In the constantly changing educational environment colleges and universities are hard pressed to not only release qualified students but also equip them to deal with the ever changing landscape in the work place. Employers are now demanding a workforce that is able to multi-task and go about their duties taking into account the new era of technology.
Technology combined with a borderless world has given rise to a new breed of young professionals that are able to multi-task, think out of the box and approach their jobs using both conventional and unconventional methods.
As such, universities and colleges are now hard pressed to arrive at a balance in equipping graduates not only with academic qualifications, the faculties also have to prepare and equip graduants with the tools and knowledge to be able to cope with the rapidly transforming workscape.
Engineering the way to the future
KUCHING: One discipline that is rapidly emerging as a high demand profession is engineering and educators must take a closer look at how engineering students are being prepared to enter the ‘real world’.
In the Malaysian context, the demand in the industry has been steadily increasing to the extent that entrepreneurial engineering has become a requirement from the Board of Engineers in Malaysia.
Taking a holistic approach, engineering students attending college now will see an increase in world population from six billion to an estimated 10 billion population, major global warming not to mention major losses in biological and cultural diveristy in the world.
It is obvious that engineers must complement their technical and analytical capabilities with a broad understanding of issues that are non-technical. This would require that engineers be trained to make intelligent decisions and interact with people from both technical and non-technical disciplines. Thus, preparing engineers to become facilitators of sustainable development, appropriate technology has been identified as one of the greatest challenges.
Professor Anatoli Vakhguelt, professor and head of School of Engineering, Computer and Science of Swinburne University of Technology (Swinburne) stressed that it was not just enough to provide engineering students with knowledge and skills but also paramount that these students be giventhe experience of putting the knowledge and skills to practical use in ‘real world’ settings.
He explained that the ability to apply knowledge and skills to real world settings through internships or other hands-on experiences was vital in order for graduants to succeed in the work place. Another vital factor was that recent college graduates needed to understand where the employers’ priorities and preferences were focussed regarding new hires’ skills and abilities.
Industry sources concurred that current employers ranked teamwork, critical thinking and communication skills in the top tier in terms of new recruits. The sources pointed out that employers recognised that colleges and universities played a major role in the nation’s economic success and the ability to drive innovation and they saw the need for improvement in the level of preparation of today’s college graduants. Employers pointed out that colleges and universities should increase the emphasis on integration and application of skills and knowledge in ‘real world’ settings and situations if graduants were to excell in the profession.
Taking this into account, Vakhguelt said that Swinburne established two engineering programmes seven years ago with a total of between 140 and 160 students. Now the faculty has 1,000 students for its five programmes and a sixth programme would be rolled out soon.
“Each year, between 200 to 250 students graduate from the faculty. Entrepreneurship is not only about the money but also about making the right decisions that make future contributions monetary and otherwise. It all boils down to the efforts and drive of the students in making their projects a success,” he added.
According to him, all the skills and knowledge required in the final year project would teach and develop students to be entrepreneurial. Final year students were required to come out with their own ideas for the group project. Later, students would present and demonstrate their portions of the project.
Elaborating on the ‘real world’ experience, he said that each student would have a budget to procure parts for projects and it was up to them to chose the most appropriate materials. The Swinburne Engineering faculty offered students three options, they could select their own project, work on a project suggested by the university or opt for an industry project.
“It takes more than just a couple of years to cultivate an entrepreneur, we guide them in the right direction but ultimately it is up to the students to hone their skills and perform.
Addressing the needs of a majority of employers which included communications skills as top tier priority in their organisations, the professor explained that Swinburne had a special non-credit subject termed ‘career in curriculum’ which was compulsory for every student which taught students to effectively communicate in the work place.
“This particular subject required the participation of all students and lecturers from the different faculties thus creating a very valubale pool of experiences and talents. There are also management units available in the course, such as how to apply for jobs, ethical practices, environmental sustainability and acquiring entrepreneurial skills, ”explained Professor Anatoli.
Apart from final year projects, students were also encouraged take up industrial placements for the duration of three to six months in organisations. Students could also opt for a stint of six months to one year industrial training and upon successful completion the graduante would then secure a job with the organisation
“We have numerous collaborations with Sarawak Information Systems Sdn Bhd (SAINS), Selangor Human Resources Development Centre (SHRDC), Press Metal Bhd (Metal Press) and many others.
“Our arrangement with Press Metal enables third and fourth year students industrial placement for a duration of three to six months with the company, while achievers are absorbed as employees immediately after graduation.
“Swinburne has similar arrangements with Toho Titanium Co Ltd, a member of Sarawak Corridoor of Renewable Energy (SCORE) which interviewed about 50 students from year three and four to go to Japan for a five-year training course who would ultimately return to work for the company in the future,” he remarked.
“Apart from the degree courses, the faculty also conducts short certification courses for the lower level skilled workforce. We have conducted five such courses for the SCORE workforce and we have also conducted two week certification level supplementary courses. Currently we are specifically tailoring a nother course for SCORE.
Vakhguelt revealed that the faculty was also collaborating with Sarawak Energy Bhd (SEB) to develop special course units for students with the energy sector in mind.
“Our aim at the Engineering faculty in Swinburne is to educate and train our students for the ‘real world’ by inculcating them with knowleged, communication, teamwork and critical thinking that will equip them to be competent and valuable in the ranks of the workforce. That is the only way to build for the future,” he remarked.