Framework for enhanced professional practice in engineering programs

CONTEXT As indicated in “Engineering Futures 2035: Engineering Education Programs, Priorities & Pedagogies” commissioned by the Australian Council of Engineering Deans (ACED), engineering programs need greater focus on practice to deliver the future expected graduate outcomes. Final-year research projects, capstone courses, and other forms of work-integrated learning (WIL) are particularly useful to expose engineering students to professional practice. In final-year research projects, engineering students work on real-world problems similar to those in professional environments and the workplace, but not in a way similar enough to professional practice. This paper proposes the integration of activity theory and social learning theory as a theoretical framework for final-year research projects in engineering degrees. Activity theory provides a lens to better understand human learning through interactions with people and artifacts, while social learning theory models learning through observing and imitating behaviours. Both theories have been previously used for understanding human behaviours, relationships with technology and interaction design. PURPOSE OR GOAL The goal of the paper is to provide a theoretical framework for final-year research projects in engineering programs to recreate professional non formal ways of learning that prepare students for WIL placements. Often in engineering programs, final-year research projects, are supervised and assessed focussing on the problem and the thesis. Problem solving and reporting are valuable skills for WIL, but other additional aspects, such as professional and personal attributes, are as important for successful professional experiences. APPROACH OR METHODOLOGY/METHODS The paper analyses how a final-year research project course can be structured and informed through the lens of both activity theory and social learning theory for better preparation for professional practice. ACTUAL OR ANTICIPATED OUTCOMES The anticipated outcome is a deeper, theory-informed immersion of engineering students in professional practice, leading to a better preparation for their WIL placement. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The findings will inform the design of activities in final-year engineering research projects to support development of personal and professional skills within engineering programs in order to enhance students' preparation for professional practice.