Employability Skills Framework for Engineering Graduate in Malaysia

Transcription

1 Employability Skills Framework for Engineering Graduate in Malaysia AZAMI ZAHARIM 1, YUZAINEE MD YUSOFF 2, MOHD. ZAIDI OMAR 1, HASAN BASRI 1 1 Center for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor Darul Ehsan, MALAYSIA 2 Department of Sciences and Mathematics, College of Engineering, Universiti Tenaga Nasional, Kajang Selangor Darul Ehsan, MALAYSIA 1 azami@ vlsi.eng.ukm.my 2, yuzainee@uniten.edu.my, 1 zaidi@eng.ukm.my, 1 drhb@eng.ukm.my Abstract: - The purpose of this paper is to propose an engineering employability skill framework that will allow the concept to be explained easily and that can be used as a framework for working with engineering graduates to develop their employability before entering workforce. The framework was developed from existing researches on engineering employability skill issues and the requirement of the accreditation of engineering programme. The various criteria of employability related to engineering included in the framework are discussed and their criteria justified bases on literature review of existing studies. The framework sets out exactly what is meant by engineering employability, in clear and simple terms, and the framework suggests directions for interaction between the various criteria that being identified. The framework can be used to explain the concept of employability to those new to the subject, and particularly to engineering students and their future employer. It will be a useful tool for lecturers, careers advisors, employers and any other practitioners involved in employability. It will also be used to develop a model and a measurement tool for engineering employability skill. This paper contributes insights into the linking of graduate attributes, using national accreditation criteria and the framework of engineering employability from locally and globally expectation. Key-Words: - employability skill framework, accreditation, entering workforce, model, measurement tool 1 Introduction Today s engineering education has done a great effort and struggle to meet desired needs on the one hand and fulfil requirement and industry demand on the other. In addition, it s mainly guided by their accrediting bodies locally and internationally. Since the engineering profession in all disciplines continuously go through major changes in knowledge, equipments and tools, the new engineer should prepare themselves with such as selflearning (Saad, 1999), problem solving (Mohammad, 2004) and others to help them facing difference situation, new challenges, new opportunities and on-going circumstances. Therefore, engineering students should develop the needed while they are in their undergraduates studies. Higher education providers and employers need to come up with one agreement on own by engineering graduates. A number of studies had been conducted to find these set of employability, and a number of new frameworks of employability have been proposed. On the other hand, the aim of this paper is to present an engineering employability skill framework for Malaysian engineering graduates. The proposed framework is based on previous research findings in employability and on the various individual elements that make up the employability framework. Employability is a topic of interest in many areas of the economy, however in this study the focus is on engineering students and graduates in Malaysia. The framework will allow the concept to be explained easily and can be used as a framework for working with engineering graduates to develop their employability before entering workforce. ISSN: ISBN:

2 2 Employability Skills Framework Employability Skills are not a new concept. Engineering employability, also been called as generic and soft, are highly related to non-technical or abilities. The are transferable (Yorke, 2006) and applicable from one place to another. DEST 2006 asserts the important of employability skill as a tool to assist learners and candidates for assessment to demonstrate the technical competent and to achieve and maintain successful employment outcomes. The concept of employability have common purpose which is for recognising an important set of that support the effectiveness of practising technical and nontechnical in the workplace (DEST, 2006). The popularity of concepts of employability has increased around the world since the 1980s (DEST, 2002). Most of the countries developed frameworks on engineering employability as a guide for engineering employers and employee as well for graduates. Table 1 shows the framework for engineering graduate in United State of America, United Kingdom, Australia, Japan and European Union. Table 1: International Engineering Skills/Attributes Required For Engineering Graduates Country Attributes United State of America (USA) United Kingdom (UK) Australian Japan European Union ABET Engineering Criteria 2000 OSC Eng Occupational Standards Engineers Attributes Employable personal qualities Generic Employability Skills The Accreditation Board for Engineering and Technology (ABET) of USA required graduates from an accredited programme to have and demonstrate the attributes based on ABET Engineering Criteria 2000 in Criterion 3, Basic Level Accreditation Criteria as listed in Table 2 No. 1 Table 2: ABET Engineering Criteria 2000 Criteria ability to apply knowledge of mathematics, science and engineering 2 ability to communicate effectively No Criteria ability to design a system, component, or process to meet desired needs ability to design and conduct experiments, as well as to analyse and interpret data ability to function on multidisciplinary teams ability to identify, formulate, and solve engineering problems ability to use the techniques,, and modern engineering tools necessary for engineering practice 8 knowledge of contemporary issues recognition of the need for and an ability to engage in lifelong learning the broad education necessary to understand the impact of engineering solutions in a global/societal context understanding or professional and ethical responsibility UK s engineering graduates are required by engineering industry to accomplish the competencies in OSC Eng Occupational Standards (Dodrige, 1999). Table 3 lists the competencies in OSC Eng Occupational Standards. Table 3: Engineering graduates from UK higher education are desired to accomplish the following competencies: No. OSC Eng Occupational Standards 1 Develop engineering products 2 Develop own engineering competence 3 Improve the quality and safety of engineering products and processes 4 Install engineering products 5 Maintain engineering products 6 Plan and manage engineering projects 7 Produce engineering products Engineers Australia (EA) is a professional body and an accrediting body. EA developed a suite of professional attributes in engineering competencies based on a in the development of engineering ISSN: ISBN:

3 employability for undergraduate students. These professional attributes which is included in the Engineers Australia competency standards, are up-to-date to what industry expects from the engineering graduates. Table 4 listing the attributes identified in Engineers Australia. 7 Goal-setting Vitality 8 Selfassessment Sources: Nguyen (2005) A balanced personality An entrepreneur ial mind Table 4: Attributes identified in the Engineers Australia No Engineers Australia Attributes 1 Ability to communicate effectively, with the engineering team and with the community at large 2 Ability to function effectively as an individual and in multidisciplinary and multicultural teams, as a team leader or manager as well as an effective team member 3 Ability to manage information and documentation 4 Capacity for creativity and innovation 5 Capacity for life-long learning and professional development 6 Professional attitudes 7 Understanding of professional and ethical responsibilities, and commitment to them Adapted from DEST(2007) Since 2000, a practical industrialized curriculum in engineering had engaged to the Japan Accreditation Board for Engineering Education (JABEE) guideline to integrate employable personal qualities and requirements into the academic curriculum in order to generate skilled engineers. Table 5 presents the Employable personal qualities practiced in Japan. Table 4: Employable Personal Qualities No Personal Attitudes Traits. 1 Communicati Responsibil Initiative on ity 2 Personal Optimism Sensitivity presentation 3 IT and Curiosity Flexibility computer 4 Problemsolving Ambition Individuality 5 Leadership Desire for Sincerity challenge 6 Visioning Cooperation Creativity The European Round Table of Industrialists and the Union of Industrial and Employers' Confederations of Europe agreed on the concept of generic employability. The concept of generic employability is emphasis on adaptability and initiatives of individuals and groups rather than looking for security and stability in employment and income (DEST, 2002). Table 5 list generic employability proposed by The European Round Table of Industrialists (ERT). However, development and new technologies keep on changing in the world requires the frameworks to be revised and to be up-to-date as needed by industries. This employability have been played an important role for a graduate to succeed in getting employed and doing well in the workplace (DEST, 2006). The institutions of higher learning around the world play major roles in developing and enhancing the employability of their students by enforcement of industrial trainings or practical trainings to their students, and by conducting courses, seminars, workshops, and etcetera to expose work life to their students (Azami, 2009; Abdullah, 2007). An engineering firm need an engineer with a strong theoretical background, and require engineers equipped with employability. Engineering requires creative imagination for better living as defined by Bianca K.& Peter F. (2004): Engineering is a profession directed towards the skilled application of a distinctive body of knowledge based on mathematics, science and technology, integrated with business and management, which is acquired through education and professional formation in a particular engineering discipline. Engineering is directed to developing, providing and maintaining infrastructure, goods and services for industry and the community. Skill is an ability to perform a specific task (DEST, 2002) and employability is about having the capability to gain initial employment, maintain employment and obtain new employment if required (Hillage, 1998). Meanwhile Robinson (2000) defines employability as those basic necessary for getting, keeping, and doing well on a job. Employability defined in DEST 2002 as required not only to gain ISSN: ISBN:

4 employment, but also to progress within an enterprise so as to achieve one s potential and contribute successfully to enterprise strategic directions. Based on above definitions, hence, engineering employability can be defined as: An ability to perform basic engineering related, knowledge, understanding and personal attributes to gain employment, maintain employment and success in engineering field. This definition has been used as a starting point to develop a new theoretical framework for engineering employability. Engineering Employability Skills Framework can be used as a guideline in training package and qualification. Every qualification is suggested to have an Employability Skills Report to describe how each of the employability is addressed in that qualification and embedded in the outcomes of the individual units of competence. Table 5: Generic employability proposed by The European Round Table of Industrialists (ERT) No. Skills Description 1 Mastery of one s native language Including the basics of spelling and sentence structure 2 Understanding of the basics of Particularly to cope with new technology maths and science 3 Critical thinking Ability to think through a problem or situation, distinguishing between facts and prejudices 4 Learning techniques Ability to pick up new and adapting to new situations 5 Team spirit Ability to work in a group 6 Personal discipline Sense of responsibility 7 Decision making sense of commitment and willingness to take risks; 8 Initiative Sense of Curiosity and creativity 9 Professionalism Sense of achieving excellence and gaining competitive edge 10 Civic mindedness Sense of service to the community 3 Proposed Engineering Employability Skills Framework Employers and leading engineers in Malaysia agreed that engineering graduates are lacking of oral and written communication (Basri, 2007), generic and nontechnical (Lee, 2003; Mohammad, 2004; Kamsah, 2004; Basri, 2007; Azami, 2009). These are very important for engineers and new engineers since it will help them success in their profession. As the engineering labour market becoming more knowledge-based and global, the importance of developing recognised employability globally become more critical (DEST, 2002; Lee, 2003; Basri, 2007; Azami, 2009). Therefore, this study proposes a Malaysian Engineering Employability Skills (MEES), a framework of engineering employability that intended to provide a framework for engineering related programmes use as a guide to generate skilled engineers that ready for industry practice locally and internationally, and as a benchmark for engineering graduates to be skilled and competent engineer. The framework was developed from existing researches on engineering employability skill issues and the requirement of the accreditation of engineering programme. MEES satisfies the criteria and inline with the requirements of the Accreditation Board for Engineering and Technology (ABET), the Engineering Accreditation Councils of Malaysia, the Board of Engineers Malaysia and the Malaysian Quality Assurance Department of the Ministry of Higher Education Malaysia, Washington Accord 1989, and also satisfies qualification criteria of other professional bodies. Figure 1 show the Framework of MEES and the components made up for the framework. The literature reviews provided this study with a possible set of engineering employability. The table below provides the details of the set proposed by this study. The set of included in the framework of MEES reflecting recent studies on employers requirement, an accreditation requirements and graduate profile of professional bodies. Table 6 represents the suggested and the descriptions of each skill listed in the framework of MEES. Various criteria of ISSN: ISBN:

5 employability related to engineering included in the framework and their criteria justified bases on literature review of existing studies. The framework sets out exactly what is meant by engineering employability, in clear and simple terms, and the framework suggests directions for interaction between the various criteria that being identified. It is obvious that in Engineering Education, students are recommended to develop their employability in conjunction with their subject knowledge while they are still in undergraduate studies. Malaysian Engineering Employability Skills Accreditation Bodies Employers Malaysia Higher Education Providers Personal Attributes Personal Skills Figure 1: Framework of MEES Table 6: Malaysian Engineering Employability Skills Framework Knowledge EES1 EES10 EES2 EES9 EES3 EES4 EES5 EES6 EES7 EES8 Figure 1: Framework of MEES ISSN: ISBN:

6 Table 6: Malaysian Engineering Employability Skills Framework Code Skills Description Ability to present ideas with confident and effective through aural, oral and written modes, not only with engineers but also with the community at large. Engineering graduates should have the sufficient to: EES1 Communication 1. Speak in clear sentences, 2. Give clear direction, 3. Listen and ask question, 4. Ideas presented with confident and effective, 5. Speak and understand more than one language. EES2 EES3 EES4 EES5 Teamwork Lifelong Learning Professionalism, Problem solving and decision making Ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member. Engineering graduates should have the sufficient to: 1. The ability to function effectively as an individual, 2. Understand the role in a group, 3. Work in a group as an effective team member, 4. Accept and provide feedback in constructive and considerate manner, 5. Work in a group with the capacity to be a leader Ability to recognize the need to undertake life long learning, and possessing / acquiring the capacity to do so. Engineering graduates should have the sufficient to: 1. Recognize the need to undertake lifelong learning, 2. Possessing and acquiring the capacity to undertake lifelong learning, 3. Able to engage in lifelong learning, 4. Set their personal learning targets, 5. Plan to achieve their learning goal(s) Ability to understand the social, cultural, global and environmental responsibilities of a professional engineer, and commitment to professional and ethical responsibilities. Engineering graduates should have the sufficient to: 1. Understand the social responsibilities, 2. Understand the cultural and global responsibilities, 3. Understand the environmental responsibilities, 4. Commitment to professional responsibilities, 5. Commitment to ethical responsibilities Ability to undertake problem identification, apply problem solving, formulation and solutions. 1. Undertake problem identification, 2. Implement problem solving, 3. Apply formulation and solution, 4. Be creative, innovative and see different points of view in solving problems, 5. Analyse and identify the root cause of the problems ISSN: ISBN:

7 Code Skills Description EES6 Competent in application and practice Ability to use the techniques,, and modern engineering tools Ability to in application and practical oriented engineering. Engineering graduates should have the sufficient to: 1. Use the necessary techniques for engineering practice. 2. Use the necessary for engineering practice. 3. Use the modern engineering tools and software. 4. Work toward quality standards and specifications. 5. Assemble equipment following written directions. EES7 EES8 EES9 EES10 Knowledge of science and engineering principles Knowledge of contemporary issues Engineering system approach Competent in specific engineering discipline Ability to acquire and apply knowledge of engineering fundamentals. Engineering graduates should have the sufficient to: 1. Acquire knowledge of engineering fundamentals such as Mathematics and Science. 2. Apply the knowledge of engineering fundamentals, 3. Select and use proper tools and equipments for specific job / task, 4. Access, analyse and apply and knowledge of sciences and engineering, 5. Understand of principles of sustainable design and development. Ability to continue learning independently in the acquisition of new knowledge, and technologies. Nowadays, the use of information, communication and computing technologies are very essential in the knowledge-based era. 1. Continue learning independently in the acquisition of new knowledge, and technologies. 2. Use of information technologies, 3. Use of communication technologies in the knowledgebased era, 4. Use of computing technologies, 5. Read news paper. Ability to utilize a systems approach to design and evaluate operational performance. Engineering graduates should have the sufficient to: 1. Utilize a systems approach to design, 2. Evaluate operational performance, 3. Design systematically 4. Analyse engineering design 5. Demonstrate a knowledge and understanding of engineering system for management and business practices. Ability to acquire in-depth technical competence in a specific engineering discipline, competent in theoretical and research engineering and perform basic entrepreneurial. Engineering graduates should have the sufficient to: 1. Acquire in-depth technical competence in a specific engineering discipline., 2. Apply technical in a specific engineering discipline effectively, ISSN: ISBN:

8 Code Skills Description 3. Design and conduct experiments, 4. Analyse and interpret data, 5. Knowledge in multidisciplinary engineering Sources: Accreditation Policy And Procedure Manual by ABET, EAC Manual, Malaysian Quality Assurance Department, DEST 2006, Engineers Australia competency standards, OSC Eng Occupational Standards, the Japan Accreditation Board for Engineering Education (JABEE), Washington Accord 1989 and The Future of Engineering Education in Malaysia, Conclusion There is no doubt that fresh graduates need a set of for them to prepare for employment, gaining knowledge and experience. Furthermore, employers are looking for potential or existing employees with adequate. The framework identified in this study is also in line with the work that has been undertaken overseas, particularly in Australia, the United Kingdom, the United States of America and European United. The identified alongside to the personal, personal attributes and knowledge to make up the Engineering Employability Skills Framework. Thus engineering employability will be applicable not only to new engineers to the workforce but also to those moving to different organizations, those seek for better career and those make the comeback to engineering industry. Adoption of this framework can create future opportunities as an engineer with the capability to become professional engineer. This framework also can make new engineers and engineers more employable and allowing them to remain as a valuable employee all the time. The framework also can help engineers to develop their career and move up within the organization. However, as knowledge, technologies and workplace processes keep on changed and improved, there will be a need for ongoing skill development in employees for emerging new occupations and changing skill requirements (DEST, 2002). Continuously studies and researches need to be done to suit in the changes locally and globally. Reference: 1. Abdullah S., Zaharim A.,, Harris S.M.,, Omar M.Z., Basri H., Nik Mohamed N.A., Engineering Education: Using Technical Attributes to Analyse the Employers' Expectation of Future Engineering Graduates in Malaysia. In Proceedings of the 4th IASME/WSEAS International Conference on ENGINEERING EDUCATION (EE'07).Mastorakis N. And Dondon P.World Scientific and Engineering Academy and Society Press, Azami Zaharim, Yuzainee Md Yusoff, Mohd. Zaidi Omar, Azah Mohamed, Norhamidi Muhamad, Ramli, 2009a. Engineering Employability Skills Required By Employers In Asia. 6th WSEAS International Conference on ENGINEERING EDUCATION (EE 09), Rodos, Greece, July 22-24, pp Basri H., Che Man A. B., Wan Badaruzzaman W. H. and M. Nor M. J., Malaysia And The Washington Accord: What It Takes For Full Membership, International Journal of Engineering and Technology, Vol. 1, No. 1, 2004, pp Basri H., Omar M.Z.., Zainal M., Abang Abdullah A.A., Badrulhisham A.A., Abdul Hamid H., Nik Abdullah N.M., Azmi H. & Zaidi M.R., The Future of Engineering Education in Malaysia, report by the Department if Institutions of Higher Education Management, Ministry of Higher Education, Malaysia DEST, Employability from framework to practice, an introductory guide for trainers and assessors, a report by the Australian Chamber of Commerce and Industry and the Business Council of Australia for the Department of Education, Science and Training,Canberra. 6. DEST Employability Skills For The Future, a report by the Australian Chamber of Commerce and Industry and the Business Council of Australia for the Department of Education, Science and Training, Canberra. 7. DEST Graduate Employability Skills: Prepared for the Business, Industry and Higher Education Collaboration Council, a report by ISSN: ISBN:

9 the Australian Chamber of Commerce and Industry and the Business Council of Australia for the Department of Education, Science and Training, Canberra 8. Hillage J. and Pollard E., Employability: Developing A Framework For Policy Analysis, Institute For Employment Studies, November Lee F. T., Identifying Essential Learning Skills In Students Engineering Education, Monash University Malaysia. ef/y1111.pdf Mohammad, Shahrin and Md. Nor, Hasanan and Omar, Wahid and Mohamed, Danial Enhancing Teaching and Learning through the Incorporation of Generic Skills for Civil Engineering Undergraduates. In: Conference On Engineering Education (CEE 2004), December 2004, Kuala Lumpur 11. Robinson J. P., What Are Employability Skills? Community Workforce Development Specialist, Alabama Cooperative Extension System, Volume 1, Issue 3 September 15, S. Impedovo, A. Ferrante, D. Impedovo, R. Modugno, G. Pirlo, E. Stasolla, C. A. Trullo. Problem Solving to teach Processing Systems: Engineering learning objects based on anchored instruction. International Journal Of Education And Information Technologies,Issue 1, Volume 3, Saad El-Raghy,1999. Quality Engineering Education: Student Skills and Experiences. Global J. of Engineering. Educ., Vol. 3, No.1, 1999 UICEE 14. Yorke, M., Employability in higher education: what it is - what it is not, Enhancing Student Employability Coordination Team (ESECT), The Higher Education Academy. ISSN: ISBN: