Abstract
SUMMARY This paper presents a new theory for high-technology curriculum updating. A mapping sentence, based on the FACET approach, has been designed to establish a definitional system for skills and knowledge required from an Electrical and Mechanical Engineering Technology (EET & MET) student upon his or her graduation. On the basis of the mapping sentence, four structured questionnaires were constructed and run on a representative (stratified) sample of EET and MET technologists and their supervisors. Structural lawfulness for occupational skills has been discovered through the Weighted Similarity Structure Analysis (WSSA1) method. The main aspects under investigation were (1) modality (cognitive, instrumental and affective); (2) time (skills demanded at present and those supposedly to be required three years hence); (3) form (manual or simulative); (4) scope (specific or interdisciplinary). The introduction and verification of the theory for high-tech curriculum updating presented in this article is ap...
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