Is the evolution of engineering degree programs in Australia sustainable
Date
2008
Authors
Kestell, C.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings of the 2008 AaeE Conference, 2008: pp.1-6
Statement of Responsibility
Dr. Colin Kestell
Conference Name
Australasian Association for Engineering Education Conference (19th : 2008 : Rockhampton, Queensland)
Abstract
Program changes in engineering education at the University of Adelaide have historically been out of necessity to address advancements in technology as well as economic and social influences. More recently however the flood of specialised engineering degree programs appears to be an obvious marketing strategy to attract high-school students, and as such may not be a sustainable method of evolving engineering education. Students completing high-school are now expected to choose their specific vocation at the commencement of their engineering education. Such programs reduce the students’ opportunities to reconsider their vocational pathway as their appreciation of engineering matures. In the presence of existing elective courses (already in existence to permit specialisation), the new programs and their new associated courses also increase the workload demands on academic staff, perhaps unnecessarily so. There is also evidence that the popularity of specialised degrees is directly influenced by the immediate health of the relevant industry sector. Defined specialised study pathways (or major streams) in time-tested more traditional programs may be one solution. These may help to retain the core identity of the engineer; provide the graduate with an opportunity to generalise or be precise about their engineering specialisation (thus increasing their employment opportunities); rationalise the need for elective courses; and hence improve the operational efficiency of the school, department or faculty. The objective of this paper is therefore to encourage rigorous debate upon the sustainability and longer term effects of new engineering degree programs.