Статті в журналах: "Engineer's profession"

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Balakshina, Elena V. "Individual psychological features of engineering students as determinants of professional reliability." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 166–73. http://dx.doi.org/10.20323/1813-145x-2021-5-122-166-173.

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The article pays attention to the development of professional reliability of a specialist. The period of study at a higher educational institution is of particular interest. A number of indicators are listed that underlie the phenomenon we are studying and that are laid down in this period of time. The priority goals of education are given, which are actively implemented in the university for the training of highly qualified technical professionals. The importance of developing the problem of maintaining the psychological foundations of labor reliability on the example of engineering professions is noted. The essence of the profession of engineer and traditional types of engineering areconsidered. The «niches» of the modern labor market are indicated where there is constant demand in engineering personnel. The list of expectations of the potential employer in relation to the applicant for the engineering and technical position in the organization (in production) is covered. Guided by the theoretical analysis of the work of domestic and foreign researchers, an attempt is made to derive psychological indicators of professional reliability. It describes the relationship of the level of acquired indicators with the leveling of production risks and the quality of work of employees of the enterprise. The emphasis is placed on profiling engineering specialties in order to specify all aspects of the psychological features of the reliability of the engineer's work. Methodological foundations are selected for the study of the specifics of engineering activities as an integrative type (activity approach, systemogenetic, professional, integrative-typological). A list of professionally significant qualities of engineers of different orientations is compiled as a guideline for compiling a psychodiagnostic research program. For ease of description of results, all parameters are enlarged into four master blocks. A set of test material, a student contingent, as well as diagnostic results are described. According to the results, a conclusion is drawn up.

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Stelios, Spyridon. "Professional Engineers." Business and Professional Ethics Journal 39, no. 2 (2020): 253–68. http://dx.doi.org/10.5840/bpej202071097.

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Professional ethics refer to the rights and obligations of practitioners within any profession or sector. Engineering ethics can be discussed based on the nature of the engineer profession and its implications for professional morality. This paper takes the virtue ethics lens to discuss engineering ethics and argues that, since human and social good derives from professional virtues, protecting the public interest is a professional virtue of engineers. Further, since the protection of the public interest redounds to human and social good, then engineers are bound by the nature of their professional role to achieve these two interconnected aims, namely, protecting the public interest and promoting human good. The importance of virtues is eminent in the way an engineer improves her professional conduct and this has an impact on the social environment and on human good in general. Given an engineer’s concern with the broad public needs of people, the engineer’s function counts as a morally good role, and therefore can be described as one that can lead to human flourishing.

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Gómez, Miguel Ángel, Rodrigo Fernando Herrera, Edison Atencio, and Felipe Cristóbal Munoz-La Rivera. "Key Management Skills for Integral Civil Engineering Education." International Journal of Engineering Pedagogy (iJEP) 11, no. 1 (January 19, 2021): 64. http://dx.doi.org/10.3991/ijep.v11i1.15259.

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Architecture, Engineering and Construction (AEC) industry requires many interactions between professionals of different areas. Thus, project managers in the AEC industry should have a set of management-aligned skills. International agreements and accreditation boards states the expected skills for engineering graduates, but they usually overrate technical skills. This study aims to identify the most relevant skills in management for civil engineer's education. To achieve this, a literature review was carried out and a list of 129 competencies was obtained. This list was summarized in 34 competencies, and his importance level was evaluated using a web-based survey, targeted to Chilean project managers and civil engineers. The collected skills were classified in management, technical and soft skills. According to respondents, the 34 skills described in this paper are important for the exercise of the profession. However, the most important skills in relative terms are soft skills, then management, and finally, technical skills.

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Akhmetgareeva, Rozaliya, Nurgizya Khasanova, and Meri Gulkanyan. "The main trends in the process of building the creative potential of engineering students." E3S Web of Conferences 274 (2021): 12004. http://dx.doi.org/10.1051/e3sconf/202127412004.

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The article discusses the main trends in the process of building creativity in engineering students. It is highlighted that the productivity of an engineer's activity is determined not only by modern techniques and technologies, but also by the personal potential of the engineer as a creator. The authors investigate the problem of shaping the qualities of a creative personality in engineering students and the development of professionally important competences. The authors' study of the views of various researchers made it possible to identify the main trends in the formation of creative thinking among students in a technical university. Particular attention is paid to the technical bilingualism of the future specialist. It becomes a prerequisite for future success in the profession. Fluent knowledge of a foreign language and the ability to read technical documentation in another language on a par with Russian makes an engineer in demand, and creates more realistic conditions for Russia's integration into the world system of industrial relations. Some directions for the development of students' creative thinking are shown.

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Zergout, Imane, Soumia Bakkali, and Souad Ajana. "Study and modeling of the innovation process of project-based learning activities in the training of engineers." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 253–71. http://dx.doi.org/10.37870/joqie.v10i16.236.

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Innovation is one of the driving forces of countries' economic and technological progress today. This key skill is at the heart of the engineer's profession and has been developed since initial training. Innovation must be fostered in engineering training establishments, through tools and methods that make it possible to organize and develop it. This work is part of improving innovation in engineering education. We have followed and studied the progress of projects carried out as part of the course "ISO14001 Environmental Management System", by engineering students in the third year of mechanical engineering at the National School of Electricity and Mechanics. In these activities, we have tried to highlight the different aspects of innovation in training. We used educational innovation tools when supervising students, and we integrated the notion of "Smart city" into the themes of the projects. This study made it possible to determine the main stages of the realization of an innovative project carried out by the students, as well as the elements framing these stages. Our goal is to achieve a systemic modeling of the innovation process in the training of engineers.

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Loshchilova, Marina A., Tatyana G. Trubchenko, Elena Yu Lemeshko, Elena S. Kiseleva, Elena V. Portnyagina, and Sergei V. Razumnikov. "Professional training of mining engineers." SHS Web of Conferences 80 (2020): 01015. http://dx.doi.org/10.1051/shsconf/20208001015.

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Nowadays, the solution of the problem of training mining engineers in the environment of innovation development is rather complicated and multifaceted. It involves determining the essence and content of the engineer’s professional activity; the need to study the specifics of the training of a mining engineer; the requirements for training mining engineers in innovative development. It is also connected with evaluation of students’ readiness level in the specialty 21.05.04 «Mining», identifying ways to increase the level of readiness of mining engineers for professional activity. The factors influencing the results of the training of mining engineers are identified here, as well as foreign experience in the education and training of mining engineers. Besides, noncompensatory model of assessment of readiness of mining engineers for professional activity by method of threshold aggregation with example of building rating on the basis of this model is being developed.

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Pareliussen, Bjarne, Vilmar Æsøy, and Marte F. Giskeødegård. "Professions, work, and digitalization: Technology as means to connective professionalism." Journal of Professions and Organization 9, no. 1 (December 30, 2021): 100–114. http://dx.doi.org/10.1093/jpo/joab023.

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Abstract Developments within digital technology are often seen as an enabler, allowing professions to connect to outside players for competence and new ways of performing their professional work. At the same time, it is often seen as a threat, challenging professional claims to competence and status. This article explores how the implementation of new digital technology affects a profession. The empirical data are from a case study from the maritime industry that focuses on ship engineers and the implementation of an advanced sustainable fuel system and a subsequent new business model to enable its operationalization. Our findings indicate that digital technology created pressure on the profession when their existing competencies did not cover the maintenance of this new technology. The solution for the shipowner to mend the competency gap was more digital technology, specifically technology that enabled more connectivity toward the outside world. This article shows how the profession of the ship engineer was able to connect to outside partners so they could gain competence and incorporate the new digital technology in their professional work. These relations shape the professional work of the ship engineers and move the profession toward connective professionalism. The contribution of this paper is the identification of mechanisms like the pressure to connect to outside actors, removal of barriers, and the observed value of the professional work. These mechanisms are essential to understanding connective professionalism.

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Anker, Sharon, and Yotam Lurie. "On the professional authority of quality engineers and the gaps in their epistemic and organizational authority." Journal of Professions and Organization 9, no. 1 (December 16, 2021): 62–76. http://dx.doi.org/10.1093/jpo/joab020.

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ABSTRACT The authority of quality engineers as a profession is a contested issue that relates both to the occupation’s internal regulation and to the professional status of quality engineers within the organizations for which they work. In this article, we examine the professional authority of quality engineers from both these perspectives. The issue is addressed first through a conceptual framework, followed by a presentation of an empirical study in which seven experienced quality professionals were interviewed and completed questionnaires. We focus on the situation in Israel as a case study, but our insights are relevant to quality engineers throughout the world. We demonstrate limitations with regard to both (1) the epistemic authority (expertise) of quality engineers vis-à-vis their status as a professional association and (2) the organizational authority of quality engineers vis-à-vis their organizational role as quality managers. These limitations can be attributed to the occupation’s status as a semi-profession; the level of expertise required is not fixed or uniform; the authority of a quality engineer varies from one organizational structure to another. In addition, individual quality engineers are accorded different levels of influence, usually at the discretion of their employing organizations. For these reasons, the expertise of quality engineers as a professional group remains an open issue.

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Ferraresi, Alessandra. "La scuola militare di Modena: un modello di formazione professionale." SOCIETÀ E STORIA, no. 124 (October 2009): 325–30. http://dx.doi.org/10.3280/ss2009-124006.

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- The paper focuses, in Napoleonic Italy, on the innovative role of the Modena Military School in the complete education of Artillery officials and Engineers and the legacy it left in engineering culture and the profession during the first modernization of Italy.Parole chiave: scuole militari; ingegneri; formazione; professioni; modernizzazione.Key words: Military Institutions; engineers; education; professions; modernization.

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Yadin, David, Saide Calil, Nicolas Pallikarakis, Mladen Poluta, Stefano Bergamasco, Daniel Clark, Tom Judd, et al. "Is Clinical Engineering an occupation or profession?" Global Clinical Engineering Journal 4, no. 2 (June 1, 2021): 26–35. http://dx.doi.org/10.31354/globalce.v4i2.131.

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In this paper, we examine the practice level of engineers and discuss whether Clinical Engineering is a profession or an occupation. Many think that occupation and profession are synonyms, but are they? One must explore the difference, if it exists, between these terms, and to accomplish that, clarification of these terms is being offered and established first. We conducted a review of the terms and proceeded to identify if the tenants that are expected to be associated with professional standing are included in applying clinical engineering practices and to what level if it is. Engineering is a profession that improves the quality of living and for the common good. The professional education of engineers requires the education to contain a body of specialized knowledge, problem-solving skills, ethical behavior, and good analytical judgment in the service of all people. The engineering education domains aim to form individuals who are intellectually trained, practically adept, and ethically accountable for their work. Especially within the healthcare delivery system, engineering work engages problem-solving dependent upon sufficient body of knowledge to deal with practical problems by understanding the why, knowing how and identifying the when. There are various levels of the expected body of knowledge within the clinical engineering field ranging from engineers with formal academic training at undergraduate and graduate levels to clinical engineering technologists and technicians having graduated from between 1-4 years of academic training. Engineers may further select to publicly proclaim their adequate preparation and mastering of knowledge to conduct their work through a credentialing process that can confer the term professional, registered, or certified engineer if successfully achieved. Once the differences of working characteristics and obligations between occupation and profession are understood, it is clear that clinical engineers must continuously commit to pursue and fulfill these obligations. Therefore, every professional engineer is called on to achieve a certain degree of intellectual and technical mastery and acquire practical wisdom that brings together the knowledge and skills that best serve a particular purpose for the good of humanity. Clinical engineers and technologists are critical for sustaining the availability of safe, effective, and appropriate technology for patient care. It is as important for their associations to collaborate on compliance with professional obligations that their jobs require.

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Vassos, Troy D., and Daniel W. Smith. "Environmental engineering registration in Canada The expectations of the professional engineer working in this field." Canadian Journal of Civil Engineering 28, S1 (January 1, 2001): 8–17. http://dx.doi.org/10.1139/l00-076.

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The practice of environmental engineering in Canada is regulated by the 12 individual provincial and territorial associations/ordre, who are also members of the national Canadian Council of Professional Engineers (CCPE). Although CCPE has no regulatory authority over the engineering profession in its own right, it is responsible for establishing national guidelines for registration and for accrediting university engineering programs. The criteria for professional registration in Canada are presented in detail and include both educational and experience components. The educational requirements can be met through graduation from a Canadian Engineering Accreditation Board approved environmental engineering degree program or by passing mandatory examinations assigned by the individual associations/ordre from CCPE's national Environmental Engineering Syllabus. Generally a minimum of four years of satisfactory engineering experience, which has been supervised by a professional engineer who takes direct responsibility for the work carried out, is required. Public interest and public protection go hand in hand with the concept of professional registration for environmental engineers. Problems encountered by the associations/ordre in reviewing environmental engineering registration applications are discussed, and the approach taken by the Association of Professional Engineers and Geoscientists of British Columbia (by example) in addressing these problems is reviewed. Environmental engineering requires a wide range of knowledge in both engineering and science, as well as effective communication skills. Life-long learning is essential to the profession, particularly considering the rapid introduction of new technologies and the advances occurring in scientific and engineering knowledge in the environmental sector.Key words: environmental engineering, registration, professional engineer, education, undergraduate, graduate, certification, professional experience, academic criteria.

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Martin-Nielsen, Janet. "The Very Model of a Modern Engineer: Status, Education, and the Engineering Institute of Canada, 1925-1932." Scientia Canadensis 30, no. 1 (June 30, 2009): 53–73. http://dx.doi.org/10.7202/800526ar.

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Abstract Between 1925 and 1932, the Engineering Institute of Canada (EIC)—one of the oldest professional organizations for engineers in Canada—advocated vigorously for the inclusion of cultural and communications courses in university engineering curricula. Motivated by the perceived inferiority of engineering in comparison to the medical and law professions, this effort led to an important reconsideration of the social status and professional identity of engineers. The EIC challenged the self-identification of engineers as technical experts and forced the engineering profession to re-evaluate its pedagogical and public priorities. This paper documents changes in engineering mentalities between 1925 and 1932 and argues that, in these years, Canadian engineers fostered a broader understanding of their role in society.

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N. А., Rudnytska. "Some aspects of modeling the communicative constituent of competence of an engineer." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, no. 4 (November 2020): 18–22. http://dx.doi.org/10.31548/hspedagog2020.04.018.

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The article explores the basic professional communicative knowledge, skills that mechanical engineers must have; in this article we give their definitions in the process of fulfilling professional duties, give a description of the profession mechanical engineer considering business communication. The article defines a professional program as information about a complex of general and special professional knowledge and skills necessary for a specialist to ensure effective communication as a component of his professional activity. In the article we define the following basic criteria for the professional ability of a mechanical engineer: mastery of a sufficient supply of communicative skills and experience, knowledge of the basics of a communicative culture that facilitate communication and help to establish proper relationships for the sake of high one's achievements in a specific professional field.in their future professional activities, mechanical engineers must demonstrate the ability to negotiate, reach out to the audience, build relationships with colleagues on an ethical basis, resort to nonstandard language forms, ensure cooperation in the group, as well as ability to avoid conflicts and respond promptly to the interlocutor’s comments in professional communicative situations, anticipate the development of the conversation and the interlocutor’s reaction, create and maintain a friendly communicative atmosphere for success in cooperation.

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Gerganov, Leonid, and Olha Dimoglova. "Peculiarities of marine engineers’ image formation according to the results of component-structural analysis of vocational training in marine institutions of higher higher." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 64–70. http://dx.doi.org/10.24195/2617-6688-2020-4-8.

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The structural components of the future marine engineers’ professional image have been identified in the article: motivation-targeted, content-oriented, reflective and communicative. Thus, under the motivation-target component, the authors describe professional motivation, satisfaction from material needs and a motive for personal image. In accordance with the requirements of the STCW Convention, at the operation level, the content-oriented component is indicated by sufficient future marine engineers’ competence in information technologies alongside their skills to use them. It has been determined that according to the communicative component, a bachelor-marine engineer with a high level of readiness for intercultural communication is more competitive in the labour market and has significant advantages as follows: can recognise and overcome barriers to intercultural communication; can anticipate and quickly resolve various conflict situations; can creatively use his / her knowledge in profession-related activities as well as ethical norms and rules of conduct with representatives of other cultures. It has been proved that in terms of forming the reflective component of the marine engineers` professional image, it is expedient to cover these components: sufficient theoretical baggage, which is formed by the future marine engineer within training and self-education; bringing practical skills of performing basic actions on ship equipment control to automatism; the ability to analyse actions, make decisions in dangerous and emergency situations, the ability to self-analyse their actions; the ability to draw conclusions based on the results of analysis and work experience, etc. The authors of the article pay attention to the urgency of the problem and the need to provide the educational process with scientific and methodological recommendations aimed at the formation of the professional image of marine engineers, which provides an integrated approach to solve the problem under focus, to involve academic staff and highly qualified specialists of seagoing vessels.

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Madsen, Lynnette D. "Progress in the engineering profession: A Canadian perspective." MRS Bulletin 43, no. 11 (November 2018): 877–89. http://dx.doi.org/10.1557/mrs.2018.283.

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To be a practicing engineer in Canada, a license is required from a provincial or territorial association within the national organization of Engineers Canada/Ingénieurs Canada.1 The gateway to engineering for early-career Canadians is through four-year accredited programs at universities.

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White, Richard. "Canadian Civil Engineers Pre-1850: Professionals Before Professionalization." Scientia Canadensis 24 (June 29, 2009): 73–95. http://dx.doi.org/10.7202/800416ar.

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Abstract This article argues for a thorough re-thinking of the origins of the civil engineering profession in Canada. Working from a variety of sources, the richest being the public works papers in the National Archives of Canada, the author has assembled a list of forty-three men who practised as civil engineers in Canada before the railway boom of the 1850s and for whom biographical details are known. They are overwhelmingly men of the upper middle class who received good academic educations before their professional apprenticeships in engineering. Almost none were tradesmen. The civil engineering profession thus appears of much higher status, and much closer to the other traditional gentlemanly professions of the early nineteenth century, than others have recognized. The author goes on to explore to what extent this first generation of civil engineers might be considered true professionals, and what their existence suggests about the society in which they lived and practised.

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Tretko, Vitaliy, and Yuriy Vashkurak. "Globalization of Nanoengineers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 25–31. http://dx.doi.org/10.1515/rpp-2017-0046.

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AbstractConceptual bases of globalization influence onto engineer education in the field of nanoelectronics as well as formation of global skills necessary for life and work in a globalized society have been considered. Modern state of incorporating the global dimension into the process of future nanoelectronics engineers’ learning has been analyzed. Key skills and conditions of providing connection between results of learning and the global dimension in the engineering education have been defined. Possibilities of the global dimension realization (elaboration of new methods and approaches), integration of the education content on the principles of consistency and interdisciplinary nature as well as monitoring of learning results have been suggested. Special attention has been paid to implementation of the global dimension into the engineering profession that includes three aspects: generic themes, generic skills and generic dispositions. Main directions of developing the system of engineering education in the field of nanoelectronics have been specified. It has been defined that incorporation of the global dimension into the learning process of future engineers in the field of nanoelectronics encompasses five stages: the substantiation of key skills that define global dimension in engineering education; the provision of connection between the results of learning and global dimension in engineering education; the determination of opportunities to realize global dimension (elaboration of new methods and approaches); the integration of the learning content on the basis of consistency and interdisciplinary principles; the monitoring of learning results. In the result of the carried out research it has been concluded that the basis of conceptual approaches to engineering training of future specialists in the field of nanoelectronics is the logics and the content of the “engineer” notion, specifics of engineering activities in the field of nanoelectronics, as well as their functional duties in the context of globalization challenges. The process of introduction of the global dimension into the content of engineering programs in nanoelectronics encourages the development of an engineer’s personality at all the levels – individual, national and global.

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Potamskaya, V. P., E. A. Evstifeeva, and S. I. Filippchenkova. "Personal and ethical components of the engineer in the 21st century." SHS Web of Conferences 69 (2019): 00088. http://dx.doi.org/10.1051/shsconf/20196900088.

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The article studies personal components of a modern engineer who is a key figure in the Russian and global space.The vector of thinking, ethical priorities, reflective positions and identities determine the way to find a techno-humanitarian balance as a condition for the survival and prospects of mankind.A significant influence on the formation of engineer’s identities is exerted by historical and cultural traditions.Engineering culture has a connective structure that forms a single space of experience and activity.Memory and continuity are interrelated; identities can belong to any scientific school existing in the educational institution, field of knowledge, or to the Russian engineering school as a whole.The authors indicate that key concepts of identities of a modern engineer are responsibility, ethical reflection and social assessment of technology.Modern engineering ethics is reflected in ethical codes which reveal the ethical space and responsibilities of the engineer and impose responsibility for all processes taking place in a technogenic society.The practical-design approach is based on the tools of the post-non-classical methodology:key components of the engineer’s personal potential are correlated with the university self-developing environment, reflective activities at the undergraduate and graduate levels, and further engineering practice.The study on the personal potential and identities can be used to justify the need to expand the sociohumanitarian paradigm in engineering education, develop the concept “personal potential”, and identify features of engineer’s identity formation.The development of a model for training engineers using sociohumanitarian reflective methods converging personal and professional competencies and ethical priorities meets the role of engineering education, tasks of ensuring the competitiveness of Russian industry.

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Meilvang, Marie Leth. "The practice of jurisdictionalizing: How engineers use documents to shape and maintain professional authority." Sociological Review 68, no. 1 (June 21, 2019): 77–93. http://dx.doi.org/10.1177/0038026119858817.

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This article explores via the concept of professional jurisdiction how engineers shape and maintain authority in practice, and points to the important role of specific professional documents in this practice. Drawing on the sociology of conventions, the article shows how the documents work as standardized and ‘invested’ forms that help professional actors coordinate internally in the profession, as well as compromise, maintain boundaries and forge alliances with actors outside the profession. Empirically, the article analyses historic documents, called writings, from a professional committee under the Danish Society of Engineers, and shows how these documents have helped engineers shape and maintain authority over the Danish field of urban water management.

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Коваленок, Татьяна Петровна. "PROFESSIONAL AND PERSONAL QUALITIES OF ENGINEERS." Pedagogical Review, no. 1(41) (January 31, 2022): 181–91. http://dx.doi.org/10.23951/2307-6127-2022-1-181-191.

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Рассматривается современное состояние исследований психологических особенностей у представителей инженерных профессий. Выполнен обзор эмпирических исследований за последние 12 лет, посвященных изучению психологических характеристик профессионалов различных инженерных специальностей и студентов, обучающихся на соответствующих направлениях подготовки.Проведен анализ особенностей организации исследований, предмета исследований и применявшихся методов, на основании этого выделены четыре основных направления исследований: определение факторов, влияющих на параметры профессиональной деятельности; оценка степени выраженности отдельных личностных особенностей; определение особенностей формирования профессионально важных качеств инженера; анализ представлений студентов о требующихся инженерам личностных качествах. Указывается, что преобладают исследования, в которых используется метод экспертной оценки, при этом подробных характеристик оцениваемых качеств нет, а организация исследований не позволяет выявить специфические только для инженеров психологические особенности.Описаны когнитивные, индивидуально-типологические и личностные качества инженеров, выделявшиеся в исследованиях разных лет. Чаще всего к личностным качествам инженеров относят: волевые качества (сдержанность, самоконтроль, упорство и т. п.), качества, в которых проявляется отношение к труду: ответственность, педантичность, добросовестность и т. п. В исследованиях последних лет предметом оценивания становятся лидерские качества, уверенность в себе, смелость, решительность, самостоятельность, профессиональная мобильность, общая культура, духовные потребности, потребность в самообразовании и готовность к нему, стрессоустойчивость. Подчеркивается необходимость формирования социальных качеств личности инженера, развития волевых черт: процессов планирования, моделирования, контроля, оценки собственной активности.Сделан вывод о необходимости организации профессиографических и сравнительных исследований для выделения личностных особенностей современного инженера. The article considers the current state of research on psychological characteristics of representatives of engineering professions. A review of empirical studies over the past 12 years, devoted to the study of the psychological characteristics of professionals in various engineering specialties and students enrolled in the relevant areas of training, has been carried out. The analysis of the features of the organization of research, the subject of research and the methods used, on the basis of this, four main areas of research are distinguished: determination of factors affecting the parameters of professional activity; assessment of the severity of individual personality traits; determination of the features of the formation of professionally important qualities of an engineer; analysis of students’ ideas about the personal qualities required by engineers. It is indicated that studies that use the method of expert assessment prevail, while there are no detailed characteristics of the assessed qualities, and the organization of research does not allow identifying psychological characteristics specific only to engineers. The cognitive, individual-typological and personal qualities of engineers, which were distinguished in studies of different years, are described. Most often, the personal qualities of engineers include: volitional qualities (restraint, self-control, perseverance, etc.), qualities in which the attitude to work is manifested: responsibility, pedantry, conscientiousness, etc. qualities, self-confidence, courage, determination, independence, professional mobility, general culture, spiritual needs, the need for self-education and readiness for it, stress resistance. The necessity of forming the social qualities of the engineer’s personality, the development of volitional traits: the processes of planning, modeling, control, evaluation of one’s own activity is emphasized. It is concluded that it is necessary to organize professional and comparative studies to highlight the personality traits of a modern engineer.

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Del Baldo, Mara, Adriana Tiron-Tudor, and Widad Faragalla. "Women’s Role in the Accounting Profession: A Comparative Study between Italy and Romania." Administrative Sciences 9, no. 1 (December 24, 2018): 2. http://dx.doi.org/10.3390/admsci9010002.

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Historically, in most countries, the accounting profession has always been male-dominated. Liberal professions such as lawyers, engineers, architects and doctors share the common trait of conservatism. The accounting profession, which is also a liberal profession, is no exception. Starting from this premise, this work aims to provide, using a historical and institutional perspective, a picture of the past and current “journey” in the accountancy profession of women-chartered accountants and auditors in Italy and Romania. Drawing from the theoretical framework of gendered construction of the accounting profession, the paper points out issues affecting the presence, the degree of representativeness and the role (concerning the presence among the higher level of professional activities and governance positions) of women within the National Chartered Association and their continued under-representation in Italy and Romania. Findings contribute to providing insights useful to develop a future agenda and fill in the research gaps in this field.

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Hornostaieva, Olga, and Hanna Kravchenko. "Special Aspects of Professional Activity of Motor Transport Profile Teaching Engineers." Educational Challenges 26, no. 1 (March 31, 2021): 51–63. http://dx.doi.org/10.34142/2709-7986.2021.26.1.05.

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The article characterizes the special features of the motor transport profile teaching engineers’ professional activity in vocational institutions (teacher of vocational training, master of vocational training), higher education institutions (engineering teacher) and in manufacturing. The purpose is to clarify the special aspects of motor transport profile teaching engineers’ professional training in higher education institutions of Ukraine. The following research methods are used observation, description through individual interviews, expert evaluation method and questionnaire. The results are the following. It is stated that engineering and pedagogical education involves the rational integration of psychological, pedagogical and engineering components of professional training. It is noted that the professional training of teaching engineers is aimed at the formation their professional engineering and professional pedagogical competencies. This integrated training includes two equivalent integrated components: engineering (technical and technological, manufacturing, special, industrial branch) and pedagogical (humanitarian and social). It is stated that successful professional activity of a teaching engineer of motor transport profile is connected with professional training in institutions of higher education and the content and organization of their self-education in the process of professional development. To ensure proper training of a teaching engineer for successful activities, it is necessary to keep a continuous connection between the engineering and technical awareness and pedagogical activities. Modern professional activity of a teaching engineer is characterized by their innovative activities, the specifics of them is caused by the peculiarities of professional-pedagogical education and conditions of engineering-pedagogical activities, which provide generation and transformation of new ideas into innovations and form the management system. The innovative activity of teaching engineer is the basis of creative approach to professional responsibilities. It is concluded that a teaching engineer of motor transport profile is a teacher with higher pedagogical and technical education, who performs educational-methodical, engineering-technical, scientific-innovative, communicative-psychological, organizational, managerial and legal activities.

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Lazariev, Mykola, Andrii Sushchenko, and Volodymyr Yeremieiev. "Review of the monograph by V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions"." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 1–6. http://dx.doi.org/10.32919/uesit.2020.03.01.

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In the publication the scientific-theoretical and methodological monographic study of V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions" has been analyzed, the study reflects the author conceptual approach to the scientific understanding of the problem of training software engineers for professional activities. The structure and content of the monograph have been analyzed; the scientific novelty of the research which consists in the development and substantiation of the author pedagogical system of training future software engineers for their professional activity and the structure of professional competence of a software engineer has been highlighted.

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Sosnowski, Paweł. "Legal Nature of the Urban Planning Profession." Central European Review of Economics & Finance 29, no. 1 (February 28, 2019): 23–33. http://dx.doi.org/10.24136/ceref.2019.002.

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When regulating the urban planning profession in 2000, the legislator established a professional association and deemed that it had the status of a profession of public trust. This state of affairs lasted for fourteen years, when the so-called Deregulation Act of 9 May 2014 on Facilitating Access to Certain Regulated Professions (Journal of Laws, item 768, hereinafter referred to as: Deregulation Act.) abolished the professional association of urban planners and provided that the urban planning profession lost its status of a profession of public trust. The above Act was appealed to the Constitutional Tribunal, which was to examine its compliance with the Constitution of the Republic of Poland. In its judgment of 24 March 2015 (Case file no. K 19/14, Journal of Laws of 2015, item 476.), the Constitutional Tribunal ruled that the norms of the above Act did not violate the Constitution; however, it did not address the legal nature of the urban planning profession at all. The aim of this article is to show, on the basis of the above-mentioned judgment of the Constitutional Tribunal, characteristic features of the urban planning profession, compare it with the professions of architect and civil engineer, and determine whether, owing to its characteristics, it is a profession of public trust or not. According to the author, the urban planning profession has the status of a profession of public trust, which should be of key importance for the Constitutional Tribunal’s assessment of the constitutionality of legal norms contained in the aforementioned Act.

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Parasonis, Josifas, and Andrej Jodko. "ARCHITECTURAL ENGINEERING AS A PROFESSION: REPORT ON RESEARCH LEADING TO A CURRICULUM REVISION." Journal of Civil Engineering and Management 19, no. 5 (October 29, 2013): 738–48. http://dx.doi.org/10.3846/13923730.2013.812980.

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Modern design practice, where an architect works with engineers in a large team, lacks optimisation. Improvement of collaboration between the professions of architecture (A) and structural engineering (SE) would result in more efficient structures. Collaboration can be improved by professionals who have training and/or experience in both professions. The fact is proved by the professionals that either were separately trained in each field, or had integrated training in both fields, or successfully practised on the borderline between A and E. The concept of architectural engineering (AE) appeared in the late nineteenth century, and the profession has increasingly been developing from that time on. The Aim of the research is to develop a competence model (CM) for an AE professional, and scientifically substantiate the subject matter of the undergraduate AE programme. The Scope of the study is the analysis of collaboration issues relating to the civil engineering (CE) and A professions, studies on the development of CM, and development of the study programme curriculum. The authors developed a CM for an AE professional containing essential competences and courses of the curriculum for training of the modern professional proficient in the development of architectural and structural design projects.

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Panahi, Babak, Elena Moezzi, Christopher Preece, Wan Zakaria, and John Rogers. "Predictor Role of Profession in Explaining Personal Value Priorities and Conflicts between Construction Stakeholders." Construction Economics and Building 15, no. 4 (November 23, 2015): 45–62. http://dx.doi.org/10.5130/ajceb.v15i4.4681.

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This study investigated the relationship between “profession” and personal values to explain the potential conflicts between various groups of construction stakeholders. In this study, personal values of three professional groups of project consultants including architects, engineers, and quantity surveyors were assessed through questionnaire survey in the Malaysian construction industry. Using comparative analysis, the personal value priorities and conflicts between these professional groups of stakeholders were identified. The research findings indicated dissimilar patterns of personal values which explain potential conflicts between the stakeholders with different professions in the Malaysian construction industry. Therefore, this research confirmed the predictor role of “profession” variable in explaining personal values although this relationship was an ambiguous issue in the extant literature. This research, through identifying the value priorities of different groups of construction stakeholders, provides better understanding of their different needs, expectations, and preferences which would help project managers to have better perception of the potential conflicts between these groups of construction stakeholders.

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Chaabi, Mouloud. "Analytical Study in Algeria: The Question of the Division of Labor between Architects and Engineers Based On the Concept of the Oath and Complementarity." Sumerianz Journal of Education, Linguistics and Literature, no. 43 (August 19, 2021): 73–83. http://dx.doi.org/10.47752/sjell.43.73.83.

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Nowadays, in Algeria, the institutional and practical context differs between the profession of architects and engineers. The latter are devoid of the concept of an oath. This concept can be the catalyst and generator of responsibility, equality, and merit between these two professions. To achieve complementarity between these two professions, an approach based on a questionnaire and interview on this situation is carried out at architectural design offices and minimal technical design offices in Algeria in order to bridge the gap created by the division of labor. Nationally, the work situation is sequential and linear. I.e. the engineer works under the responsibility of the architect. At the international level, the process is organized between architectural design offices and technical design offices, an iterative process. How to achieve this culture of complementarity of international practices. To validate this oath-based complementarity, this article reports on the results obtained and the prospects envisaged following this study.

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Reissner-Roubicek, Sophie. "“The guys would like to have a lady:” The co-construction of gender and professional identity in interviews between employers and female engineering students." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 2 (June 1, 2012): 231–54. http://dx.doi.org/10.1075/prag.22.2.03rei.

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Gender and professional identity are intertwined particularly in professions where women are underrepresented, making gender identities and professional identities simultaneously relevant. A promising area for inquiry into identity construction (and one where the effect of actions to increase the proportion of women in professions such as engineering can potentially be observed) is graduate recruitment, a process designed to put novice professional identities to the test. This paper takes a social constructionist approach in exploring the discursive negotiation of female engineers’ professional identities and how these are co-constructed dynamically in interaction with gender identities in this important gatekeeping context. The analysis, which draws on examples from a dataset of 20 naturally occurring interviews between employers and final-year undergraduates at a university in New Zealand, focuses particularly on the interplay of gender in the necessary synthesis of personal and institutional discourses in constructing a professional identity. Ways in which gender is oriented to explicitly and/or implicitly in these gatekeeping encounters are shown to resonate with existing gender divisions (technical vs relational) in the androcentric professional context of engineering, undermining a pro-women recruitment stance. Central to the validation of professional identities by interviewers was the demonstration of “passion for engineering” but ways in which it was deemed to be demonstrated, such as through reasons for career choice and outside interests, were arguably gender-circumscribed. This further set of normative expectations, on top of the existing competency-discourse-driven requirement to fit candidates into prescribed categories, contributes invisibly to maintaining the homogeneous identity of the engineering profession. The tension between conflicting requirements for “difference” and “sameness” in the professional identities of female engineers is highlighted in a discussion of the ways gender is made relevant in the co-construction of these identities.

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Ahmad, Zuraida, Noraini Mohamed Noor, Siti Fauziah Toha, Nurul Fadzlin Hasbullah, Ali Sophian, and Maizirwan Mel. "Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior." IIUM Journal of Educational Studies 9, no. 3 (November 30, 2021): 17–36. http://dx.doi.org/10.31436/ijes.v9i3.400.

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As ethical behavior is a part of engineers' professional identity and practice, developing ethical behavior skills in future engineers is a vital component of the engineering curriculum. There are already established instructional methods to teach engineering ethics (EE), however, it is concentrated on ethical awareness, and little attention has been given to how this will affect the ethical behavior. Even though students are capable of exercising ethical judgment, it does not mean that they are ethically literate or likely to act ethically. The assessment of engineering ethics cannot be conducted based on ethical judgment, because the ethical awareness of some engineers has not translated into ethical behavior. An alternative instructional method for measuring the ethical behavior is required to see how the ethical awareness given in the classroom setting is translated to the actual ethical behavior. Therefore, the focus of this paper is to propose an instructional method that correlates with both ethical awareness and ethical behavior, through aspirational ethics which require the students to contribute to the society. This method integrates the theory of morals and values, ethical and unethical conduct, code of practices of an engineer, ethics with the environment, and the responsibility of the engineer for the safety of everybody. Students’ ethical behavior in the society will be demonstrated through the University Social Responsibility (USR) projects. From these projects, the students’ ethical behavior is assessed by their peers, beneficiaries that they are serving, as well as by the educators, regarding their ethical conduct. This will be the tools to observe the degree of correlations between the ethical awareness instilled and behavior manifested. Applying these instructional methods will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

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Chebotareva, E. E. "Восстание инженеров в 21 веке: конфликтное поле технологических инноваций". Konfliktologia 13, № 3 (19 жовтня 2018): 150. http://dx.doi.org/10.31312/2310-6085-2018-13-3-150-159.

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The article discusses the conflict between engineers as the professional community and their employer (state or capital owner), which starts its history from the beginning of the 20th century. The author deals with the concepts of engineering philosophy and attempts to define the modern concept of “engineer” with a purpose to understand the new role of the engineer in modern society. The article demonstrates the problem to define the concept of engineering and its connection with the concept of power, which inevitably leads engineers to competing relations with their employers. The article also examines the modern context of engineering, in its connection with science and capital, explores the tendency to merge the concepts of capitalist, employer and engineer. In addition, the author shows the contradictions of relations between engineers and society, expressed in the decisions of scientific policy, in particular, in the concept of “responsible innovations”. Strengthening the role of the professional community of engineers is shown in the context of a comparison of the conflict between engineers and capital owners and bureaucracy in the early 20th century (Author uses works of T. Veblen and E. Layton), and in the beginning of the 21st century (works of modern Western and domestic authors). The article touched upon the topic of influence on the society of modern blockchain technologies.

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White, Richard. "The Engineers' Engineer: Sir John Kennedy and the Port of Montreal." Scientia Canadensis 27 (June 18, 2009): 5–26. http://dx.doi.org/10.7202/800457ar.

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Abstract This article gives an overview and analysis of the career of Canadian civil engineer Sir John Kennedy (1838-1921), and comments on what Kennedy's career reveals of the professional ideals of early twentieth century engineering. Kennedy was a highly regarded engineer in his day. He served as an early President of the Canadian Society of Civil Engineers (CSCE) in 1892 and is one of the few Canadian engineers to have been knighted. Kennedy spent most of his working life as Chief Engineer of the Montreal Harbour Commission, in which capacity he oversaw the deepening of the St Lawrence River channel from Quebec to Montreal and a complete reconstruction of the Montreal harbour—two projects that essentially made the modern Port of Montreal. The study provides details of these construction jobs and of Kennedy's role in the work. So well regarded was Kennedy by his peers that shortly after his death the CSCE named its highest professional award after him, making him literally a professional icon. The author takes this to indicate that Kennedy's professional style and values—congenial, practical, and public-spirited—evidently embodied the professional ideals of the time.

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Mufitha, Mohamed Buhari, Su Teng Lee, and Chen Chen Yong. "Is Professional Commitment The Reason For Turnover Intentions of IT Professionals?" ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 5, no. 1 (June 30, 2019): 124. http://dx.doi.org/10.24191/abrij.v5i1.9998.

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Compared to others, professionals share distinguish workplace characteristics: one such is the high commitment to the professions over to working organizations. Information Technology (IT) professionals demonstrate higher turnover rates compared to others: their commitments to the profession has been suspected as a source of turnover. Considering their job satisfactions the present study aimed to investigate the influence of professional commitment on IT professionals’ turnover intentions. Data were collected from a sample of software engineers from Sri Lank using a survey questionnaire. The results of the structural equation model analysis concluded that professional commitment weakens IT professionals’ turnover intentions, which is partially mediated by job satisfaction. Professional commitment stimulates IT professionals’ job satisfaction. The findings challenge the presumption that IT professionals leave their organizations due to high commitments to the profession. Few factors were identified as significant in their job satisfactions: supervision, co-workers and work design. Pay and promotions were the least influencing job satisfaction factors. Managers may employ few strategies in their retention strategies: facilitate professional advancement needs within organizations, closely monitor supervision activities occurs and provide challenging and meaningful jobs. The study contributes to the turnover literature through empirical evidence on the influence of professional commitment on knowledge workers’ turnover intentions.

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Cardador, M. Teresa, and Patrick L. Hill. "Career Paths in Engineering Firms." Journal of Career Assessment 26, no. 1 (December 5, 2016): 95–110. http://dx.doi.org/10.1177/1069072716679987.

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Much attention has been paid to explaining the gender disparity in engineering. While significant research examines barriers to professional entry and retention among female engineers, there is a surprising lack of research on the nature of women’s career paths within the profession. In a sample of 274 industry engineers from multiple engineering subfields and firms, we examined the relationship between gender and career path and tested the implications of career path choice for five outcomes consequential to engineers’ experience of their profession and work. We also tested for gender differences in the effects of career path on these outcomes. Our findings show gendered career paths in engineering firms and suggest that some career paths may put women (but not men) at greater risk of professional attrition. Theoretical and practical implications are discussed.

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Mat, Zawiah, Nooraini Sulaiman, Sazelin Arif, Safiah Sidek, Norain Ismail, and Siti Arni Basir. "THE RELATIONSHIP BETWEEN PROFESSIONAL AND UNIVERSAL ETHICS OF ENGINEERS." Humanities & Social Sciences Reviews 6, no. 2 (December 15, 2018): 121–26. http://dx.doi.org/10.18510/hssr.2018.6215.

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Purpose: The aim of this study is to identify the relationship between professional and universal ethics of engineers. Methodology:This study used quantitative methods to distribute the questionnaire by using random sampling to get data from 248 respondents of engineers from government and private sectors in Melaka. Respondents were required to valuate agreement to statement about work ethics that used a five-point Likert scale. Meanwhile, the scales used for measuring correlation were given as 0.000-0.2000 “negligible”, 0.201-0.400 “low”, 0.401-0.600, “moderate”, 0.601-0.800 “high”, and 0.801-1.000 “very high”. The Pearson correlation analysis was used to obtain these correlation results. In this research, we analysed the data collected using SPSS Ver.22 to identify the relationship between professional and universal ethics of engineers in Melaka. Main Findings:The findings showed that all variables of professional of engineers correlated significantly with universal ethics. The significant level (p-value) was found to be less than 0.05, the study findings indicate a significant relationship between independent variables and dependent variable. Results obtained in this study confirmed that there were significant positive relationships between all variables that could influence professional and universal ethics. Implications:This study contributes towards the improvement of Board of Engineers Malaysia (BEM’S) existing policy. Based on the study’s findings, the policy implication of this study includes: responsible bodies such as the governing institutions of engineers need to ensure that ethical practices are made as the main core in their profession by increasing knowledge and awareness about ethical practices in the engineering profession. Originality:This study only focus on the relationship between professional and universal ethics of engineers and the results will be useful towards the improvement of Board of Engineers Malaysia (BEM’S) existing policy.

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Shumak, Ljudmila. "ENGINEERING LABOUR MARKET IN CONSTRUCTION IN UKRAINE AND ABROAD." Three Seas Economic Journal 1, no. 4 (December 28, 2020): 159–65. http://dx.doi.org/10.30525/2661-5150/2020-4-23.

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The purpose of the article is to analyse the engineering labour market on the example of the profession of design engineer in modern conditions of the construction market in Ukraine and abroad. It is also necessary to study the formation of the integrated view of the structure, state and dynamics of the labour market in design enterprises; qualification requirements for engineers; compliance of the vocational education system with these requirements. Design is a type of labour activity in construction as a branch of professional activity. The article contains statistical indicators of wages that characterize the profession of design engineer, and innovative activities of design enterprises. The indicator of the level of innovative development of design enterprises is the quality of products (projects). One of the main characteristics of design is the price of the product. It includes the Customer’s assessment of all other design properties. Pricing issues have been and continue to be one of the guiding problems of the country’s construction industry, including design and the salaries of design engineers. Methodology. The design market in Ukraine has a situation that reflects the overall state of the construction industry. The development of this type of business and its participants is differently influenced by many factors. Project market participants in Ukraine can be classified: by the form of ownership – state departmental institutions and commercial structures; by the volume of work – design enterprises and design institutes that act as general designers, who mainly perform all stages of the project. Architectural workshops, mainly specializing in the stages of “sketch project” and “project”; design departments at the construction and assembly organizations performing stages “working design”, “working documentation”, separate sections of projects or only detailing for production. There were about 70 design enterprises and about 200 architectural workshops in Kyiv in 2016, according to the Association of Design Enterprises. The potential of Ukraine as a “technical” state, that is able to solve complex problems and generate complex solutions and products with high added value, is due to the potential of the educational field of technical direction. Accordingly, in 2016 in Ukraine, the relative number of graduates of technical specialties was 2 times more than in the UK or Poland, namely, in European countries, thousands of people: Ukraine – 130; France – 105; Germany – 93; Turkey – 75; Great Britain – 71; Poland – 66; Spain – 56; Italy – 48; Romania – 39. In 2015-2016, training in the fields of construction specialties in Ukraine was carried out by 49 higher education institutions. Today, one of the shortcomings of education is the lack of modern curricula; technical fields are getting excessively humanitarian and detachment from practice, in particular, the application of European standards. Some Western academic subjects are not taught in Ukrainian universities at all, which reduces the competitiveness of graduates. Certification of responsible executors of design works in construction in 2012 was a significant step towards the liberalization of the market of design services. The responsibility of engineers was personified and strengthened, but at the same time their object and financial possibilities were increased. As of December 2015, more than 22,000 design engineers have been certified in Ukraine. It can be stated that for the period 2016-2019, a fairly developed market of design services has been formed in Ukraine. Its key features are the attraction to large cities, diversification by specialties and grounds on the existing, including the Soviet, experience, as well as concentration and duplication of functions, in particular, design institutes by the commercial sector, etc. Significant potential is due to intellectual capacity, diversity of tasks and the accumulated practice of Ukrainian designers, which provides certain advantages in the international market of design services. Today, the customer is moving away from design technologies, which means that the designer’s work must be built in such a way that the customer understands the need for investment at the design stage of the facility, taking into account further operation. The lack of design and the need to revise salaries affects the value of real estate. The lack of engineers affects the organization of construction and the market as a whole. Increasing the salaries of design engineers, creating more favourable working conditions lead to an increase in the cost of construction work from 9 to 15%. Understanding the difficulties faced by the design industry, it is logical to think about the ways to overcome them in the near future. Conclusion. Nowadays, during the COVID-19 pandemic, the analysis of the engineering labour market in construction allows to understand the innovative activity of the project enterprise and to mark the course of further development of the market of design services in Ukraine. Reducing unhealthy competition among designers is possible due to new approaches to work aimed at optimizing and improving the performance of design companies. Stories of design engineers having to leave their favourite profession to make a living are a thing of the past. Now it is a prestigious and profitable speciality. To be relevant in the profession, you must, first of all, learn foreign languages, read technical literature in English. Self-education, i.e. the ability to independently search and analyse information, to develop oneself as a specialist, is of great importance. High erudition is a quality possessed by the Soviet-era engineers and often lacking in many modern design engineers. At the same time, it is of great importance because the building is a single organism, and the design engineer must understand not only construction, but also related fields. The main feature that distinguishes a design engineer is a certain mindset. And the work must be highly paid for this. Considering the issue of the engineering labour market in Ukraine, it is safe to say that there are temporary professions that are in vogue, and there are those that will always be in demand, and the profession of design engineer is one of them.

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Sampaio, Alcínia Zita. "Introducing BIM in Curricular Programs of Civil Engineering." International Journal of Higher Education 11, no. 1 (July 9, 2021): 31. http://dx.doi.org/10.5430/ijhe.v11n1p31.

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Building Information Modelling (BIM) enables the Civil engineers professional to accomplish the digital requiremnts and also the integration and collaboration on the elaboration of projects and maintenance of buildings. BIM methodology is currently the main subject of investigation and application in the construction industry and the education have been exploring the introduction of this issue in curricular programs. The students of civil engineering and architecture, as future professionals, must updated their skills with the most recent innovative technology and knowledge. Several academies better classified within the architecture and engineer sector, were selected and its curricular programs were analyzed: the didactic strategies of inserting BIM teachings are similar in the main concept and practice, but depending of the expertize of the school, the aspects related to architecture, structures, construction or planning are deeper taught; the level cycles of introduction BIM (bachelor, master or postgraduate), the professional courses offered to architects and engineeres and the main subjects were discussed. The principal aim of the curricular research is the characterization of BIM education in distinct academies. A resume of actions and organization of topics that promotes an adequate updating of the students skills was achived, helping BIM educators in their activity.

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Park, John Jongho, Mihee Park, and Jeremy Smith. "Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers." Sustainability 13, no. 16 (August 7, 2021): 8845. http://dx.doi.org/10.3390/su13168845.

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Humanitarian Engineering extends engineering practice to provide a focus on addressing social inequities and contributing to sustainable development for all. This study investigated undergraduate engineering students’ concepts of Humanitarian Engineering and motives to be Humanitarian Engineers as they acquire knowledge and skills and build a professional identity as engineers who can work in complex socio-technical sustainability contexts. Qualitative data were collected from an open-ended survey of 46 engineering students followed by semi-structured interviews with ten students at a U.S. university. Survey data provided individual characteristics that conceptualized and guided interviews to explore key relationships among participants’ concepts of Humanitarian Engineering and motivations. A central idea of a “Humanitarian Engineer” identity emerged, influenced by various motivations. Students envisioning themselves as Humanitarian Engineers were associated with socio-cultural background, motivation to practice engineering skills, and desire to travel. A value-related motivation, the desire to help others, appeared as a strong catalyst for developing students’ professional identities and empowering a possible future self as Humanitarian Engineers. To support sustainability education in engineering demands, initial motivation factors associated with student Humanitarian Engineer identity development are researched to support potential future practice and career development.

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Shaheen, Saima. "Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 122–29. http://dx.doi.org/10.14710/ijee.1.2.122-129.

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AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education.

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Balakshina, Yelena V. "PROFESSIONAL ENGINEERING: RELIABILITY." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 114–21. http://dx.doi.org/10.20323/1813-145x-2020-6-117-114-121.

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The intensive development of new technologies creates special conditions for the implementation of labor functions by specialists in various professional fields. The most active introduction of innovations and technological advances takes place in the activities of large and small industries. It is at this stage that a peculiar assessment of the quality and «usefulness» of the results of engineering solutions introduced into practical operation takes place. This is fully felt in the form of reliable operation of products, increased labor efficiency, saving working time, leveling production risks and improving the economic well-being of the enterprise. An engineer, as a representative of senior technical professions, able to optimize and improve the work of an individual workshop and organization as a whole, becomes a key figure for the entire general production cycle. It should be noted that a huge number of engineering professions are represented on the modern labor market. At the same time, an engineer of different professional orientation, involved in various fields, carries fundamentally different loads and can perform functions different from the descriptions of classical engineering work. The intensive participation of an engineer, as a representative of technical professions in such fields as medicine, education, testifies to the high social importance of engineering work, and supports the relevance of the growing interest in the profession of engineer. In turn the direct relation to creation of technologies (designing, design, planning) or direct – the indirect relation to technical support of work of the enterprise staff, brings up the questions concerning reliability of engineering activity. The main developments of theoretical and applied nature, reflecting the specific features of engineering activities, its reliability, were carried out within the framework of engineering psychology and ergonomics. Traditionally, they reveal the essence of operator labor («man-operator») and the work of a specialist operating complex automated complexes («man-technician»). However, the replenishment of the list of engineering professions with new types, as well as the complication of professional tasks of generally recognized ones, the inclusion of new functions in them creates an applicant for a more detailed study of it.

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Soboleva, Elena Ivanovna. "Formation of the prospective engineer’s moral personality as a problem of modern technical education." Samara Journal of Science 10, no. 3 (September 1, 2021): 289–93. http://dx.doi.org/10.17816/snv2021103316.

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The paper substantiates the urgency of the problem of the technical specialists moral personality formation, harmoniously combining production, personal and public interests, and indicates the need to solve the problem of engineering personnels professional training organization, focused on the development of students (prospective engineers) morality. The author has revealed a role of moral values in the moral education of students of a technical university, which contributes to the formation of the moral personality of a future engineer as a person and a professional. The moral values of the Russian engineer, presented in the Codes of Ethics for the Engineer, are indicated. Attention is focused on the relationship between the concept of attitude and the concept of value, in the context of which (interconnection) the choice of moral values is substantiated, familiarization with which allows to educate the prospective engineer as a moral person. The specificity of moral values is revealed as conscious life meanings that determine the attitude of an engineer to technology, to colleagues and to society. Specific moral values that are identified determine a specific type of relationship between an engineer: good, humanism, duty, freedom, honesty (the attitude of an engineer to technology), kindness, mercy, reliability, conscience, fairness (the attitude of an engineer to colleagues), dignity, responsibility, benefit, truth, honor (the attitude of an engineer to society). The ways of introducing a student to moral values in the educational process of a technical university, contributing to the formation of the prospective engineers moral personality, are indicated: the use of the educational potential of educational disciplines; application in the educational process of methods that allow harmoniously to combine the acquisition of professional knowledge by students and their introduction to values; extracurricular work with students; corporate training program (interaction between the university and the enterprise).

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Baillie, Caroline, and Michael Levine. "Engineering Ethics from a Justice Perspective: A Critical Repositioning of What It Means To Be an Engineer." International Journal of Engineering, Social Justice, and Peace 2, no. 1 (May 30, 2013): 10–20. http://dx.doi.org/10.24908/ijesjp.v2i1.3514.

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We expect engineers, much as we expect doctors, teachers, plumbers, bankers and even our politicians to be honest. Minimally this means that they should not cheat, falsify documents or reports, keep promises and adhere to contractual obligations. But more can be said about the relation between engineering and ethics. Enlarging what it means to be an engineer is to understand the responsibility of a professional to see beyond what ethics means within the boundaries of contemporary pressures and measures of success, and to know what the available choices are before deciding on any new direction. Some ethical problems are internal to engineering itself. In this paper we use a social justice perspective to critique current ideas about engineering ethics and consider the enlarging which needs to occur to break through the dominant paradigms of the profession.

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Shafikova, Inna. "Professional precedent texts in teaching English for aerospace engineers." SHS Web of Conferences 137 (2022): 01022. http://dx.doi.org/10.1051/shsconf/202213701022.

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The paper discloses the importance of professional precedent texts for teaching English to future engineers and researchers at a Master’s degree program at a technical university. Three types of precedent texts found in scientific and technical articles are identified: classic precedent texts, term-type precedent texts, and professional precedent texts. It is stated that professional precedent texts have the greatest teaching potential. The most common genres of precedent texts for aerospace graduate students are review articles and original research articles in peer-reviewed journals. Criteria for the selection of professional precedent texts essential for teaching profession-oriented reading in aerospace departments of engineering universities are provided.

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Fazeli, Saman. "Engineers of Jihad: The Curious Connection between Violent Extremism and Education By Diego Gambetta and Steffen Hertog." American Journal of Islam and Society 37, no. 1-2 (May 16, 2020): 174–76. http://dx.doi.org/10.35632/ajis.v37i1-2.546.

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Perhaps it’s hard to imagine an engineer who is also a poet. After all, there seems to be a stark difference between the skills required by each profession. The dichotomy is undergirded by the notion that—whether engineering conditions engineers to act in particular ways, or engineers are born with a certain mindset—engineers possess certain traits, which lead them to do some things rather than others. The present title, Engineers of Jihad, examines the connection between education and another trait: the capacity for violence. The authors are particularly interested in why there is a disproportionate number (indeed, a significant overrepresentation) of engineers among the ranks of Muslim extremists. Based on this observation, they conclude that engineers are more prone to radicalization than other university graduates (11-16). Although the data could be explained by another hypothesis (there is a higher demand for engineers in extremistgroups), the authors maintain that engineers possess certain character traits that predispose them to radicalization (164). To read the full book review, download the PDF file on the right.

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Тимків, Надія. "PROFESSIONAL DEVELOPMENT OF PETROLEUM ENGINEERS IN LIFELONG EDUCATION." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (January 20, 2020): 107–14. http://dx.doi.org/10.35387/od.1(15).2019.107-114.

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The article deals with the urgent issues of the development of lifelong professional education, state policy implementation directed to the petroleum engineers’ training. The essence, content and structure of future engineers professional training with the aim of formation professional competence are highlighted in this article. The features of cognitive and practical activities of future experts in petroleum industry are revealed. The constituents and conditions for increasing the efficiency of forming the professional competence of a petroleum engineer and his willingness are defined. The impact of globalization challenges to ensure qualitative training of future petroleum engineers to meet requirements and needs of national and regional labour markets is analysed. A great attention is given to the importance of prediction of lifelong professional education development, strengthening of forecast scientific research function. The specific features of forming the content of training and the application of innovative and advanced pedagogical technologies are identified. The interaction of economic, scientific and technical factors being considered in training experts for petroleum industry is outlined. In order to estimate efficiency of this training interdisciplinarity is essential. The necessity of using interdisciplinary educational technologies in the professional training of future petroleum specialists is substantiated. The significance of interdisciplinarity in education under the condition of sharp growth in information activity and the increased role of intellectual property items in modern economy are shown. It has been found that interdisciplinarity of petroleum education is based on the network interrelations of the studied disciplines. The goal, content, and trends in interdisciplinarity of petroleum education are presented in the system of petroleum training. The study has confirmed that interdisciplinary intergrity in petroleum industry boosts the development of international collaboration and intercultural cooperation. Key words: lifelong petroleum education; an engineer of petroleum industry; professional education and training, qualification, the internationalization of knowledge; state educational policy; labour market; forecast; practice; technologies; upgrading.

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Balakshina, Elena Vladimirovna. "Conceptual Basis for Studying the Problem of Reliability of Engineering Activities." Общество: социология, психология, педагогика, no. 9 (September 25, 2020): 76–81. http://dx.doi.org/10.24158/spp.2020.9.13.

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The intensive introduction of modern high-tech tools into the production process of organizations of various types creates the need for high-class en-gineering personnel on the labor market. A trained engineering specialist is one of the important com-ponents of the economic stability of the enterprise, since the smoothness of the technical process and the prevention of risk situations associated with errors in the operation of technical equipment de-pends on him. The relevance of interest in engineer-ing professions and analysis of the features of relia-bility of engineering activities is due to the large social demand for the study of the psychological aspects of the labor of specialists-engineers, as well as the low development of this problem. The results of the performed theoretical analysis provide a basis for clarifying the conceptual apparatus of the pro-cess of studying the reliability of professional activi-ty in general, as well as for developing a new ap-proach to the analysis of the reliability of modern labor of an engineer.

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Hudson, Alan. "The ABMA as a Multidisciplinary Body: Implications for Training in Behavioural Skills." Behaviour Change 3, no. 2 (June 1986): 135–41. http://dx.doi.org/10.1017/s0813483900009293.

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The membership of the ABMA was analysed by way of profession and this showed that the membership was comprised mainly of psychologists. The issue of whether psychologists ought share their behavioural skills with other professions was addressed with reference to the literature on training in behavioural skills. The conclusion was drawn that it was appropriate for a variety of professional groups to be trained in behavioural skills that are typical of the function of what Bernstein (1982, 1984) called the “the behavioural engineer” or what Gardner (1973, 1976) called the “behavioural technician”. Finally it was argued that the ABMA should be actively involved in the teaching of these skills.

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Burns, George U., and Colin Chisohlm. "Engineering Professional Development Related to Sustainability of Quality." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 1 (January 2011): 15–29. http://dx.doi.org/10.4018/ijqaete.2011010102.

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The relationship between employability, professionalism and routes to chartered engineer for engineering graduates in relation to the sustainability of quality and standards is discussed in this paper. Different political and economic developments, set in the context of globalisation, like knowledge led economic policy and the political drift from neo-liberal to third way policies have impacted and shaped the current notion of employability, professionalism and standards. These concepts are outlined and considered in relation to sustaining quality assured formation of undergraduate engineers through routes to professional chartered engineer. Two routes, academic and work related are discussed using case studies to show how the necessary academic standards can be achieved for recognition as a chartered engineer and consideration given as to whether the same quality assured outcomes can be achieved by both routes. These two routes do not deliver similar profiles. A model and work related framework is proposed, which needs to be government led within a global context to achieve the solution to many of the tensions discussed and provide a common global system of professional formation.

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Starshinova, Tatyana Alexandrovna, Olga Alexandrovna Larionova, and Renat Salyahovich Saifullin. "Integrative training of engineer in globalized world." Samara Journal of Science 5, no. 2 (June 1, 2016): 181–84. http://dx.doi.org/10.17816/snv20162310.

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In this article we consider an integrative training of the engineer in the globalized world. On the basis of the analysis of the international division of labor and interaction in the field of equipment and technologies which the modern engineer faces, we note the necessity of effective interaction of the international teams. We come to light the problem of insufficient level of training of engineers within the modern higher technical education which is differing in own specifics in the different countries, where education is focused on the regional level of training of specialists. It is noted that the international activity based on the international division of labor demands global training of engineers. The analysis of publications concerning global competence, the analysis of determination of cross-cultural competence, and also the analysis of requirements of the international accreditation agencies allows to select four main characteristics of globally competent engineer: to take into account ethnic aspects of society, the nature and safety; to understand the profession and technical aspects in a global context; to be able to work in interdisciplinary and international teams; to be able to carry on dialogue in a cross-cultural and international context. The conducted research has shown that the selected characteristics are integrative qualities of the personality and the engineer who possesses such characteristics will be able to represent the country at the international level adequately and to work at an innovative factory. As a solution of the problem of modern engineers training authors offer formation of global competence of the engineer due to integrative approach in education.

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Drobot, Olha. "Psychosemantic Features of Professional Consciousness of Engineers." PSYCHOLINGUISTICS 25, no. 1 (April 18, 2019): 72–89. http://dx.doi.org/10.31470/2309-1797-2019-25-1-72-89.

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This article presents results of an empiric study of psychosemantic features of professional consciousness of engineers: the associative structure of key professional notions has been determined, and its key properties have been revealed. The method of free associations has been applied; J. Sax’s and S. Levis’s Unfinished Sentences projective technique; original questionnaire. It was proved that engineers are distinguishable for the desire to get promoted to a higher position while retaining inclination toward the present area of activity; functional autonomy; dependence on organization; internal control locus in the situation of professional problems; long-term professional planning; orientation toward refraining from inflicting damages upon others and themselves; balanced moral principles. An associative experiment has been held with stimuli words that concern professional sphere and with words unrelated to the profession. 1524 reactions to 37 stimuli words have been received in total. Building associative complexes for every stimulating notion allowed to reflect contemporary perceptions of respondents about each of them. The following most frequently occurring associations to the “work” stimulus have been highlighted: knowledge, experience, skills, work routine, Monday-Friday, boss, half-life, prospects, growth, success, hard. One of the features of professional consciousness of engineers is fixation of own subordination in performance of professional duties; inclination toward timely accomplishment of simple professional tasks; orientation of mindset toward integrity and discipline in business communication.

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L.V., Lomakina. "ФОРМУВАННЯ ПРОФЕСІЙНИХ ІНШОМОВНИХ МОВЛЕННЄВИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ІНЖЕНЕРІВ". Collection of Research Papers Pedagogical sciences, № 94 (6 травня 2021): 143–50. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-20.

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The article reveals the conceptual approaches to improving the content and organization of professional foreign language teaching in technical higher educational establishments.The purpose of the study is to consider the role of information technology and to determine the psychological and pedagogical conditions in the formation of professional foreign language speech competencies of future technical specialists.Research methods: method of theoretical analysis of normative educational documents and scientific-methodical works on problematic issues of pedagogy teaching methods; synthesis of educational and methodical ideas; generalization of own pedagogical experience; methods of generalization, systematization for formulating of scientific research conclusions.Results. The main attention of the publication focuses on theoretical and practical aspects of professional foreign language teaching of future technical specialists, the formation of professional foreign-language speech competencies on its basis.The views of psychologists and teachers on the problem of introducing information technologies into the process of teaching a foreign language for professional purposes are studied. The study of the peculiarities of the formation of professional foreign language speech competencies by means of modern information technologies is conditioned by the search for effective methods of teaching a foreign language in technical higher educational establishments. In the process of learning a foreign language with the use of information technologies, important psychological and pedagogical conditions for the formation of professional foreign language speech competencies are identified. Besides, the main linguodidactic objectives have been defined, the solution of which is facilitated by the introduction of information technologies in the process of foreign language learning. Changes in traditional teaching model of the process of professional foreign language training using information technologies are considered. It is noted that the essence of learning in the new model is not the transfer of information, but the students’ ability to independently acquire knowledge, form and improve their speech competencies, communication skills and habits.Conclusions. The content of foreign language training for future specialists in technical higher educational establishments is the formation of professional foreign language speech communication competencies that contribute to the development of professionally oriented speaking skills, mastering the profession, increase labor efficiency and positively affect business relations.Key words: linguodidactic objectives, teaching model, information technologies, psychological and pedagogical conditions, professional foreign language speech competencies. У статті розкрито концептуальні підходи до вдосконалення змісту й організації навчання іноземної мови за професійним спрямуванням у закладах вищої освіти технічного профілю.Мета дослідження – розглянути роль інформаційних технологій та визначити психолого-педагогічні умови під час формування професійних іншомовних мовленнєвих компетентностей майбутніх фахівців технічного профілю.Методи дослідження: метод теоретичного аналізу нормативних освітніх документів і науково-методичних праць із проблемних питань методики викладання педагогіки; синтез навчально-методичних ідей; узагальнення власного педагогічного досвіду; методи узагальнення, систематизації для формулю-вання висновків наукового дослідження.Результати. Основна увага публікації зосереджується на теоретичних і практичних аспектах навчання іноземної мови професійного спрямування майбутніх фахівців технічного профілю, формуванні на його основі професійних іншомовних мовленнєвих компетентностей. Досліджено погляди вчених-психологів і педагогів на проблему впровадження інформаційних технологій у процес навчання іноземної мови за професійним спрямуванням. Дослідження особливостей формування професійних іншомовних мовленнєвих компетентностей засобами сучасних інформаційних технологій зумовлене пошуком ефективних методик викладання іноземної мови у закладах вищої освіти технічного профілю. У про-цесі навчання іноземної мови з використанням інформаційних технологій визначені важливі психолого-педагогічні умови формування професійних іншомовних мовленнєвих компетентностей. Визначено основні лінгводидактичні завдання, вирішенню яких сприяє впровадження інформаційних технологій у процес іншомовної освіти. Розглянуто зміни в моделі процесу навчання іноземної мови за професійним спрямуванням під час використання інформаційних технологій. Під час побудови нової моделі навчання сутністю навчання стає не передача інформації, а вміння студента самостійно здобувати знання, формувати та вдосконалювати свої мовленнєві компетентності, комунікативні вміння та навички.Висновки. Зміст навчання іноземної мови майбутніх фахівців у закладах вищої освіти технічного профілю полягає у формуванні професійних іншомовних мовленнєвих комунікативних компетентностей, які сприяють розвитку професійно зорієнтованого мовлення, оволодінню фахом, підвищують ефективність праці та позитивно впливають на ділові стосунки.Ключові слова: лінгводидактичні завдання, модель навчання, інформаційні технології, психолого-педагогічні умови, професійні іншомовні мовленнєві компетентності.

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