Search results

An investigation was conducted in the design department of a medium‐sized automotive company to establish engineers’ preferred learning styles. This was achieved by using two proven questionnaires followed by statistical analysis methods. The evidence showed that the engineers investigated have a significant visual learning style preference. This means that their learning is more effective by using diagrams, sketches, photographs, schematics, flow charts, pictures, videos, computer graphics, and demonstrations in training programmes and in their everyday working environment. The present computer‐aided design (CAD) training in the company does incorporate some of these visual techniques and so does satisfy the engineers’ visual learning style preference. Evidence also suggested that there is not a need to have different training and learning methods for design engineers and for managerial engineers such as project engineers and team leaders.

The purpose of this paper is to report on the Bologna Process in the light of globalisation and examine how it affects curriculum and engineering education developments.

The growing need for creative competitiveness and the striving for specific profiles of engineering qualifications that are of high quality whilst taking account of diversity, transparency have resulted in the declaration of the Bologna Process. The qualifications framework proposed involving the cycle systems are examined taking account of globalization, quality assurance, management and diversity of needs. The future opportunities are explored taking account of global expectations.

The present research reveals that the Bologna Process provides a means through which higher education institutions (HEIs) can be encouraged to provide more attractive curricula for the younger generation for differing cultures whilst catering for the broad range of engineering fields where they could become more active later. The point is made that it serves to re‐invent engineering to meet the needs of the twenty‐first century.

The present investigation focuses on the Bologna Process and its implications on engineering education in Europe. Future work hopes to extend this to other disciplines and to examine global effects in diverse cultures and also from gender, economic and development perspectives.

This paper could provoke HEIs outside Europe to evaluating their policies, revise strategies and moderate existing provisions, thereby assessing impact of the Bologna Process on engineering education in different countries and cultures.

Account is taken of the diversity and transparency which have resulted in the declaration of the Bologna Process. The paper discusses and reports on developments, prospects and challenges faced in the engineering curriculum provision following the introduction of the Bologna Process in the culturally diverse European higher education area. The new field of process systems engineering is also reported.

It is important that aeronautical engineers are aware of submissions being made to the Finniston Committee

The purpose of this article is to describe the quantitative evaluation of an engineering monograph approval plan using circulation analysis.

The circulation frequency of titles purchased under the approval plan was analyzed, and compared with the circulation frequency of all engineering books during the same time period, purchased both individually and through the plan.

It was found that 23 percent of the approval plan books circulated, compared with 6 percent of engineering books as a whole. There was considerable variation in circulation frequency between engineering disciplines, but approval plan books circulated much more frequently in all subject areas.

This study assesses circulation only during the most recent complete year, which means that the approval plan books are all new books. However, more than half of the books in the engineering collection are less than ten years old, so age is unlikely to be the only reason for the much higher circulation of approval books.

Since this evaluation concludes that the approval plan does have value for Rowan University's users, such a plan might be worth considering by other academic libraries looking for a better way to obtain new engineering monographs which serve user needs.

While the circulation data described in this study reflect the unique needs of the Rowan University user community, they can serve as a useful benchmark for engineering librarians who want to assess the usage of their monograph collections. The study also has value for academic librarians who are evaluating an approval plan from YBP or another vendor.

March 20, 1970 Industrial training — Industrial training levy — Engineering industry — Company providing steam generating plant for thermal power stations — Assembly of pre‐manufactured parts on site — Whether activity of engineering industry or construction industry — Definition of civil engineering work expressly including construction of thermal power station — Whether general words of exception operative to take essential process of construction of thermal power station out of civil engineering — Whether company liable to pay engineering industry levy or construction industry levy — Industrial Training Act, 1964 (c.16), ss. 1,4 — Industrial Training (Engineering Board) Order, 1968 (S.I. 1968, No. 1333), Sch., paras. 1(h)(ii), 2(d), 3.

The area of engineering and managerial needs of companies are focused on, and how the often conflicting engineering, business and managerial demands can be developed into a successful long‐term relationship. The concept of career management and the way in which it can be promoted and controlled is outlined. A number of practical points that companies and graduates can use to improve the management development process are given.

Since the 1970s there has been a variety of initiatives encouraging women to become engineers, and the proportion of women entering degree level courses in engineering is rising rapidly. In 1985 nearly 11% of engineering students on degree courses at universities were women. This trend parallels similar, although more dramatic, increases in the proportion of women engineers in the United States and France. However, these statistics must be set against the fact that women remain far more unusual as practising engineers; they represent 2.9% of technicians, 3.9% of professional engineers and approximately 1% of chartered engineers.

Engineering employers are discovering that their workforce requires certain skills which seem to be in short supply. Rapid technological change, participative management and employee empowerment, global competition, and other workplace innovations have created a demand for a higher skill level for engineering graduates. Identifying industry expectations for engineering graduates are an important step in developing university curricula which are responsive to the needs of the profession. The present study identifies specific industry expectations for new engineering graduates and provides practical recommendations for strategically aligning engineering curricula with the professional community. By identifying specific skills requisite for career success, universities can provide an improved service for their graduates and the engineering industry.

The teaching of sustainability to engineers will follow similar paths to that of environmental engineering. There is a strong feeling that environmental engineering is a discipline unto itself, requiring knowledge of chemistry, physics, biology, hydrology, toxicology, modelling and law. However, environmental engineering can also be encompassed within other disciplines; for example, solar and wind power are often taught in electrical or mechanical engineering; pollution control is taught in chemical engineering; and recycling technologies are taught in both chemical and mechanical engineering. The understanding of sustainability engineering, however, requires a greater maturity than that of most engineering disciplines. Although the basics of this concept can be understood by anyone, the ability to understand the complex systems which exist within the environment and society as well as the constraints on those systems is only beginning to emerge at the fourth year or graduate level. Moreover, the elements necessary to achieve sustainability are derived from all aspects of engineering and, like environmental engineering, all engineering disciplines have strong roles to play in achieving sustainability. However, there is also a fundamental discourse that can be taught as a discipline in sustainability engineering. Discusses aspects of such a programme and outlines the requirements for educating engineers in sustainability.

The purpose of this paper is to emphasize that engineering and construction are much more than possessing technical skills and that political leadership necessitates engineering, manufacturing, and construction skills.

The paper argues that the built environment and process of public investment decision making are proof enough that engineering must mix with politics.

It is found that engineering and construction education need to orient themselves to the humanities and social sciences, public policy, management science, and law.

The reality of leading effective governments requires that ministers, and prime ministers in particular, have a vast amount of general knowledge that encompasses engineering, manufacturing, finance, and construction.

The benefit to nations of having well‐educated, well‐rounded leaders at the helm can only be imagined as having a high social value.

Whereas others have espoused the need for leadership training, this paper adds value to the social discussion and brings out the dimension of politics being intricately connected with engineering and construction.