Competent Engineers Research Articles

Design of a Customizable Test Bench of an Electric Vehicle Powertrain for Learning Purposes Using Model-Based System Engineering

Nowadays, electric vehicles attract significant attention because of the increasingly stringent exhaust emission policies all over the world. Moreover, with the fast expansion of the sustainable economy, the demand for electric vehicles is expanding. In the recent age, maintenance has seriously hampered the marketing and use of electric automobiles. As a result, the technique for maintaining electric vehicles is regarded as vital since it directly affects the security and availability for the end user and the passengers. Another key aspect of electric mobility is the integration of artificial intelligence in control, diagnostics, and prognostics. Meanwhile, a lot of research efforts are still devoted to developing and innovating electric traction systems, especially for diagnostic and prognostic purposes. Furthermore, topics covering important, current, and sustainability challenges should contain more than theoretical knowledge in high-quality education, particularly in engineering education. The purpose is to bridge the gap between the new technology and the learner’s circumstances through giving practical technical expertise and training in the sphere of overall engineering competences, to avoid non-standard, unskilled maintenance work. This article presents the first phase towards designing and developing a test bench of an electric vehicle’s powertrain used for research, learning and e-learning purposes, employing model-based systems engineering (MBSE) and systems modeling language (SysML) through the CESAM architecting and modeling framework. The aforementioned approach is used on our case study to build and present an operational viewpoint layout of the control, energy management, diagnostic, and prognostic test bench as part of the system’s initial phase of designing the system; the test bench layout proposed in this paper represents a flexible, low-cost, multidisciplinary downsized laboratory providing basic experiments related to e-mobility and covering numerous branches and study fields.

Exploration of the Training, Educational Experiences, and Technical Competencies of Entry-level Manufacturing Engineers in the Commercial Space Industry

The commercial space industry is facing a shortage of qualified workers due to the aging and retirements of the workforce and the inability to find qualified candidates. To explore the training, educational experiences, and technical competencies of entry-level manufacturing engineers, the researcher interviewed eight manufacturing engineers at entry- and expert-levels in the commercial space industry for their experiences and perspectives on the skills and competencies needed for entry-level manufacturing engineers. The major findings from this study are the need for communication skills application, the importance of using mentoring as a teaching tool outside of formal education and training experiences, and the ability to present data in order to tell a story. Educators can prepare manufacturing engineers for the workforce in the commercial space industry with the result of this study.

Systems Skills … From Here to Diversity

ABSTRACTCompetency, the ability to do things, is at the heart of how systems engineers realise successful systems. Over the years INCOSE and partners have codified what this means, initially in the INCOSE UK Competency Framework (INCOSE UK 2010) later adopted globally by INCOSE and used as the basis of the INCOSE Systems Engineering Competency Framework (INCOSE 2018) which, notably, included a new area of professional skills. This article considers competency from the perspective of Diversity, Equity, and Inclusion (referred to as DEI) using a variety of sources including the recently published INCOSE SE Vision 2035 (INCOSE 2022) and a variety of competency frameworks to offer a view of how the skills and competencies of systems engineers need to evolve in the future. Five new competencies are proposed, as are opportunities to improve the definitions of five more.

Learning Factories and Sustainable Engineering—Competencies for Students and Industrial Workforce

Sustainability and the circular economy are becoming increasingly important for industry and academia. Learning factories at higher education institutions around the globe attempt to educate students and industrial workers on these topics through specially developed training modules. To successfully implement measures to mitigate issues, such as climate change, product life cycle considerations—in which different phases may require different worker competencies—are indispensable. In this context, we provide some evaluation of learning factory use cases regarding sustainability. The use cases are evaluated on product life cycle phases and respective worker sustainability and circular economy competencies. The results show that the majority of the use cases focus on the production life cycle phase; product development, product use, and end-of-life have either not or very rarely been addressed. Our general conclusions and implications relate to these findings with a recommendation that learning factories expand their training capabilities.

The Digital Engineering Competency Framework (DECF): Critical Skillsets to Support Digital Transformation

ABSTRACTIn the US, the Department of Defense (DoD) is engaging in major digital transformation efforts to modernize the defense workforce, particularly the engineering acquisition workforce to ensure that the workforce remains technically competent. This effort was kicked off with the publication of its Digital Engineering Strategy in 2018. Digital engineering is necessary to update and support systems engineering practices to maintain a competitive advantage in data analytics, data science, computation technology, modeling, and simulation. The DoD envisions successful digital engineering transformation through the modernization of the way the Department designs, develops, delivers, operates, maintains, and sustains systems. One of the key aspects of this transformation is developing a digital engineering competency model to develop and sustain the workforce. In 2019, the DoD tasked the Systems Engineering Research Center (SERC) with the creation of a “Digital Engineering Competency Framework (DECF)” as part of its critical digital transformation and workforce development modernization efforts. Though created in the context of the US DoD, the DECF is not intended to be a defense‐ or US‐centric and instead provides a foundation for any individual or organization looking to embark on digital transformation. This paper provides an overview of the DECF and its potential relationships with other competency frameworks.

Mobile-Based Application to Integrate Vocational Learning and Career Learning in Mechatronics Engineering Vocational High School

A new learning paradigm is needed by Vocational High Schools (SMK) to adapt vocational learning to the needs of the world of work in the era of industrial revolution 4.0. Changes in the structure of employment patterns due to the loss of existing jobs and the emergence of new job opportunities required the need to strengthen vocational schools as education for occupation and also as education for career development. Especially in mechatronics engineering vocational high school, which was closely related to industrial technology 4.0. This study aims to produce a mobile-based application to support the integration of vocational learning and career learning activities in mechatronic engineering vocational high schools. Product development used the research and development methods with the development stages was adapting the Holistic 4D model, namely the Define, Design, and Develop stages. Data was collected using observation sheets and questionnaires that had been validated by experts. The data analysis method used is quantitative data analysis. The results of expert reviews and operational trials showed that the learning media application developed was in the very feasible category with an average assessment score of 3.55. This result showed that the mobile-based application developed was feasible and can be used for the career development of vocational students with mechatronic engineering competence. Mobile-based application developed can be used to facilitate learner-centred projects, such as self-directed learning, collaborative learning, and project management.

Implications of highway development and expansion on urban resident

This study examined the implications of highway development and expansion on urban residents in Dindigul city. Data was obtained from the administration of questionnaires to 50 residents of Dindigul city, who were randomly selected. Simple descriptive statistics and chi-square analysis were employed. The findings show that the traffic flow was found to be very smooth and free due to the wide and good condition of the highway; the residents stated that highway expansion allow increase in inflow of new residents, businesses and puts pressure on the existing houses thus there is increase in value of houses as a result of increase in demand; residents believe that the expansion of roads has opened up the area for more businesses which now causes high cost effect on rent and leases in the study area. The research suggests that all road designs, construction and rehabilitation work should be handled by competent engineers who must give guarantee on the roads for a specified period. The proper functioning of an urban area depends on an efficient transportation network; this contributes to the economy of India directly through influx of people.

Method for constructing a CAD training course

Objective. In the development of the electronic industry, one of the strategic directions for the development of organizations is personnel training. The costs of training and the implementation of training courses in the context of the COVID-19 pandemic are significant. The purpose of this work is to increase the efficiency of engineers' activities in computer-aided modular design systems based on printed circuit boards (PCB) through the formation of the necessary competencies and recommendations for the designer.Method. The article provides an overview of methods and systems for the formation of CAD content in various industries. It is proposed to create a training system updated in real time, which will improve the skills of engineers and overcome gaps in production The structure of an automated learning system (AOS) is developed. What makes this structure different from others is an ontological model domain and an adaptive model. An adaptive method has been developed for constructing a CAD training course for enterprises in the instrument manufacturing industry, which is distinguished by the use of mechanisms for the interaction of learning models. The individual characteristics of the engineer being trained to form an adaptive learning scenario are taken into account in these learning models. This allows providing the optimal learning trajectory to the student with a reduction in learning time.Result. This research method is used to improve the skills of engineers in the course "Design of modules based on PP" at the X52 shipyard in Vietnam. As the results of the experiments, we can achieve a result that this effective method increases the level of engineering competence by 11.3% and decreases the total training time by 25.4 % compared to +the traditional method. Moreover, this method also reduces the cost of additional training for new engineers.Conclusion. The obtained results demonstrate the need to develop an adaptive training system. Thank to this method, the competency of the software-based modular design engineers will be developed. The adequacy of this method has been previously confirmed by the experimental data and the previous studies.

Improving the Selected Life Science Competencies of Grade 11 Learners with Special Needs through Parent - Assisted Learning Plan

COVID-19 has transformed education delivery and doubled the challenges of learners with special needs (LSENs) due to inaccessible assistive technologies and limited face-to-face interaction with special education teachers. Consequently, their parents were forced to teach without formal training (World bank, 2020). Thus, this sequential mixed method study aimed to improve the learners' selected Life Science competencies in animal reproduction, genetic engineering, animal survival, and evolution through Parent-Assisted Learning Plan (PALP). The PALP is a 3-week home instruction cycle introduced to the participants where the teacher who created the self-learning modules met one-on-one with the home learning facilitators (HLFs) to discuss the various concepts covered in the modules emphasizing real-world applications and demonstrating strategies in teaching the concepts to the participants at home. Six Grade 11 LSENs from Ferdinand E. Marcos Senior High School participated in this study. The data came from validated 50-item teacher-created tests and focus group discussions. Frequency, percentage, means, and t-test was used to analyse quantitative data, while thematic analysis was applied for qualitative data. The t-test results show that PALP effectively improves learners' selected Life Science competencies. However, the participants also faced problems, including the difficulty of lessons, poor information retention, and a lack of formal sign language training among home learning facilitators. It is then recommended that schools may adopt and implement the PALP to help LSENs cope with the new learning delivery.

Influence of Interest and Creativity on Learning Achievement Students of SMKN 1 Tongkuno

This study aims to: (1) determine the effect of interest in learning on student achievement in the electrical installation engineering expertise program 11th class SMK Negeri 1 Tongkuno, and (2)To determine the effect of learning creativity on student achievement in the electrical installation engineering skill program 11th class SMK Negeri 1 Tongkuno, (3) To determine the effect of interest and creativity on student achievement in the electrical installation engineering expertise program 11th class SMK Negeri 1 Tongkuno. The population in this study was all students of class XI-a (28 students) and students of class XI-b (25 students) at SMK Negeri 1 Tongkuno, with 53 students, so this research is a population study. Questionnaires and documentation do data collection. Questionnaire to collect data on interest and creativity in learning while documentation to collect data on learning achievement. This instrument trial was conducted on 35 students of 11th class TITL SMK Negeri 1 Tongkuno; the multiple regression analysis techniques were used in the data analysis. The analysis requirements test was conducted before data analysis, including normality, multicollinearity, autocorrelation, and heteroscedasticity. The result of this study is that (1) learning interest (X1) has a significant effect on learning achievement (Y), which is indicated by a significance value of .000 < .023 so that the first hypothesis proposed can be accepted. Learning creativity (X2) has a significant effect on student achievement (Y); this is indicated by a significance value of .004 < .05, so the second hypothesis formulated in this study can be accepted. Based on the result of hypothesis testing, it claims that student progress in the electrical installation engineering competence program 11th class SMK Negeri 1 Tongkuno is significantly influenced by enthusiasm and creativity, it can be proven by the significance value of F (F-sig) of = .000 which means it is smaller than α = .05 (F-sig .000 < .05).

Against All Odds: How Eindhoven Emerged as a Deeptech Ecosystem

The Brainport-Eindhoven region has developed into a leading location for deeptech entrepreneurship in Europe. Against all odds, it has transformed itself from a region that heavily depended on the multinational company Philips, into a diverse and fast-growing deeptech ecosystem. While this success has not gone unnoticed, there is not yet a clear account of how and why the Eindhoven region emerged as a global hotspot for deeptech innovation and entrepreneurship. Moreover, such an account might provide an exemplary model of a collaborative ecosystem, one that provides an alternative to the “winner-takes-all” entrepreneurial culture of Silicon Valley. This essay explores the performance of the Eindhoven region in terms of three structural conditions. First, the focus on deeptech R&D and entrepreneurship appears to be deeply rooted in the region’s history as well as strong competencies in systems engineering, design thinking, and multidisciplinary collaboration. Second, a collaborative approach to regional policy gives industrial, academic, and governmental actors an equivalent position in its “triple helix” governance. Finally, the Eindhoven region benefits from a systemic approach toward co-locating R&D and entrepreneurial activities on five campuses. Overall, the huge complexity of deeptech systems and products apparently requires a truly collaborative approach at all levels of the entrepreneurial ecosystem.

How to Assess Generic Competencies: From Sustainable Development Needs among Engineering Graduates in Industry

Achieving many of the UN’s 17 Sustainable Development Goals requires the active contribution of skilled engineers. Globally, however, there appears to be a mismatch between the sustainable competencies that engineering graduates possess and those required by industry. Closing this gap requires a reliable and valid means of establishing which competencies are of greatest importance to engineering practitioners. In this research, we developed a model of generic engineering competency and designed a scale comprising 55 skills in total. This instrument was then used to survey two samples of engineering graduates working in the Chinese industry, with 746 in the first round of surveys, and 1183 in the second. Using exploratory factor analysis (EFA), seven subscales were extracted from the data: (1) leadership, (2) engineering design, (3) professionalism, (4) problem solving, (5) lifelong learning, (6) technical theory, and (7) communication. Confirmatory factor analysis (CFA) demonstrated that the total number of generic engineering competencies was represented by a second-order, single-factor model that adequately fitted the data. Further, the Cronbach’s alpha values and composite reliability of the scale indicate its reliability. Overall, the evidence shows that the instrument offers a valid and reliable means of researching and assessing engineering education practices.

RELEVANCE ANALYSIS OF CIVIL ENGINEERING COMPETENCY ACCORDING TO THE CONSTRUCTION INDUSTRY NEEDS IN VOCATIONAL HIGH SCHOOL

Vocational High School (VHS) graduates as new workers are expected to be able to enter the workforce immediately after completing their education with the skills they have. But in reality, many graduates from vocational students do not work according to their field of expertise. This study aims to reveal competencies according to standards and needed by the construction industry and how much relevance is the level of competence in the curriculum and implemented in schools. The study was conducted in 15 construction industries with the characteristics of the respondents, namely directors, project and site managers, estimators, senior engineers and drafters, and architects. This type of research is quantitative descriptive research. The instrument, which consisted of 37 competency items, was validated using Exploratory Factor Analysis (EFA) techniques and the reliability was based on the Average Variance Extracted and Construct Reliability (CR) values. Overall, the competency instrument has met the Goodness of Fit (GoF) of construct validity and reliability. The results of the study reveal the level of relevance of civil engineering competencies based on three aspects, namely basic knowledge, work skills, and personal, obtaining results of 80.856% with relevant categories. These results are a reflection of the percentage of the construction service industry's needs for the competencies mastered by civil engineering graduates. This can be interpreted that the curriculum used in schools has taken into account the needs of the industry.

Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0

The study goal was to analyze the impact of using modern technologies and pedagogical innovations based on the University 4.0 model on the educational process effectiveness, the development of professional competencies (in humanities and engineering) and skills in students (abstract-logical thinking, critical thinking, strategic thinking, imagination, creativity, motivation), and learners’ readiness and motivation to shift to University 4.0. The experiment was conducted in the Al-Farabi Kazakh National University among 464 undergraduate students of different academic years. All the study respondents were distributed into two groups, one of which did not change the training program (control group), and the other studied under the program grounded on the University 4.0 model using modern technologies (experimental group). According to the results of the survey addressed to the students of both groups after the experiment ended, the indicators for all parameters were higher among the individuals of the experimental group. The practical significance of the results obtained and further research prospects are in the possibility of using the developed training program in different universities and departments worldwide to compare both students’ readiness for the transition to University 4.0 and the program’s impact on educational outcomes.

Substantiation of the methodology for studying the level of formation of STEM-competencies in students

The article presents the substantiation of the methodology for studying the level of formation of STEM-competencies in students of basic general secondary education. The authors assume that the study of this problem will help to correct the conditions for the effective implementation of educational tasks of educational institutions.
 The authors noted that natural-mathematical education (STEM-education) is an integral system of natural and mathematical educational branches, the purpose of which is the development of personality through the formation of STEM-competencies, a natural-science picture of the world, based on the practical application of scientific, mathematical, technical and engineering knowledge to solve practical problems
 STEM-competencies are defined as a dynamic system of knowledge, skills and attitudes of the individual, which forms the ability to effectively innovate. The basis for studying the features of the levels of formation of STEM-competencies of students is to determine the content of the studied phenomenon. The components of the formation of STEM-competencies were defined as semantic - knowledge of mathematical competence and competence in the field of natural sciences, engineering and technology, engineering; emotional-motivational - attitude to STEM-competencies; behavioral - practical implementation of STEM skills.
 The study of the levels of formation of structural components of STEM-competencies is proposed to be carried out on a number of indicators, namely: semantic was analyzed for completeness, adequacy, awareness of knowledge of mathematical competence and competence in science, technology and engineering; emotional and motivational - for a positive or negative attitude to the application of mathematical competence and competence in the field of natural sciences, technology, engineering, its stability and effectiveness; behavioral - on the adequacy, stability and independence of the skills of STEM-competencies.
 The study of STEM-competencies formation levels of students will help to correct the conditions for the effective implementation of educational and educational tasks of educational institutions.

Improving Student Learning Outcomes with the Application of Problem Based Learning Models in Microprocessor and Microcontroller Subjects at SMK Negeri 2 Pematangsiantar

The objectives of this Classroom Action Research were to determine: (1) increase student activity during the learning process of Microprocessors and Microcontrollers by applying the Problem Based Learning model at SMK Negeri 2 Pematangsiantar, (2) increase student learning outcomes in Microprocessor and Microcontroller learning by applying the Problem Based Learning model at SMK Negeri 2 Pematangsiantar. This research was conducted at SMK Negeri 2 Pematangsiantar for 1 month starting from August 2019. The subjects of this study were 22 students of class X1 TAV 1. The action in this study consisted of two cycles, namely Cycle I and Cycle II. Cycle I was carried out using the Problem Based Learning model. The results of the first cycle showed that 45.63% of students were active and the mean score of vocational competence students for Microprocessor and Microcontroller was still 56.82. However, these results do not meet the action indicators, namely 75% of students get a value > 75, then second cycle II is carried out. Cycle II carried out the same application. In cycle II 84.38% of students are active, and the average value of vocational competence for Microprocessors and Microcontrollers increases to 80.27. So it can be concluded that the learning process using the Problem Based Learning model can increase the activeness and ability of students in learning vocational competencies in Audio Video Engineering. The implication is that teachers must apply innovative and creative learning models. And it is suggested that Electronics Engineering teachers can improve their teaching skills to be more communicative and active in participating in various pieces of training.

Creating a Code of Ethics for Social Engineering in Cybersecurity: A Case Study

The world of cybersecurity is fast growing and has the need of more competent social engineers who can train staff and improve training further in the industry. They can engage with people if they were to either get information out of them or to educate them on their own. They can then further educate their workplace’s cybersecurity posture towards social engineering attacks such as phishing, raising awareness about spyware, and teaching new personnel about the importance of upholding a professional standard while out on client engagements.

ТЕОРЕТИЧНІ АСПЕКТИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ У ГАЛУЗІ БЕЗПЕКИ ІНФОРМАЦІЙНИХ СИСТЕМ

The article examines the different approaches of scientists to determine the essence of professional competence of future engineers-teachers of computer science in the field of information systems security, reveals the main approaches to the process of its formation. It is noted that the professional competence of future computer engineers in the field of information systems security should be understood as an integrated characteristic that determines their real ability to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information. information flows, identify risk factors and potential threats, choose effective means of information protection in vocational and industrial institutions, independently solve typical and atypical professional problems and situations related to identifying potential threats to educational and industrial information environment and students. Much attention is paid to the formation of professional competence of future computer engineers in the field of information systems security, which is considered a component of their training, a complex process aimed at mastering sustainable practical skills based on motives, values, professionally important qualities personality, professional knowledge in the field of information systems security, which is manifested in effective professional activities and due to specific circumstances and situations. It is emphasized that professional competence in the field of information systems security should be related to the ability of future computer engineers to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information, navigate information flows, identify risk factors and potential threats, choose effective means of information protection (moral and ethical, administrative and organizational, physical, technical, etc.), etc. Key words: information systems security, pedagogical engineer, professional training, professional competence, professional competence of computer engineers in the field of information systems security, formation of professional competence of computer engineers in the field of information systems security.

Gender‐based Differences in the INCOSE Professional Competencies

AbstractIn 2018, the International Council on Systems Engineering (INCOSE) introduced a set of competencies for systems engineers in a framework structure that gives guidance as to the knowledge, skills, abilities, and behaviors important to systems engineering effectiveness at each of five “levels” of competence, ranging from awareness to expert. There are five categories of competencies: Core, Technical, Professional, Systems Engineering Management, and Integrating.The purpose of this paper is to explore research‐grounded gender‐related differences in the INCOSE Professional Competencies and their implications for the ability of systems engineers of either gender to apply them in practice.

Systems Engineering Competency Expectations, Gaps, and Program Analysis

AbstractSystems Engineering (SE) education is challenged to address the needs posed by rapidly changing technology epitomized by Industry 4.0 and the digital transformation. In particular, there are relatively slow and inaccurate feedback mechanisms between the needs of employers, students and universities at the level of educational program content development. The objective of this work is to use the SE competency framework developed by the Systems Engineering Education Ecosystem (SEEE) project to review the competency needs of the University of California, San Diego's (UCSD) systems engineering sponsoring organizations, analyze the curricula of the current Architecture‐Based Systems Engineering (AESE) master's program for its evolution, and guide the development of future SE program specializations. This paper presents the results of a methodology to improve the feedback between systems engineering employers and universities in academic program curricula development through survey and academic program analysis.