设计工程师观察到的实践
Libby Elizabeth Osgood1, Clifton R Johnston2
1University of Prince Edward Island, Charlottetown, Canada.
The International journal of mechanical engineering education
|September 1, 2023
概括
这项研究确定了专家设计工程师的九个关键实践,包括创造力和系统方法. 了解这些积极和消极的行为,可以帮助工程教育工作者更好地为学生准备应对行业挑战.
科学领域:
- 工程教育 工程教育教育
- 认知科学 认知科学
- 组织行为 组织行为
背景情况:
- 有限的研究存在于设计工程师的具体实践,设计工程师是一个专门的群体的创意问题解决者.
- 现有的研究往往侧重于一般工程师或设计师技能,而不是那些熟练应对复杂设计挑战的人的独特行为.
研究的目的:
- 记录和分析专家设计工程师观察到的实践和行为.
- 识别那些能区分高效设计工程师的特定属性.
- 为工程教育工作者提供关于为学生准备工业的见解.
主要方法:
- 涉及12名经验丰富的工程师的定性研究描述了专家设计工程师.
- 对186个数据点进行感应主题分析,以确定观察到的实践和子主题.
- 探索积极和潜在的负面观察到的行为.
主要成果:
- 确定了9种观察到的实践:协作,自信,创造性,独立,直观,好奇,有动力,系统和多才多艺.
- 与这些实践相关的30个子话题.
- 另外8个数据点指出,对指导或管理角色的兴趣各不相同.
- 还注意到了一些观察到的习惯,比如自负或不擅长公开演讲.
结论:
- 专家设计工程师表现出一套独特的实践,这些实践对于解决复杂问题至关重要.
- 了解令人佩和潜在的负面做法为工程课程开发提供了宝贵的见解.
- 识别的实践可以映射到加拿大工程课程认证的毕业生属性.
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