It is a well-established fact that engineering science and knowledge double approximately every ten years in the modern era. This rapid transformation is driven by the emergence and application of new technologies, which have shortened product development cycles, reduced production costs, and expanded the range of practical applications.
It has also become evident that engineering students cannot acquire all the knowledge, experience, and professional competencies required for engineering practice during a four-year undergraduate program. Moreover, the very foundations of engineering have undergone significant changes over recent decades. As a result, engineering schools have recognized that fulfilling their educational mission and preparing graduates for responsible professional practice requires a commitment to lifelong learning. Consequently, one of the most important responsibilities of engineering faculties is to teach students how to learn continuously throughout their careers.
On the other hand, when young engineers begin their professional careers, they are often surprised by the considerable differences between the academic environment and the workplace. To succeed in a profession that is itself constantly evolving, they need to acquire essential skills and knowledge beyond what they learned during their university education.
This paper examines these essential competencies and provides guidance on the knowledge, attitudes, and practices that young engineers should adopt in order to achieve success at the beginning of their professional careers and throughout their engineering practice.
Title: What Don’t Engineering Universities Teach?
Author: Parviz Davami
Source: Iranian Journal of Engineering Education
Volume: 18
Issue: 72
Publication Date: Winter 2017 (Persian calendar: Winter 1395)
Pages: 1–21
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