未来工程师的专业角色认知

Awareness of Future Engineers’ Professional Roles

了解专业的未来对学生的学习和工作满意度有着积极的影响。然而,工科学生往往没有意识到自己想成为什么样的工程师,以及需要什么样的专业能力。为了帮助工科学生更加了解未来的可能性及需求,产业界开发出了一套未来工程师的专业角色模型(Professional Roles Model for Future Engineers)并进行了验证。在不同部门的工程师和人力资源代表的密切配合下,该模型确定了三种专业角色以及相关的能力属性。本研究旨在调查学生们如何看待该模型,以及他们在多大程度上可以识别出自己的专业角色。研究发现:即使在毕业时,学生们仍旧发现很难描述他们的职业抱负;本科生和硕士生都认为职业角色模型相当直观,并且可以轻松地将各种角色与过往的经历联系起来;然而,硕士生的角色偏好和选择与该角色一致的空缺职位之间相互矛盾;学生们渴望得到提高职业认知方面的支持,希望用岗位介绍或职位空缺来丰富对不同角色的描述,并以多种方式将该模型整合到教学中。

A better understanding of the professional future has positive outcomes for student learning and job satisfaction.However, engineering students are often unaware of what kind of engineer they want to be and what professional competences it requires. To support engineering students to become more aware of their future possibilities and requirements, a Professional Roles Model for Future Engineers was developed and validated by industry. Three professional roles were defined and competency profiles were developed in close cooperation with engineers and HR-representatives from different sectors. This study aims to investigate how students perceive the model and to what extent they could identify themselves with the professional roles. We found even when graduating, students find it difficult to describe their career aspirations. Both Bachelors and Masters’ students found the model rather intuitive and could easily link the roles with previous experiences. However, we noticed for the Masters’ students a discrepancy between the preferred role and the choice for a vacancy aligned with a role. Students appealed most strongly to the roles of operational excellence and product leadership as they recognised these roles the most from the curriculum. Students were eager to be supported in increasing career awareness. They saw several possibilities to implement the model on the premise that it was made more concrete. They suggested enriching the description of the roles with testimonies or job vacancies and integrating the model in several ways.