Addressing Graduate Competencies: Understanding the Contextual Factors Impacting the Engineering Discipline

Abstract

Abstract The knowledge of contextual factors that impact the engineering discipline is one of sixteen competencies that must be demonstrated by engineering graduates upon completion of an accredited engineering degree in Australia. This research critically analyses learning outcomes, learning activities and assessment tasks associated with the knowledge of contextual factors for the Mechanical Engineering (Honours) degrees at two universities to determine how this competency is perceived and addressed within the curriculum. In the majority of cases, the learning outcomes do not address the competency and there are instances where this competency has been misunderstood and misrepresented. Various assessment tasks are used in the subjects that address this competency, including exams, tests, assignments, reports, presentations, tutorials, reflective journals and others. Universities and accreditation providers must review their processes for addressing this competency to ensure it is achieved. Further research is required to define this competency for better alignment and understanding of learning outcomes.