Goh, S. C. (2013, June), A global accord for the postgraduate learning and professional development of engineers: A Proposition  Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. 10.18260/1-2--17208

\bibitem{asee_peer_17208}
  Goh, S. C. (2013, June), \emph{A global accord for the postgraduate learning and professional development of engineers: A Proposition}
  Paper presented at 2013 ASEE International Forum, Atlanta, Georgia.
  10.18260/1-2--17208

Steven Chingnam Goh.  "A global accord for the postgraduate learning and professional development of engineers: A Proposition".  2013 ASEE International Forum, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/17208 Internet.  15 Dec, 2024

\bibitem{asee_peer_17208}
  Steven Chingnam Goh.
  "A global accord for the postgraduate learning and professional development of engineers: A Proposition".
  \emph{2013 ASEE International Forum, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/17208 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_17208
author = "Steven Chingnam Goh"
title = "A global accord for the postgraduate learning and professional development of engineers: A Proposition"
booktitle = "2013 ASEE International Forum"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17208}
number = {10.18260/1-2--17208}
}

TY  - CPAPER
AB  - Title: A global accord for the postgraduate learning and professional development ofengineers: A PropositionAuthors: Steven GohAbstract:This paper argues the case for the establishment of a global accord for the postgraduatelearning journey of engineers in a globalized and complex world. The establishment ofagreements covering educational qualifications in engineering and competence standards forpracticing engineers such as the Washington Accord in 1989 and APEC Engineer agreementin 1999 have resulted in increased engineering mobility and improved global standards,especially as related to entry level engineering curricular requirements. However, one couldsuggest that the capability to perform provided by these competencies agreements do notensure the professional development of engineers are complementary and adequate for themto perform in an increasing complex, globalised and constantly changing engineering world.The EFQM (European Foundation for Quality Management) frameworks and the WarrenCentre’s PPIR (Professional Performance Innovation and Risk) protocol are suggested asproposed guiding foundations for establishing a global accord for continuing engineeringeducation. It is proposed that a new educational and professional development frameworkinspired by other accredited professional programs (such as law and accounting) to bedeveloped as a platform for establishing such a global accord. The framework has the dualaims of providing learning opportunities for engineering graduates structured in the form ofpersonal, professional and educational development, and structured guidance and mentoringto pursue professional (or sometimes referred as chartered) recognition. A conceptualframework and a proposed learning journey have been developed and are described in thepaper. The paper argues for a reformed curriculum, blended pedagogies, a change inacademic staff profile, and provide recent developments in the engineering and managementeducation sector in support. It is acknowledged that further developmental and piloting workis required to establish the robustness and agility of the proposition for internationalizedadoption.
AU  - Steven Chingnam Goh
CY  - Atlanta, Georgia
DA  - 2013/06/22
PB  - ASEE Conferences
TI  - A global accord for the postgraduate learning and professional development of engineers: A Proposition
UR  - https://peer.asee.org/17208
DO  - 10.18260/1-2--17208
ER  -