دورية أكاديمية
What Does It Mean to Be 'Prepared for Work'? Perceptions of New Engineers
| العنوان: | What Does It Mean to Be 'Prepared for Work'? Perceptions of New Engineers |
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| اللغة: | English |
| المؤلفون: | Jessica R. Deters (ORCID |
| المصدر: | Journal of Engineering Education. 2024 113(1):103-123. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: | 1607811 2039864 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Job Training, Engineering Education, College Graduates, Capstone Experiences, Student Attitudes, Undergraduate Study, Employment Potential, Education Work Relationship |
| DOI: | 10.1002/jee.20572 |
| تدمد: | 1069-4730 2168-9830 |
| مستخلص: | Background: Engineering education seeks to prepare students for engineering practice, but the concept of preparedness is often ill-defined. Moreover, findings from studies of different populations or in different contexts vary regarding how well new graduates are prepared. These variations, coupled with the lack of clarity, suggest the need to better understand what it means to be prepared for engineering work. Purpose: This study contributes to research on workplace preparation by exploring how new graduates describe being prepared for engineering work. Method: Applying secondary analysis to data from the multi-institution Capstone To Work (C2W) project, we used thematic analysis to explore new engineers' descriptions of preparedness. We analyzed written responses to structured questions about the school-to-work transition collected weekly during participants' first 12 weeks of work; 105 graduates drawn from four universities provided 956 responses, with a mean of 9 (out of 12 possible) responses per participant. Results: Participants' descriptions of preparedness included applying concrete skills, recognizing familiar situations, and having strategies for approaching challenging tasks even when they lacked relevant knowledge or skill. Conclusion: Our findings suggest that although many discussions about workplace preparation implicitly focus narrowly on mastery of skills and knowledge, that focus may not fully capture new graduates' experiences, and may limit discussions about the ways in which school can (and cannot) prepare students for work. A more expansive understanding may better support both student learning and workplace onboarding, though more research is needed across stakeholders to establish shared understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1406535 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1069-4730 2168-9830 |
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| DOI: | 10.1002/jee.20572 |