@inbook{d40f542f5aad4e88b256108ffa230a23,
title = "Preparing Engineers for 2035: Transforming Australia{\textquoteright}s Engineering Education for Emerging Roles and Expectations",
abstract = "The Australian Council of Engineering Deans (ACED) recently concluded a project ({\textquoteleft}Engineering 2035{\textquoteright}) to reshape Australian engineering education for future professional engineering graduates. Consultations with industry leaders and others identified the need to strengthen graduate engineers{\textquoteright} capacity for multi-disciplinary and cross-functional teamwork, with greater public accountability. Focus groups of prospective students revealed weak understanding of the growing range of opportunities offered by an engineering qualification of this nature. The corresponding curriculum transformation must ensure greater focus on transferable skills and contexts are delivered alongside technical content. We envisage more industry-based, problem and project-based pedagogies. We found that the engineering academic workforce is positive to such changes. Its recent adaptation of teaching methods to accommodate COVID-19 restrictions gives confidence of a good response to the emerging needs. The project identified 22 Calls for Action to the schools of engineering and ACED, and to industry, government and the professional accrediting body, Engineers Australia.",
keywords = "Academic workforce, Engineering education, Graduate outcomes, Professional engineers",
author = "Peter Lee and Caroline Crosthwaite and Carl Reidsema and Ian Burnett and Bernadette Foley and Doug Hargreaves and Robin King and Julia Lamborn and Mark Symes and John Wilson",
note = "Funding Information: The Australasian Association for Engineering Education (AAEE, 2021) provides support to the academic community through conferences, workshops, and a journal. Supported by both ACED and Engineers Australia, AAEE has been especially active in increasing the evidence-base for educational innovation through research, and by sharing best practice amongst the education providers. Funding Information: Acknowledgements The authors acknowledge the funding support and commitment of all members of the Australian Council of Engineering Deans to the Engineering 2035 project. The authors also acknowledge everyone from industry, the profession, academia, and the students who contributed input to the consultations, focus groups and surveys described in this Chapter. We note, in particular, the key contributions of Rob Lawrence, Professor Ian Cameron, Professor Roger Hadgraft and Associate Professor Tom Goldfinch to these supporting studies. Funding Information: There is no lack of ambition for contemplating such changes amongst leaders and members of the engineering academic workforce. Recommendations made in the 2007–8 review to update and clarify engineers{\textquoteright} graduate competencies, increase student-centered learning, increase the authenticity of project work, and related matters, were taken up with project and fellowship funding from the government{\textquoteright}s Australian Learning and Teaching Council, later the Australian Office for Learning and Teaching (OLT). Arguably, the strong graduate employment and employer satisfaction ratings for engineering, as well as the engineering education research base of AAEE (reported in Sect. 2.2), are due in part to the results of that funding. However, the closure of the OLT in 2016—and corresponding loss of targeted educational research and development funding—was cited by those consulted in the present study as having limited collaborative educational changes. Small-scale initiatives by individual engineering schools and consortia, some supported by small ACED project funds and AAEE, have ensured some continuing improvement. Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.",
year = "2022",
doi = "10.1007/978-981-16-9812-5\_2",
language = "English",
isbn = "9789811698118",
series = "Lecture Notes in Educational Technology",
publisher = "Springer",
pages = "29--52",
editor = "Christina Hong and \{W. K. Ma\}, Will",
booktitle = "Applied Degree Education and the Future of Learning",
address = "Switzerland",
edition = "1st",
}