Asee peer logo

Socio-psychological competence of future engineers

Download Paper |

Conference

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

8

Page Numbers

21.60.1 - 21.60.8

Permanent URL

https://peer.asee.org/17265

Download Count

74

Request a correction

Paper Authors

author page

Farida Tagirovna Shageeva Kazan National Research Technological University

author page

Natalia Vladimirovna Kraysman

author page

Inna Mikhailovna Gorodetskaya Kazan National Research Technological University

author page

Vasiliy Grigoryevich Ivanov KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

Download Paper |

Abstract

Socio-psychological competence of future engineers Contemporary engineer alongside with wide general and specific knowledge has topossess a high level of intellectual culture, socio-psychological competence and ability toapprehend innovations rapidly and efficiently. Socio-psychological competence, as an integralcharacteristic of personality, means achievements in relations and interactions betweenindividual with other people which allows resolving social situations efficiently, and choosingand implementing adequate strategies and tactics of interaction, as well as self-regulation forthe successful social and professional activity. All engineering skills, including mechanization, automation, creating new andmodernization of existing technologies, and other kinds of activity based on fundamentalknowledge, should, first of all, aim at society and its members. It is not enough to be an expertin a specific sphere today. Existing social and technical reality requires professionals withbroad outlook, able to see interdisciplinary connections and having systemic thinking.Contemporary technologies create a specific environment. Today every engineering decisionintrudes into social reality of human society, transforms it, creates and imposes new materialneeds, and sets up new quality standards. Therefore contemporary engineer is a competent, responsible specialist, possessingknowledge and information in his own and in the adjacent activity fields, performingaccording to global standards, willing for the constant professional improvement, capable ofself-perfection and socially and professionally mobile. Productivity of engineer’s professionalactivity is estimated not only by techniques and technology, but also by his personal potentialand personal qualities. High social responsibility of a contemporary engineer makes ethicalaspects of their activity as significant as technological, economic and ecological factors. Thusone of the most urgent problems of higher engineering education is to develop socio-psychological competence of the future engineers to manage interpersonal relations withintheir working team and in the broader society. The goal of professional education is not onlyto provide vocational qualification, but also to prepare student for various social andprofessional situations. There are the following educational technologies to develop socio-psychologicalcompetence: trainings and team work, students’ research groups, panel discussions, master-classes and workshops with participation of leading specialists of research organizations andindustrial enterprises and some others. It is obvious that socio-psychological competence of engineering students is developedmainly by psychological and pedagogical courses. Typical engineering curriculum does notinclude many humanitarian disciplines. In our opinion, one of the most efficient ways to copewith this problem is to introduce this option within the system of supplementary professionaleducation (Russian equivalent of minor degree). In the contemporary context supplementaryprofessional education acquires an independent value and plays a decisive role being one ofthe main ways to be highly competitive at the labor market. The system of higher engineering education suggests step-by-step development ofmultiple components of an engineer’s professional competence. Competences trained at themajor are updated and developed while studying minor, becoming core, distinctivecompetences for a particular engineer. 1

Shageeva, F. T., & Kraysman, N. V., & Gorodetskaya, I. M., & Ivanov, V. G. (2013, June), Socio-psychological competence of future engineers Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. https://peer.asee.org/17265

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015