Employability Skills = Generic Graduate Attributes Salah Sukkarieh
[email protected] Graduate Attribute Coordinator, Faculty of Engineering, University of Sydney, Australia Student Lecture, 27th July 2006, Salah Sukkarieh 1
What is the Link? • In University talk ‘Graduate Attributes’ means employability skills. • These are the ‘soft’ skills which help define an engineer and focus on skills like communication, ethics, team skills etc. • They are different from ‘hard’ skills in that hard skills focus on the technical knowledge in your discipline. • As an engineer it is important to build up both your hard and soft skills. Student Lecture, 27th July 2006, Salah Sukkarieh 2
• The list on the right was derived from an extensive survey in the US. • It does not mean that hard skills are not important, on the contrary, what it is saying is that along with strong technical knowledge, you must also develop sound skills in these other areas. Student Lecture, 27th July 2006, Salah Sukkarieh 3
• The following link has examples of what local engineering employers highlight as the relationship between soft and hard skills, and what they look for in graduates. • A couple of examples are shown on the next 2 slides.
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Amal Hanna, Transgrid and VP for Engineers Australia •
Ability to effectively apply learned theories into real practical situations
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Good problem-solving approach
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Team-playing
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Effective communication skills both orally and in writing
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Computer skills
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Self-motivation and focus on outcomes
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Ability to actively pursue further learning by querying and investigating issues at hand and further formal specialised short studies Student Lecture, 27th July 2006, Salah Sukkarieh 5
Phil Mckee, Manager Engineering Development, Energy Australia •
Communication skills (written and verbal)
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Interpersonal skills
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Customer focus
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Good leadership potential
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Committed to working as part of a team
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People who are creative, innovative and selfmotivated
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Also people with strong theoretical knowledge and who have the ability to use it
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The above skills and attributes are important because engineering is about people. Student Lecture, 27th July 2006, Salah Sukkarieh 6
• Have a look at this link where you can find all the information you want on Graduate Attributes. In particular go to the Engineering subsection which discusses the Engineering Graduate Attributes: http://www.itl.usyd.edu.au/GraduateAttributes/ • At the end of these slides is the list of Engineering Graduate Attributes for the University of Sydney. These attributes where put together after discussions with faculty staff, industry representatives and Engineers Australia. • Lecturers within your degree use this list to determine what soft skills they are encouraging within their subjects.
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• If you go to the “Current Students” section of the engineering faculty website http://www.eng.usyd.edu.au you will be able to look at all Unit of Study Outlines for all the subjects that we teach. • In each Unit of Study Outline you will find a subsection on the graduate attributes. • Pay close attention to the Graduate Attributes subsection. This tells you what the lecturer wants you to gain in soft skills within that subject. • Also, you will find a section on ‘Graduate Attributes Maps’. This shows the progress of the soft skills through your degree. Student Lecture, 27th July 2006, Salah Sukkarieh 8
• It is important for you to understand the environment that the lecturer is trying to setup in your subject, since this environment is aiming to teach you both the soft and hard skills. • Speak to your lecturer about these skills. Its is expected that your assessment, project work, and interaction with the coordinator and your fellow peers will help you build up both your soft and hard skills. • Remember, it is important that YOU understand how these soft skills are being presented to you in each subject. These form the employability skills that will help you later in your career as well as help you identify what skills you are good at (and hence how to sell yourself as an engineer to potential future employers). Speak to your lecturer. Student Lecture, 27th July 2006, Salah Sukkarieh 9
Policy Framework This document provides an overview of the University of Sydney's Statement of Generic Attributes of Graduates which was approved by Academic Board in 2004. The Statement of Generic Attributes is based on a conceptual framework identified through research conducted at the University of Sydney. Based on this framework, the University has identified three overarching graduate attributes-Scholarship, Lifelong Learning, and Global Citizenship - which reflect the research-intensive nature of the University, its scholarly values in relation to researchled teaching, and the place of its graduates in a global society. These overarching attributes represent combinations of clusters of more specific attributes, which can be interpreted or contextualised differently in different disciplinary domains. These graduate attributes are ultimately developed through students' engagement with the teaching and learning experiences of their disciplinary courses, and their participation in University life. However the development of these abilities can be supported by foundation skills programs and presumes basic competencies. Generic Attributes of Graduates of the University of Sydney Graduates of the University of Sydney will have a stance towards knowledge, the world, and themselves that sets them apart from other graduates in their lives and work. SCHOLARSHIP: An attitude or stance towards knowledge: Graduates of the University will have a scholarly attitude to knowledge and understanding. As Scholars, the University's graduates will be leaders in the production of new knowledge and understanding through inquiry, critique and synthesis. They will be able to apply their knowledge to solve consequential problems and communicate their knowledge confidently and effectively. GLOBAL CITIZENSHIP: An attitude or stance towards the world: Graduates of the University will be Global Citizens, who will aspire to contribute to society in a full and meaningful way through their roles as members of local, national and global communities. LIFELONG LEARNING: An attitude or stance towards themselves: Graduates of the University will be Lifelong Learners committed to and capable of continuous learning and reflection for the purpose of furthering their understanding of the world and their place in it. Each of these overarching attributes can be understood as a combination of five overlapping clusters of skills and abilities. 1. Research and Inquiry: Graduates of the University will be able to create new knowledge and understanding through the process of research and inquiry. 2. Information Literacy: Graduates of the University will be able to use information effectively in a range of contexts. 3. Personal and Intellectual Autonomy: Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. 4. Ethical, Social and Professional Understanding: Graduates of the University will hold personal values and beliefs consistent with their role as responsible members of local, national, international and professional communities. 5. Communication: Graduates of the University will recognise and value communication as a tool for negotiating and creating new understanding, interacting with others, and furthering their own learning.
The particular abilities and skills that comprise each of these five clusters of abilities might be different in different disciplines. As such, it is envisaged that different faculties and disciplines will identify different specific attributes to include under each of these five clusters. Following is an example of the way these attribute clusters might be interpreted by a discipline or faculty.
Faculty of Engineering: Contextualised Graduate Attributes Research and Inquiry. Graduates of the Faculty of Engineering will be able to create new knowledge and understanding through the process of research and inquiry. • • • • • • •
An appreciation that engineering fundamentals are based upon the principles and knowledge of science and mathematics. An ability to apply engineering fundamentals along with the basics of science and mathematics to engineering problem solving. The recognition of the rapid and sometimes major changes in technology and to value the importance of continual growth in knowledge and skills. An ability to exercise critical decision making in defining solutions, and an understanding of the design process within engineering. An understanding of engineering processes and principles which assist in the design and manufacture of products and systems. An ability to design and conduct experiments and to analyse and interpret data from those experiments. An appreciation that systems are composed of components spanning the whole of the engineering discipline, and that a basic understanding of the concepts behind these disciplines outside of ones own is important.
Information Literacy. Graduates of the Faculty of Engineering will be able to use information effectively in a range of contexts. •
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An appreciation of the various form of information within the engineering discipline including technical books and reports, research articles, customer requirements, company standards and an appreciation of the main legal definitions. An ability to identify, utilise and locate appropriate information resources including literature, electronic media and through personal interaction with both technical and nontechnical audiences. An ability to gather, manage, integrate and critique information attained from various sources in order ascertain the relevant information required for the identification, formulation and solution of a problem within the engineering context.
Personal and Intellectual Autonomy. Graduates of the Faculty of Engineering will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. • • •
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An appreciation for the role of creative thinking within engineering and the ability to undertake and indulge in the process of it. An ability to function effectively as an individual even within the context of teamwork, and to understand the importance of the individual role. An appreciation of the personal skills involving openness and curiosity both within the engineering discipline and outside of it, and the importance of relating the engineering discipline to the whole. A desire to ensure quality work and professional practice through the process of selfreflection. An appreciation of the endless bounty of knowledge both within the discipline and outside of it, and that effective engineering comes through the process of continual personal growth in terms of openness and curiosity towards this knowledge.
Ethical, Social and Professional Understanding. Graduates of the Faculty of Engineering will hold personal values and beliefs consistent with their role as responsible members of local, national, international and professional communities •
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An appreciation of the significance and scope of ethical standards in engineering practice and the responsibility that an engineer espouses within both national and international guidelines. A commitment to enacting high ethical standards within engineering practice. An appreciation of the roles and dimensions of an engineer, and an ability to function effectively as either a team leader or member, within multi-disciplinary and multicultural teams. An appreciation of engineering sustainability and the impact of engineering decisions within the broader economic, environmental and sociocultural context.
Communication. Graduates of the Faculty of Engineering will recognise and value communication as a tool for negotiating and creating new understanding, interacting with others, and furthering their own learning. • •
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An ability to communicate effectively, clearly and concisely ideas, concepts and solutions to both technical and non-technical audiences. An understanding of the various forms of communication including, listening, oral, written electronic, graphical and mathematical and an appreciation of the appropriate forms to use given the context and audience. A commitment to, and fundamental appreciation of, the concept of successful teamwork and the ability to communicate effectively, clearly and concisely as a team leader or member of the group.
