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A global accord for the postgraduate learning and professional development of engineers: A Proposition

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Collection

2013 ASEE International Forum

Location

Atlanta, Georgia

Publication Date

June 22, 2013

Start Date

June 22, 2013

End Date

June 22, 2013

Conference Session

Reception & Poster Session

Tagged Topic

ASEE International Forum

Page Count

9

Page Numbers

21.3.1 - 21.3.9

Permanent URL

https://peer.asee.org/17208

Download Count

21

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Paper Authors

biography

Steven Chingnam Goh University of Southern Queensland

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Dr Steven Goh completed his BEng in Manufacturing & Materials at UQ, MBA (Tech Mgt) at Deakin Uni, Master of Professional Accounting at USQ, Engineering Doctorate at USQ, and a Diploma in Company Directorship from AICD. He joined USQ as an engineering academic staff in 2006 after spending over 10 years in industry in various roles including R&D Manager, Business Development Engineer to Managing Director of his own firm. He is currently active in a number of boards, and provides advisory and consulting services. His research interests are in engineering education, engineering management, and renewable energy. He is a recipient of a USQ Faculty Award for Excellence in teaching (Early Career) 2008, USQ Associate Fellow 2009, and USQ Senior Fellow 2010. He served as the 2012 QLD President of Engineers Australia, and is currently serving as a Congress Member of Engineers Australia. He loves mountaineering, travel, food and afternoon naps.

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Abstract

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.

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