Competent Engineers Research Articles

Significance of CAx technologies in Industry 4.0: The path from Education 4.0 to Industry 4.0 through lifelong learning in metal processing industry

The implementation of CAx in Industry 4.0 (I4.0) enhances product development, manufacturing processes, and maintenance activities by leveraging digital technologies, connectivity, and data analytics. These implementations enable increased automation, improved productivity, better decision-making, and enhanced product quality in the context of Industry 4.0. One of the goals of the Education 4.0 is to define plans and programs for retraining, continuous learning and training of students, engineers, etc., that is, the development of higher technical education during the implementation of CAx technologies in accordance with the requirements of I4.0. This will lead to improve the level of competence and skills of teachers, engineers and students, related to CAx technologies. The education 4.0 is significant from the point of view of connecting the University and the enterprises through the development of lifelong education in the the enterprises, as well as from the aspects of the application of smart technology in I4.0

Methods of formation of professional competence of students in teaching physics on the basis of integration of architecture and building sciences

In this paper, we describe formation of professional competence of future construction engineers and its content essence, their role and importance in the preparation for professional activity, the fact that physics is the main fundamental science in the training of civil engineers and its integration with the general engineering sciences. Based on the specifics of vocational guidance and specialization of students in the field of construction, we present instructions and recommendations to organize lectures, practical, laboratory classes and independent work effectively.

РОЛЬ ДЕТЕРМІНАЦІЇ У РОЗВИТКУ ЗВУКОРЕЖИСЕРСЬКОЇ КОМПЕТЕНЦІЇ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

The article is devoted to specifying the role of determination in the development of sound engineering competence of higher education students. The article defines the concept of “determination”, which was introduced into scientific circulation at the beginning of the 20th century, and summarizes the meaning of the definition of “determination” as a philosophical category at the current stage of the development of the philosophy of science. The crystallization of the idea of determination and the evolution of the content of the definition “determination” in historical retrospect from Aristotle’s views to modern times are characterized in the article. The concepts of determinism, causality, interconnection and directed interaction in the categories of the philosophy of science are differentiated. Various approaches to the content of determination, which were formed in philosophy and science historically, are summarized. The development of determination at the modern stage is characterized, which is characterized by the further generalization of this definition and the identification of new varieties of it. Cultural determinism is defined, which is considered as a concept according to which phenomena of spiritual culture play a certain role in the development of society; and culture is perceived as a relatively autonomous entity, independent of other spheres of life. The importance of historical-theoretical and musicological training disciplines that integrate determination into their content is summarized in the article. Considered musical performance on the example of a game and determined the similarity of music, sound design and game. The existence of a musical image in the performing interpretation of musical works in the discourse of creativity is characterized in the article. Emphasis is placed on the co-creation of the performer, the sound engineer and the performer, which occurs during the concert performance of a musical work. It is concluded that determination has a surprisingly significant importance and plays an important role in the development of sound engineering competence of higher education students and affects both the educational process and the professional activity of graduates in the process of working in the profession.

PROSES CRUSHING MATERIAL LIMESTONE UNTUK BAHAN BAKU DALAM PROSES PRODUKSI SEMEN DI PT SEMEN BATURAJA (PERSERO) TBK

Cement is the main raw material in infrastructure development. Good infrastructure is supported by a good cement production process, so competent engineers are needed in the cement production process. This activity aims to understand the workings of the limestone crusher used in the cement manufacturing process at PT Semen Baturaja (Persero) Tbk. The data collection methodology in this activity, namely taking references from journals and books about the cement production process (secondary data), as well as interviews and direct observation with field supervisors and equipment operators in the cement production process (primary data). The data that has been obtained is then showed so that it is known that in the process of crushing the limestone material at PT Semen Baturaja (Persero) Tbk, the crusher used is a hammer crusher type hydraulic unit with 2 hammers flanking each other to crush the material. Limestone is the most important raw material in the process of making cement.

Teaching marine engineering terms through online methods in maritime training courses

Verbal communication is an integral part of seafarers’ professional activity and a compulsory condition of vessels’ safety, the prevention of marine environment pollution, the fulfillment of international and national legislation in the field of sea transport, and the organization and management of sea transport traffic involving multinational crews. The present study contributes to the resolution of professional communication linguistic support problems within the framework of the marine engineer’s activities. Additionally, it ensures safety at sea by developing the terminological component of the foreign-language competence of marine engineers. The purpose of the research presented in this article is to identify patterns of teaching the English maritime engineering term system used in oral professional communication and technical documentation engaging the Moodle Platform. The concept of marine engineering terminology, as well as the principles of distinguishing it from a more general concept of «maritime terminology», was considered in order to achieve this goal. The article suggests a combination of the most efficient Moodle tools that can be used to develop trainees’ specific terminological competence. Highlights A comprehensive analysis has allowed identifying differences in the functioning of ship engineering terms in technical documentation and oral professional communication The elements of this terminological system under analysis form hierarchical paradigms The functioning of ship-engineering terms in professional communication is complicated by the presence of synonyms within the terminological system and pseudo-international vocabulary Marine engineering terms can be successfully taught through a combination of several Moodle instruments, which enables trainees to conduct comprehensive structural-semantic comparative analysis of the English ship engineering terminological system

Developing emotionally competent engineers for the ever-changing built environment

PurposeAs the world experiences a rapid rise in technological advances, the engineering profession will be required to become even more socially responsible and emotionally stable to be able to display higher levels of empathy towards the society they serve. Therefore, the purpose of this study is to evaluate the key emotional competencies (ECs) that engineers need to possess to thrive in the construction industry after graduation.Design/methodology/approachA quantitative research approach was conducted with close-ended questionnaires developed and administered to built environment professionals such as architects, construction managers, construction project managers, engineers and quantity surveyors.FindingsThe results showed that the ability to display a positive outlook on life, understand one's emotional triggers, ability to display resilience in hard times, control one's emotions and ability to show compassion to others were the highest-ranked ECs. Further analysis revealed four clusters such as self-awareness, empathy, self-regulation and self-motivation.Practical implicationsPractical guidance for higher education institutions is offered in terms of revamping and revisiting their engineering education curricula to develop these ECs to produce emotionally sound engineers for the ever-changing world of work.Originality/valueAs the world of work becomes increasingly dynamic and diverse, engineers will be required to possess empathy, social skills and high levels of ECs to be able to seamlessly interact with fellow professionals as well as the society they serve.

Competencies of Industrial Engineers for Implementing Augmented Reality Metadata Systems

The paper focuses on the use of augmented reality (AR) by industrial engineers, especially for determining the necessary competencies required for its use. Industrial engineers are not inherently programmers. Nevertheless, augmented reality is a modern trend in their field, especially in relation to the concept of Industry 4.0 and industry in general, where it has a higher potential than virtual reality. In the first part of this paper, we placed augmented reality and the competencies required for its use in the context of industrial engineering. Subsequently, we described our own methods of implementing an augmented reality industrial metadata visualization system, namely Help Lightning Fieldbit and Unity 3D, using the Vuforia extension. We chose the metadata used in the methods with regard to their environmental potential. In this part of the paper, we also described the chosen and applied testing methodology using a questionnaire survey. Subsequently, we described the results from the questionnaire surveys of both these approaches of implementing augmented reality methods. Finally, we evaluated the results and compared them with each other and with results from other authors. As the results show, the most important competencies for creating the described AR environments are analytical competencies. We draw conclusions from the collected data regarding the necessary competencies for the creation of AR scenes using these methods and their deployment in industry, including an outline for further research.

The Application of Job Sheet Teaching Material Products on Project-Based Learning at Vocational School Mikael Surakarta

This study explores the role of teaching material products and job sheets in the implementation of project-based learning at SMK Mikael Surakarta. This type of research is qualitative research with a case study method. Data collection techniques through observation, documentation, and interviews. The research design uses an ethnographic design. Informants as resource persons were vice principals in the field of curriculum, heads of machining engineering competency skills, heads of production units, and teachers of machining engineering practice. The data that has been collected is then analyzed through data reduction, data presentation, and conclusion. Validity testing uses source triangulation and technique triangulation. This research shows that schools can fulfill the procurement of equipment and materials in stages. Based on the findings, learning tools provide support for project-based learning in the form of (1) preparing job sheet documents as a learning tool for students during practice. The job sheet is in the form of material stages to achieve student competency targets. (2) ensure that the results of objects that students work on through the competency stages can be used as products with use value.

Promoting social and emotional learning competencies in science, technology, engineering, and mathematics project‐based mathematics classrooms

AbstractIn this Information Age, mathematics learning has shifted from independent to collaborative, and the ability to utilize both intrapersonal and interpersonal skills in learning has become essential. To cultivate multiple intelligences in mathematics classrooms, integrating project‐based learning into mathematics instruction can be a promising approach. In this study, we analyzed 15 elementary interns' project‐based mathematics (PBM) lessons and observed their implementation at two public elementary schools in the southern United States. The findings revealed that the science, technology, engineering, and mathematics (STEM) PBM lessons conducted by the interns shared five common features: (a) enhancing empathy and social awareness, (b) solving real‐life mathematics‐related problems, (c) utilizing personal strengths to enhance the utility of mathematics, (d) supporting wide‐ranging and collective mathematics learning, and (e) cultivating personal responsibility in mathematical problem solving. We further discussed how these STEM PBM lessons guaranteed an opportunity to foster students' social and emotional learning competencies in mathematics classrooms. We conclude that PBM provides a practical way to effectively engage students and enhance learning purpose in elementary classrooms and recommend this innovative pedagogy to both novice and veteran elementary teachers.

Development of Blended Learning Radio and Television System Engineering on Audio-Video Engineering Expertise Competence

The explanation of the National Education System Law Number 20 concerning the National Education System (2003) states that vocational education is secondary education that prepares students to work in specific fields. This study aims to compile test the feasibility, validity, and effectiveness of the Blended Learning model in Radio and Television System Implementation (PSRT) in the competence of Audio-Video Engineering expertise at Public Vocational High School 3 Semarang. Research and development use the analysis, design, development, implementation, evaluation (ADDIE) model. This research aims to describe in detail the stages of planning, implementation, and effectiveness of the blended learning model. It shows that learning using the flipped classroom blended learning model can improve student outcomes. In general, learning activities have been carried out correctly and optimally. This can be seen from the results of the average implementation of meeting 1 = 83 (good category), meeting 2 = 85 (good category), meeting 3 = 88 (very good category), and meeting 4 = 90 (very good category). The average is 86.5, with a good category if taken based on the results above. An average of 86.5 shows that the implementation of learning with the blended learning flipped classroom model in the PSRT class XI subject of Audio Video Engineering Competence at Public Vocational High School 3 Semarang has been successfully implemented. The assessment of critical aspects of the blended learning model by learning model experts shows that learning planning with the blended learning model is feasible and can be used to implement PSRT learning activities in class XI of audio-video engineering competence because it has met the criteria for implementing blended learning by covering 5 (five) keys to blended learning, namely live events, self-paced learning, collaboration, assessment, and performance support materials. Learning with the blended learning model is declared to be effective and well implemented, as can be seen from the results of increasing student learning outcomes. Learning with the blended learning model has proven to be effective in terms of learning outcomes of the PSRT that uses the blended learning model >75. There is a significant difference in learning outcomes between the group using the blended learning model and the group not using the blended learning model. The process of increasing student activity and motivation becomes better.

Edupreneurship implementation through teaching factory on mechanical engineering competence

This study aims to (1) Describe how the edupreneurship implementation Through Teaching Factory (TEFA) on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo; (2) Describe the factors supporting the successful implementation of edupreneurship through teaching factory on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo; and (3) Describes the contribution of the edupreneurship implementation through the teaching factory in fostering an entrepreneurial spirit in mechanical engineering students at SMK Muhammadiyah 1 Sukoharjo. This qualitative research used a descriptive approach. The data were collected by interview, observation, and documentation. The informants comprised principals, vice-principals of curriculum, heads of engineering expertise programs, productive teachers, and students. The data analysis technique employed interactive analysis techniques, starting from data collection and then the data were reduced; after being reduced, the data were presented, and the last was verification. The data validity was then tested by triangulation of sources. The findings in this study revealed that (1) In terms of planning, organizing, implementing, and monitoring/evaluating, the edupreneurship implementation through teaching factory on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo has been going very well by producing medical device products, especially patient beds that were produced and have been marketed to PKU Muhammadiyah Hospital in Central Java; (2) The factors driving the success of edupreneurship through technology factory comprised: quality educator resources, adequate infrastructure both in quantity and quality, standard operating procedures according to industry standards, quality products, and a well-established product marketing network; and (3) The edupreneurship implementation through the teaching factory contributes to fostering an entrepreneurial spirit by directly involving students in planning, production, and marketing.

One pier with two stones: A case study on different stones used in the foundation of a Roman bridge

Perpira is a registered ancient bridge, probably constructed during the Late Roman/Early Byzantine, to span the banks of the Batman Stream. The foundations and the piers are the surviving remains of this bridge. Considering the current state, it is known that the bridge has not been repaired since it was discovered. Therefore, the remaining parts of the structure, especially the cut stone blocks, are original and contain precious information about the construction techniques and material selection of the period in which it was constructed. During the site investigations, it has been found that the stones used in the downstream and upstream sections may be different. In order to examine this unique application, samples were collected from the piers' downstream and upstream sections. The samples were then used to evaluate their petrographic, geochemical and engineering properties. At the macro scale, the questioned samples' petrophysical characteristics seem similar. However, the variances in their physicomechanical, petrographic, and mineralogical features indicate that they have distinctly different characteristics. The laboratory results demonstrate that the stone used in the upstream section is dolomite and has a strength of 25.21 MPa and a porosity of 25.38 percent, while the one used in the upstream section has a strength of 59.93 MPa and a porosity of 5.80 percent. According to the experiment results, it can be stated that Romans constructed this structure using highly competent engineering knowledge and material optimization. The findings also highlight how even a single piece of artefacts may provide new insights for understanding ancient material application practices.

Engineer of 2050: Thematic Analysis of CEEA-ACEG Workshop Provocations and Reflections

The understanding of how engineering education might evolve to prepare future students for the opportunities and challenges that society will face is of great interest to educators and to the engineering profession. A special interest group of the CEEA-ACÉG was formed in 2017 with a mandate to facilitate the discussion on the identity and attributes of the Engineer of 2050. Among its other activities, this group ran three workshops (in 2017, 2018 and 2021) in which participants answered prompts on their vision of the future of the engineering profession, and the associated changes in engineering education necessary to train competent future engineers. This paper presents the results of a qualitative content analysis of the responses to these prompts, to highlight recurring themes and trends, and suggest some areas warranting further discussion or investigation. This work is intended to serve as a foundation on which the work of the special interest group can build in the coming years.

The essential competencies of software professionals: A unified competence framework

• We provide a holistic framework for software engineering competencies (SEC). • The framework can be used to identify and manage soft and hard SEC across projects. • We highlight a set of competencies considered essential for software development. • We propose three stakeholder satisfaction levels for assessing SEC. Developing high-quality software requires skilled software professionals equipped with a set of basic and essential software engineering competencies (SEC). These competencies and the satisfaction levels derived from them change over a project's lifecycle, or as software professionals move from one project to another. Previous studies suggest a lack of means enabling SEC stakeholders to identify and assess competencies suitable for different projects. Additionally, previous research has mainly portrayed SEC to be static and overlooked their evolution over time and across projects. We investigate how we could effectively identify and match the competencies of software professionals necessary for different projects. We follow a mixed-method approach to iteratively develop and evaluate a framework for identifying and managing SEC. In so doing, we use the results of an extensive literature review, focus group discussions with experts from academia and industry, and data collected through interviews with 138 individuals with a supervisory role in the software industry. Drawing on the Kano model and Competency Framework for Software Engineers, we propose a Unified Competence Gate for Software Professionals (UComGSP), a framework for identifying and managing SEC. The UComGSP consists of 62 hard competencies, 63 soft competencies, and 25 essential SEC competencies. Additionally, we propose three stakeholders’ satisfaction levels for SEC assessment: basic, performance, and delighter. Furthermore, based on empirical observation, we report 27 competencies not mentioned in the reviewed literature; 11 of them are considered essential competencies. Competence development involves different stakeholders, including software professionals, educators, and the software industry. The UComGSP framework enables SEC stakeholders to (i) identify SE competencies, (ii) identify the essential SEC, and (iii) assess the satisfaction levels that can be derived from different competencies. Future research is needed to evaluate the effectiveness of the proposed framework across software development projects.

Systematic Review of Quality in Class Diagrams for Software Engineering Competencies

Class diagrams may be used as learning resources for the generation of software engineers’ competencies. However, when they are open learning resources, they could lack information about the quality they contain. It may represent a drawback in the generation of the competencies since defects included in them can hinder the learning objective that generates the competencies. This work reviews 109 open class diagrams to identify the most common defects; it also analyzes some related work to identify what are the quality attributes that must exist in class diagrams and the metrics used to evaluate them. The review of the class diagrams is performed based on the attributes and values proposed in the related works. As a result, 15 defects and their frequency in Class Diagrams were identified. In addition, four Class Diagram cases are presented and explained according to the evaluation of the quality attributes.

Analyzing the Employability Skills of Engineering Graduates using AHP Techniques - A Case Study of Kerala State in India.

In the present era, only competent graduates can survive in the global economy. The Washington accord suggested twelve graduate attributes essential for competent engineering graduates. Various accreditation agencies measure the competency of engineering graduates in terms of these graduate attributes. This paper presented the perception of academicians’ and industry professionals’ regarding the most important skill needed for a competent engineering graduates. Also, the paper discussed how far the present undergraduate engineering curriculum prepares the engineering graduates to be industry ready. Identification of the most important skill needed for engineering graduate is done by employing one of the multi criteria decision method called Analytical hierarchy process (AHP). AHP incorporates several criteria and order of preference in evaluating and selecting the best option among many alternatives based on the desired outcome. The responses from academicians as well as industry professionals from Civil Engineering stream in Kerala, India were collected. The criteria weights were determined based on the procedure given by Saaty. The consistency index values reinforced the reliability of judgment. The study showcased that problem solving skill and teamwork are the most important skill needed for an engineering graduate from academicians’ viewpoint. According to industry professionals, engineering knowledge is more important than problem solving skills. Also, in the present study academicians and industry professionals unanimously suggested the revision of curriculum, internships for students, the collaboration between academicians and industry professionals both in academia and industry, exposure of students to real world problems are some of the means to develop competency in Civil Engineering graduates.

Results of Mastering Professional Competencies in Agroengineering Areas of Training

The results of improving the quality of mastering professional competencies in engineering areas of training are presented. At the same time, the level of their development is presented in the form of a set of research and educational indicators. The directions that determine the formation of professional competencies of future engineers on the basis of the creation of innovative educational and research laboratories and centers have been identified.

DIGITAL TRANSFORMATION STRATEGY: DIGITAL COMPETENCIES OF A RAILWAY ENGINEER

Scientific and technological progress amid the process of global digitalisation has prompted the demand for professions in relevant fields such as logistics, analytics, agriculture, industrial manufacturing, transport, and primarily for engineering and technical workers. Russian railways require not only physical infrastructure, but also digital skills of its operation by engineering and technical workers in order to integrate into the digital economy. The aim of the article is to study modern requirements for the professional competencies of railway engineers, primarily their digital literacy and the ability to work with special software. The authors mention the need for an engineer to have softskills and hardskills. The article provides a list of the main software complexes that are included in the special digital competencies of a railway engineer.The authors of the article through the example of railway transport, describe the directions of digitalisation of railway transport, which is a link between the branches of the national and partly global economy. The emphasise the advanced development of scientific and technological progress in the transport industry – the “Digital Railway” project, which generates related tasks, one of which is the modern training of engineering personnel and the consolidation of digital competencies and metaskills in professional standards.

DEVELOPMENT OF RECOMMENDATIONS ON THE CHOICE OF TYPES OF ROAD MAPS IN THE RECONSTRUCTION OF VICTIMS OF UKRAINIAN SETTLEMENTS

The scientific task of developing recommendations for the selection of types of road maps as an element of engineering structures with the predictive effect of minimizing fragmentation of civilians in case of fire damage by high-explosive munitions during reconstruction of affected settlements of Ukraine. The analysis of literature sources proved the need for detailed research of engineering and building materials and structures in order to increase their resistance to the fire effects of modern ammunition used in Russian aggression against the people and territory of Ukraine. It has been proven that the use of explosive weapons in populated areas leads to numerous casualties and injuries to civilians. The detonation of high-explosive munitions is enhanced in enclosed or semi-enclosed spaces, such as buildings, tunnels, narrow streets or vehicles. This leads to a higher proportion of deaths due to secondary damage. It is established that the recommendations on the choice of types of road maps as an element of engineering structures with a predictive effect of minimizing fragmentation of civilians in case of fire damage by high-explosive munitions, allow to further develop a methodology for developing road surfaces damage to the civilian population by 30% of the primary and 70% of the secondary factors of fire damage by high-explosive fragmentation munitions. From so against fragmentation of the road surface and competent engineering placement and layout of buildings in the settlement and type in can significantly increase the likelihood of human survival in cities and villages. Future engineering solutions should also take into account regional differences in structures and building materials. Further research should be conducted to determine the minimization effects of fire damage from the use of building materials with regional characteristics. As a result, the use of explosive weapons in populated areas leads to numerous victims and injuries of the civilian population. In addition to the human cost, fire damage to populated areas results in significant damage to basic infrastructure, homes and businesses. At the same time, the detonation effect of high-explosive munitions is enhanced in closed or semi-closed spaces, such as buildings, tunnels, narrow streets or vehicles. This leads to a higher proportion of deaths due to secondary damage. Since then, there is a need to develop engineering and technical recommendations, which, based on the quantitative assessment of the effects of fire damage, would allow to form measures against potential factors of secondary damage during the reconstruction of cities and villages. of Ukraine. The developed recommendations on the selection of types of road maps as an element of engineering structures with the predictive effect of minimizing shrapnel damage to the civilian population in the event of fire damage by high-explosive munitions allow to further develop a methodology for the development of road surfaces in cities and towns of Ukraine during their reconstruction. This will reduce the probability of damage to the civilian population by 30% from primary and by 70% from secondary factors of fire damage by high-explosive munitions. Keywords: minimization of consequences, fire damage, road surface, civilians, city

Тенденции обучения в инженерной графике

In the field of modern education, not only in Mongolia, but also in world renowned technical and technological universities, teaching has moved from a theoretical basis to research universities. Universities are becoming corporate institutions. In this regard, it is necessary to make significant changes in the content of the curriculum. The main trend in modern engineering education is to train specialists with highly developed technical thinking for any field of activity.
 With this in mind, an attempt was made to outline the theoretical basis for determining the role of descriptive geometry and engineering graphics in professional education. For this, satisfaction surveys of students, graduates and employers were conducted and the results are analyzed, complex educational competencies are determined, the special role of standards in engineering and graphic education is noted, as well as the importance of feedback between different levels of education (school, basic academic, fundamental and professional). It is concluded that the changes taking place in modern engineering education, in general, lead to a reduction in the gap between the skills of a university graduate and the requirements of employers, that one of the urgent tasks of modern engineering and graphic education is the development of basic textbooks based on new forms and teaching methods in addition to the Internet environment, that the geometric-graphic cycle is key for students to master the most important complex engineering competence, and that the feedback between different levels of geometric-graphic education should be deepened in order to increase the effectiveness of its study.