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Engineering education has evolved significantly in recent years, however, engineering graduates continue to encounter challenges during their transition to the workplace. There is a need to identify graduates’ needs and gather their input regarding engineering education programs to enhance the preparation of engineering students for the workplace. This study examined how early-career engineers perceive their undergraduate engineering programs in preparing them for the workplace. Additionally, it investigated what domains the engineers identify for improvement in engineering programs. In this multiple-case study, we interviewed 26 early-career engineers from seven organisations in the Aerospace and Defense industry across the U.S. We employed open coding to examine their responses and derive common themes. The findings showed that early-career engineers view technical knowledge and skills, persistence, and personal development instilled through their programs as valuable takeaways. However, they also highlighted the need for teaching professional skills, fostering collaboration between different engineering departments, promoting lifelong learning, and enhancing collaboration between academia and industry. The findings highlight areas in which engineering education and organisations can collaborate to better prepare students for the workplace. [ABSTRACT FROM AUTHOR]

The increasing complexity of societal problems and the need for more interdisciplinary problem-solving in the future raise new demands for future engineering competences. Consequently, competences related to management and leadership must be reconsidered and reflected in both engineering education and engineering education research. This leads to the following research question: In which ways are students' learning of management and leadership articulated and related in engineering education literature? In this study, this research question is answered through a systematic literature review wherein 112 journal articles were reviewed to explore articulations of students' learning of management and leadership competences. The review finds extensive diversity in the literature, with different and sometimes even overlapping articulations of management and leadership in an educational context. Furthermore, the review identifies a difference between implicit and explicit approaches to addressing the development of students' management and leadership competences. Finally, the importance of the mutual interaction between management and leadership is discussed in an engineering education context. It is stressed that moving forward when working with complex problems in interdisciplinary teams requires both change and vision, as well as the tools and plans to actually make it happen. [ABSTRACT FROM AUTHOR]

Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students' perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students' perspectives and experiences with its integration during their studies. It also critically examines students' ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education. [ABSTRACT FROM AUTHOR]

This article provides a historical overview of the Journal of Civil Engineering and Environmental Systems (CEES) from its inception in 1983 to the present day. It highlights the increasing complexity of civil engineering practice and the emergence of the systems approach as crucial to the field. The article also mentions various special issues of the journal that cover a diverse range of topics, including water resources, decision making, sustainability, and climate change. The passing of the baton from one editor to another is discussed, as well as the future direction of the journal. The article concludes with two contrasting perspectives on the role of systems thinking in addressing global challenges and averting crises. [Extracted from the article]

This article discusses the contributions of Paul Jowitt to the journal Civil Engineering & Environmental Systems (CES) over the years. Jowitt's early work focused on applying systems engineering methods to civil engineering, but he later realized the limitations of technique-oriented approaches. His writings evolved to emphasize the importance of real-world applications, reflective practice, and systems thinking. Jowitt's work addressed various topics such as decision-making, expert systems, demand forecasting, and sustainable development. The article highlights the need for a balance between knowledge, skills, and attitude in engineering education and emphasizes the role of engineers in providing systems-level solutions for infrastructure and climate change challenges. The journal aims to support and develop systems thinking in civil engineering. [Extracted from the article]