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An empirical ethnographic survey of engineers using interviews and field observations in Australia provides evidence that coordinating technical work of other people by gaining their willing cooperation is a major aspect of engineering practice. Technical coordination in the context of this study means working with and influencing other people so they conscientiously perform necessary work to a mutually agreed schedule. While coordination seems to be non-technical, analysis provides evidence supporting the critical importance of technical expertise. Coordination usually involves one-on-one relationships with superiors, clients, peers, subordinates, and outsiders. Coordinating the work of other people seems to be important from the start of an engineering career. Engineering education only provides limited informal coordination skill development and current accreditation criteria may not reflect this aspect of engineering. This paper suggests ways in which students can learn coordination, and describes some of the author's experiences in applying this research. [ABSTRACT FROM AUTHOR]

The coverage of polymer science and engineering in Australian universities was surveyed by contacting respondents and accessing course and unit catalogues of Australian universities. It was found that the breadth and extent of undergraduate education in polymers was not strongly correlated with the profile of polymer-related research at an institution, and that few institutions appeared to have a systemic commitment to polymer science. Polymer education was stronger in engineering faculties than science faculties, with a majority of Australian undergraduate students studying polymers to a significant extent enrolled in BEng programs. Most responses were consistent with a decline in polymer education over the past few decades, with units of study no longer offered and the reduction of polymer content in the units that remained. It was estimated that approximately 700 students with significant exposure to polymers graduate from Australian BSc and BEng programs annually. Given the small extent of the Australian polymer industry and the large proportion of foreign-trained professionals in Australia, the extent of polymer education in Australia appears to be adequate for the needs of the country. [ABSTRACT FROM AUTHOR]

The article focuses on the program for the adjustment and development of heavy engineering in Australia. In 1986, the Heavy Engineering Adjustment and Development Program (HEADP), an industry-specific plan for the heavy engineering industry, was introduced by the federal Labor government. The manner of the plan's introduction is representative of Labor's priorities in its first period of office. The HEADP consisted of four major elements including management efficiency, industry development, skills enhancement/retrenchment assistance, and concessional loan finance. Finally, the adverse bureaucratic environment in which the plan operated provides salutary lessons for cost-efficient and workable industry policy in the future.

The article discusses various reports published within the issue, including one by Ray Stalker which focuses on the Australian industry and technology policy, and another by Evan Jones on the Heavy Engineering Adjustment and Development Program (HEADP).