Learning after learning: Perceptions of engineering alumni on skill development

Abstract

In recent years, engineering education literature has shown a need for the increased emphasis in preparing students for professional practice. National organizations have demonstrated this need through lists of skills and outcomes required by engineering graduates. Numerous factors have been linked to the development of these outcomes, both inside and outside of the classroom. While these factors have been proven to be effective in developing skills important for the engineering profession during the undergraduate years, current literature demonstrates that engineers are still required to learn a considerable amount on the job in order to be successful. To extend prior research, this study investigates the perceptions of skill level at two points along an engineer's career: during the senior year (as taken retrospectively) and three years after graduation. Data were obtained from alumni though a nationally representative study of engineering programs. Multiple linear regression analyses show how participation in co-curricular undergraduate experiences and early career job functions relate to key technical and professional skills. Findings demonstrate the value of participation in such organizations and the relationship between career decisions and current and future skill development.