Empirical Investigation Objectives

The book aims to achieve the following objectives:

  • • Identify attributes required by entry-level graduate engineers in the industry in three phases: current, mid-term (e.g. 2022), and long-term horizons (e.g. 2030).
  • • Measure the level of satisfaction with the qualifications/preparedness of current engineering graduates.

© Springer International Publishing AG 2017 1

M. Abdulwahed and M.O. Hasna, Engineering and Technology Talent for Innovation and Knowledge-Based Economies,

DOI 10.1007/978-3-319-46439-8_1

  • • Address the comparative quality of students based on various factors such as gender, nationality, and institution of graduation.
  • • Define the importance and means of enhancing industry-academia collaboration and industry willingness for it.
  • • Propose recommendations for the engineering education systems to better prepare skilled graduates and overcome any potential barriers.

The Book’s Main Contributions

The book’s main contributions are as follows:

  • Literature Review: Comprehensive literature review on competency needs of engineering talent spanned over engineering literature and non-engineering literature (iKBE, employability, graduate attributes, etc.). More than 600 studies were part of the review, making it probably the large-scale review ever conducted on this topic.
  • Theoretical/Conceptual Models:
    • - Four dimensional global model of twenty-first century talent competencies, composed of 22 skills.
    • - Systematic model of competency development: a systematic framework sketching clearer vision over skills development and mechanistic relationships between two main spaces: 1—education and training and 2—workforce real-life context.
    • - Systemic framework of competencies investigation, gap identification, and strategic implementation; the framework provides a basis for building upon project findings.
  • Toolkits:
  • - Quantitative and qualitative instruments as a data collection toolkit for similar investigations in other countries.
  • - Systemic framework of competencies investigation also can be adopted as a systemic toolkit for similar investigations in other countries.
  • Empirical Findings: Empirical analysis and findings of gaps and needs in the context of Qatar for the following dimensions:
    • - Engineering talent competencies (currently and in the future).
    • - Further perspectives on engineering education for workplace preparedness, employability, and industry-academia collaborations.
  • Propositions:
  • - Focus on excellence in technology innovation, entrepreneurship, and engineering education.
  • - Aspirational engineering education systems for 2030.
  • - Establishment of TIEE structures.
  • - National technology innovation & entrepreneurship steering committee and strategic implementation road map integrating related assets in industry, academia, and government.
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