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dc.contributor.authorKhoo, Elaine G.L.en_NZ
dc.contributor.authorZegwaard, Karsten E.en_NZ
dc.contributor.authorAdam, Aminath Shafiyaen_NZ
dc.date.accessioned2020-08-25T04:52:31Z
dc.date.available2020-08-25T04:52:31Z
dc.date.issued2020en_NZ
dc.identifier.citationKhoo, E. G. L., Zegwaard, K. E., & Adam, A. S. (2020). Employer and academic staff perceptions of science and engineering graduate competencies. Australasian Journal of Engineering Education, 1–16. https://doi.org/10.1080/22054952.2020.1801238en
dc.identifier.issn2205-4952en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13754
dc.description.abstractThis paper reports on the findings from a study investigating science and engineering employ- ers and university academic teaching staff perceptions of the competencies science and engineering recent graduates require in the workplace. Data were collected through surveys and focus group interviews of science and engineering employers and academic teaching staff. Participants rated 26 graduate competencies on how important they are for graduates entering the science and engineering workplace across three aspects: important today, important in 10 years’ time, and, the perceived competency performance level of recent graduates that have entered the workplace. The findings revealed that employers thought teamwork, written communication, problem solving, oral communication, and interpersonal relationships were particularly important for today while academic teaching staff, however, viewed problem solving, written communication, critical thinking, conceptual thinking, and oral communication to be important today. The findings offer insights into the extent current preparation of science and engineering students are meeting employer expectations and highlight shifts in perceived future competencies to enhance support for student learning and employability outcomes. Implications are offered for strengthening curriculum, pedagogy and assessment approaches for workplace preparation. Finally, we discuss the limitations of the present study and how future research might resolve those limitations.
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherTaylor & Francisen_NZ
dc.rightsThis is an author's accepted version of an article published in Australasian Journal of Engineering Education. © 2020 Engineers Australia
dc.subjectScience and engineering graduate competencies
dc.subjectEmployer perceptions
dc.subjectAcademic staff perceptions
dc.subjectGraduate performance
dc.subjectEmployability
dc.subjectMixed methods
dc.titleEmployer and academic staff perceptions of science and engineering graduate competenciesen_NZ
dc.typeJournal Article
dc.identifier.doi10.1080/22054952.2020.1801238en_NZ
dc.relation.isPartOfAustralasian Journal of Engineering Educationen_NZ
pubs.begin-page1
pubs.elements-id256040
pubs.end-page16
pubs.publication-statusPublished onlineen_NZ
dc.identifier.eissn1325-4340en_NZ


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