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This paper contributes to understanding of the generic engineering competencies required by engineers graduating in Australia and to competency theory. The Competencies of Engineering Graduates (CEG) Project was conducted to identify the generic engineering competencies required by engineers graduating in Australia. The methodology adapted a theoretical framework for understanding key competencies developed by the Definition and Selection of Competencies Project commissioned by the Organisation for Economic Cooperation and Development. The phases of the CEG Project included a literature review, a panel session, two large-scale surveys and a focus group. By reflecting on the whole CEG Project, this paper provides insight into the nature of competencies required by engineers in Australia. Implications for engineering educators are described. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the results of a study into how student attributes influence their experience of problem-based learning (PBL) in virtual space. Some engineering faculties in Australia are turning to the PBL paradigm to engender necessary skills and competence in their graduates. At the same time, due to economic and other factors, some faculties are moving towards distance education. Logically, questions are being asked about the effectiveness of PBL for technical fields such as engineering and surveying when delivered in virtual space. This paper outlines an investigation of how student attributes such as final course grade, age, academic study major and interaction with their team facilitator affect the student learning experience in PBL courses offered in virtual space. A phenomenographical study was carried out on a suitable PBL course. A frequency distribution was then superimposed on the outcome space to assist analysis and to aid interpretation of results. This frequency distribution was then used to analyse the effect of different student attributes on the learning experience. It was discovered that the quality, quantity and style of facilitator interaction had the greatest impact on the student learning experience. This highlighted the need to establish consistent student interaction plans, and to set and ensure compliance with minimum standards with respect to facilitation and student interactions. The findings also have ramifications for future staff professional development activities before starting as facilitators in these courses. [ABSTRACT FROM AUTHOR]

Skills shortages have been widely reported by engineering industries in Australia. At the same time, migration literature suggests that there is under-employment of migrant engineers. To investigate this seemingly contradictory situation this paper reviews 2006 census data to examine the stock of engineering graduates in Australia, and compares the employment and occupational profiles of migrants with the locally-born. The results show that there was a large pool of engineering graduates in Australia who were not employed in engineering occupations. Migrants, whether they had Australian or foreign engineering qualifications, experienced different labour market outcomes from locals. Two factors emerged from the study as influencing labour market outcomes for migrants: region of origin and duration in the host country. [ABSTRACT FROM AUTHOR]