido ao seu curto período de duração, inicialmente doi s anos e depois três, enquanto outros estabelecimentos do Brasil e do exterior, no mesmo período, tinham uma carga horária mínima de cinco anos. Apesar da vida efêmera, o Gabinete Topographico constituiu uma página importante da administração da Província de São Paulo e alguns de seus egressos atuaram em diversos setores da política e da economia da Província. Seus engenheiros contribuíram para a construção e ampliação de vias de comunicação da Província (estradas de chão) que mais tarde perderam espaço para as estrada s de ferro, uma inovação inglesa
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Derouet, Antoine. "Conférer le titre, enseigner la profession, transmettre l’identité. Les formations d’ingénieurs au prisme de leurs enseignements socio-économiques : perspectives croisées Belgique-France." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0024.
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L'étude des programmes de formation des ingénieurs depuis le début du XXème siècle fait apparaître que la part consacrée aux enseignements « socio-économiques » progresse régulièrement, jusqu’à endosser aujourd’hui un rôle central dans ces institutions, quoique a priori périphérique. Cette évolution résulte notamment de la mobilisation, au cours du siècle dernier, de différents groupes d’intérêts qui ont proposé leur interprétation de ce que devait être ces enseignements dans la formation du praticien : alors que le sens conféré à cette formation a pu varier au cours du temps, le constat de sa « nécessité » et son « manque » semblent d'une remarquable constance, bien que revêtu du cachet de la nouveauté permanente. Le siècle dernier a été tout particulièrement propice à l'établissement d'un tel débat, réinterprétant et s'affranchissant des limites des seules Humanités présentes parfois dès l'origine au sein des institutions d’enseignement. Derrière ces prises de position, s’affrontent des conceptions divergentes du « bon ingénieur », de ses savoirs et de ses pratiques, qui apparaissent d’autant plus nettement à la lumière de la confrontation entre deux situations nationales, ici la Belgique et la France. Au projet français sans cesse renouvelé de former l'ingénieur « cadre », à qui la légitimité technique donnerait une position sociale qu'il faudrait justifier par la maîtrise de nouvelles connaissances, s’oppose la centralité de l’expertise scientifico-technique dans le groupe des ingénieurs belges. L'approche sociologique proposée ici tente de mettre en perspective l’évolution de ces enseignements, alors que l’actualité voit les formations d'ingénieurs questionnées de nouveau sur ce point, en l’insérant dans l’évolution des systèmes d’enseignement supérieur et des professions, faisant de l’étude de l’élaboration des programmes une étude de la production sociale d’un groupe professionnelThe study of the evolution of engineers’ teaching program since the beginning of the XXth century shows a steady increase of « socio-économiques » teaching, which seems to be fundamental today on the curricula. This evolution is the product of a mobilisation, during the last century, from differents social groups which proposed their idea about this teaching in the training of engineers : meaning conferred on this training varied, on the other hand, authoritarian "necessity" of « introducing one » seemed of a remarkable constancy, although dressed in the character of the permanent novelty. The last century was quite particularly conducive has the establishment of such a debate, reinterpreting and overcoming the boundaries of the only Humanities present from the very beginning within these institutions. These various visions hide a conflict about the definition of the “good” engineers, their practices and their knowledges, which are particulary visible trought the lens of international comparison, between Belgium and France. One the one hand, the french project ceaselessly renewed to train the total engineer, the “cadre”, to whom the technical legitimacy would give a social position which it would be necessary to justify by news knowledge. On the second hand, the centrality of sciences and technicals knowledges on the engineers profession in Belgium. The sociological approach proposed here, attempts to put in prospect this reading grid with a topicality which sees the engineers training questioned again about this point, to make study on curricula’ determination a study on social production of professional group
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Гончаренко, Тетяна Євгенівна. "Педагогічні умови професійної підготовки майбутніх інженерів-програмістів у технічному університеті." Thesis, Харківський національний педагогічний університет ім. Г. С. Сковороди, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40216.
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія та методика професійної освіти. – Харківський національний педагогічний університет імені Г. С. Сковороди МОН України, Харків, 2018.
У дисертації теоретично обґрунтовано та експериментально перевірено педагогічні умови професійної підготовки майбутніх інженерів-програмістів у технічному університеті. Уточнено сутність понять "професійна підготовка майбутніх інженерів-програмістів", "готовність майбутніх інженерів-програмістів до професійної діяльності". Подальшого розвитку набуло визначення структурних компонентів готовності майбутніх інженерів-програмістів до професійної діяльності та критеріїв і показників її сформованості. Результати педагогічного експерименту підтверджують доцільність впровадження розроблених педагогічних умов у професійну підготовку майбутніх інженерів-програмістів.The dissertation on gaining the Candidate of Science (Pedagogy) Degree, specialty 13.00.04 – the theory and methods of professional education. – Н. S. Skovoroda Kharkiv National Pedagogical University of the Ministry of Education and Science of Ukraine, Kharkiv, 2018. The pedagogical conditions of professional training for future programmer engineers in a technical university are theoretically justified, developed and checked experimentally in the dissertation. The essence of the concepts "professional training of future programmer engineers", "readiness of future programmer engineers for professional activity" is specified. The defining of the structural components of future programmer engineers’ readiness for professional activity, and the criteria and indicators of its formation achieved further development. The results of the pedagogical experiment confirm the implementation feasibility of the developed pedagogical conditions into the professional training of future programmer engineers.
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Pantic-Dragisic, Svjetlana. "Swift transition and knowledge cycling : A study of knowledge transfer in technical consulting." Licentiate thesis, Linköpings universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118497.
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The prominent shifts towards greater flexibility in work arrangements as well as in organizational forms have had profound effects on the labor market for engineers, and given rise to the technical consulting industry. The technical consulting firm is becoming increasingly important in many technology-based industries, as a growing number of technology-based firms rely on technical consulting firms to produce their outputs. In that respect, the technical consulting firm is an important actor for the organization and development of engineering knowledge, as well as for the transfer of knowledge to and among technology-based firms. However, despite its growing importance, the technical consulting firm has received scant scholarly attention. Hence, the purpose of this thesis is to enhance the understanding of the roles of the technical consulting firm and the technical consultants for the transfer of knowledge among problem-solving contexts and client organizations. This thesis is comprised of a compilation of three papers and an extended summary. It draws upon a qualitative single-case study in one of Scandinavia’s leading technical consulting firms. This thesis takes a multilevel perspective, and utilizes an embedded case study design to study both the organizational and the individual level of analysis. In total, it builds on 54 interviews with managers and consultants, 14 observations of a competence development program for engineers who are in the beginning of their careers as technical consultants, and 2 workshops with managers. This thesis identifies two primary capabilities, developed through the interaction between the firm and the individual level: swift transition and knowledge cycling. The findings indicate that the link between the respective capabilities creates the foundation for the successful organization of engineering knowledge. Hence, these capabilities illustrate that the technical consulting firm has other roles to play than merely solving the problem of numerical and functional flexibility. Moreover, this thesis develops the process of knowledge cycling. The knowledge cycling process addresses the role of the individual consultant in the transfer of knowledge within and among problem-solving contexts, and consists of three distinct knowledge processes found prominent during the different phases of a consulting assignment: (1) knowledge acquisition, (2) knowledge integration, and (3) knowledge transfer. Furthermore, this thesis provides insight into how formal training affects the technical consultants’ ability to transfer knowledge. The findings suggest that this ability is developed through a three-stage process: (1) identifying the core of an assignment, (2) broadening the scope of action, and (3) becoming more self-confident in the role of consultant.
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Hartz, Wayne Edward. "21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108.
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Andersson, Sara, and Johanna Holmberg. "Hur behåller vi våra värdefulla medarbetare? : En kvantitativ studie om vad som får yrkeserfarna ingenjörer att stanna hos en arbetsgivare." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12344.
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Purpose: The purpose of this study is to investigate what experienced professional engineers value regarding work related factors and what makes them stay in an employment and in an organization. Theory: The theory used is derived from relevant research regarding work life science and was divided into several parts. The first part contains research about Employer Branding and how employers can use strategies to attract candidates and retain current employees. The second part concerns turnover intentions which is used to examine whether there are relationships between work-related factors that professional engineers believe they have in their workplace and their intentions to stay. The third part embraces Model of retention which contains eight work-related factors which are divided into organizational- and job level. These eight work-related factors shows to have impact on retention of professional workers. Some items were added from Bloom Live Connect Grow Employer Branding framework to complete the ability to measure retention levels. At last we used theory regarding employee engagement to predict the target group’s engagement level to see if it had significant impact on retention of experienced professional engineers. Methodology: A cross-sectional quantitative approach was used in this study and a questionnaire was sent out to 301 experienced professional engineers that had an employment within a global industrial enterprise. Approximately 158 experienced professional engineers completed the survey which lead to a responding frequency of 52,5 % percent. Findings: The result of the study showed that almost all 26 items tested out of Model of retention scored high means. Therefore they proved to be important for the maintenance of professional engineers to make them want to remain in an employment and in an organization. The only work-related factor that showed statistical significance from the regression analysis performed was compensation. Another interesting disclosure found was that the target group proved to be engaged, but nevertheless, there was a greater intention to leave than to remain in the workplace. Practical implications: It is important for employers to pay attention to the results of this study when shaping workforce strategies to become competitive as an employer. Social implications: Engineers are a sought-after target group in the labor market and therefore it is important for employers and HR-departments to work with strategies regarding remaining valuable competences such as experienced professional engineers to ensure the future of the organization.
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Transue, Samuel D. "Are building design rating systems effective towards the goal of sustainability in the design and construction of public and private buildings and how will new energy performance and sustainable design requirements affect the professional liability of building design professionals?" Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/524.
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The following paper will explore the future of sustainable building practices as it relates to building design rating systems and whether building design rating systems are effective in conserving energy and resources in the construction of new buildings. This paper will begin by highlighting some of the general principles behind sustainable design practices, and the challenges of determining if building design rating systems are utilized effectively towards the goal of sustainability. In addition, the paper will highlight issues specific to ongoing litigation in Gifford v. U.S. Green Building Council and allegations made within the lawsuit that question the methodology and efficacy of building design rating systems. How political and ideological influences have propelled sustainability practices into the mainstream, and to what extent government is and should be involved in regulating building design rating systems will also be explored. Lastly, how will new energy performance and sustainable design methodologies, which are now being required in the law, affect the professional liability of building design professionals in the future?B.A. and B.S.
Bachelors
Health and Public Affairs
Legal Studies
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Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
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L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
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Wang, I.-Wen, and 王怡文. "Preliminary Evaluation Form Disciplinary Cases Of Professional Engineers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50370147233634520117.
Full textAbstract:
碩士國立高雄第一科技大學
營建工程研究所
103
In light of preliminary evaluationand summing up disciplinary cases of professional engineers, the aim of this paper is to search for reasons, sort the different types of being disciplined in the past and find the connections between them. As the reminder for professional engineers not to repeat the bad experiences of disciplinary cases, in fact there are no different things between professional engineers’career lives, servicequality and contract obligation. As shown the results indisciplinary actionfrom violating the Professional Engineers Actas the followings：Thehighest frequency of being disciplined is the case of not fulfilling due to the full-time engineers or technicians, secondly the case of causing clients’ lossto bad design or failed construction supervisionsupplied from professional engineers. Mostly being punished by suspension from the professional practice, the others are reprimand or not guilty. So far there are 105 professional civil engineers being disciplined about 9% of the active ones,and that is the biggest number. In the same period of time, 16 professional structural engineers being disciplined about 3% of the active ones and 2 professional geotechnical engineers being disciplinedabout 0.7% of the active ones.Mostly in violation of subparagraph 3, Paragraph 1, Article 19 of the Professional Engineers Act,subparagraph 6 as following in the same Article. Obviously, it needs much effort forprofessional engineers to fully acknowledge the obligation to complete in his/her career life. As to the disciplinary cases of professional engineers in Taiwan, there are total 117 cases from 2001 to 2012, including 94 professional engineers being disciplined, where 7 cases are rejected for disciplinary action over 3 years pursued .The three main reasons are,firstly not full-time engineers or technicians (46 cases, 39%), secondly bad design or failed construction supervision (32 cases, 27%),thirdly shortcoming appraisal(15 cases, 13%). There are 109 professional engineers being disciplined in the first time, only 4 double. In 2003, the most there are 22 cases happened where 19 cases due tonot full-time engineers. Especially, 29 caseshappened due to bad design or failed construction supervision during 2007 to 2010.
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Vitcenda, Angela K. "Assessment of personal and job characteristics of professional engineers." 1986. http://catalog.hathitrust.org/api/volumes/oclc/15494201.html.
Full textAbstract:
Thesis (M.S.)--University of Wisconsin--Madison, 1986.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-80).
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Armarego, Jocelyn. "Educating requirements engineers in Australia : effective learning for professional practice." 2007. http://arrow.unisa.edu.au:8081/1959.8/46346.
Full textAbstract:
The purpose of this research is to address the issue of education for Requirements Engineers. This thesis argues that a framework can be developed that more closely models the experiences of practitioners, and addresses their expectations of novice Requirements Engineers. By examining the gap between the competency expectations of practitioners and traditional formal education for the discipline, and then matching these gaps with strategies drawn from the literature of learning theory and models that purport to focus on these, this study shows that non-traditional approaches provide leverage for a graduate entering the profession of Requirements Engineering.
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Chiu, Tiem-Tzu, and 邱天智. "Research on Mutual Recognition for Professional Engineers to Cross Border." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/bv4tn5.
Full textAbstract:
碩士國立臺灣科技大學
營建工程系
95
Taiwan has become the full member of the APEC Engineer Coordinating Committee in June 2005, and has been authorized to proceed with the registration and renewal assessment of Chinese Taipei APEC Engineers. However, due to the differences in qualification standard of professional engineers between member economies, the real cross border mobility for professional engineer within APEC region is not yet achieved. In the circumstances, it is indeed a primary issue for us to negotiate with other members to establish the mutual recognition systems. In this study, relevant laws and regulations concerning engineering services in Malaysia, Thailand, Philippines, Singapore, Australia, New Zealand and Hong Kong are collected firstly to investigate the restrictions for foreign engineers to practice in those countries. Secondly, the bilateral consultations respectively with Australia and New Zealand have been convened to explore the possibility of cross border practice of professional engineers. After then, a workshop is conducted to exchange views on the obstacles and prospect to the development of Taiwan’s mutual recognition with other APEC member economies. According to a survey in this study, it is concluded that almost all the APEC member economies are still on their way to the destination of cross border mobility for professional engineer in this region. In Thailand, the recognition system for foreign engineers is not yet established, while in Malaysia, Philippines, New Zealand and Australia, qualified foreign engineers are conditionally recognized by the authorities. This study also makes a further comparison on the qualification and registration for foreign professional engineers in APEC member countries. The existing mutual recognition arrangements are analyzed and a bilateral framework to facilitate mobility for mutual recognition agreement of registered APEC Engineer is developed. Then, the most suitable models and qualification standards in mutual recognition arrangements for Chinese Taipei APEC Engineer Monitoring Committee are proposed. The priority rule for further negotiation with other APEC member economies and major strategies to promote mutual recognition arrangements are established consequently.