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Engineering students’ experiences of transition from study to work

Edvardsson Stiwne, Elinor and Jungert, Tomas LU (2010) In Journal of Education and Work 23(5). p.417-437
Abstract
The focus in this paper is on how students experience their transition from

their education to being employed as engineers in relation to the concept

of employability. Four cohorts of students in a master’s programme in engineering were monitored annually with a ‘follow-up’ one year after

graduation. Results show that there were differences in the way students

talked about their curricular design, career plans, job search, becoming an

employee and employable, and job satisfaction. Throughout the interviews

certain turning points were identified, where the students had to make

various decisions. Many students argued that generic skills and cultural

values are best... (More)
The focus in this paper is on how students experience their transition from

their education to being employed as engineers in relation to the concept

of employability. Four cohorts of students in a master’s programme in engineering were monitored annually with a ‘follow-up’ one year after

graduation. Results show that there were differences in the way students

talked about their curricular design, career plans, job search, becoming an

employee and employable, and job satisfaction. Throughout the interviews

certain turning points were identified, where the students had to make

various decisions. Many students argued that generic skills and cultural

values are best learned in extracurricular activities and in work contexts,

and that doing a thesis project in a firm was the best learning experience.

During this thesis process, students became conscious of their valuable

employability skills, which in the job search process were a good thesis

project, a diploma from the programme, self-efficacy, problem-solving skills and a broad knowledge base. On the job, the most valuable acquired key skills were considered to be mathematics and subject-specific knowledge, problem-solving skills, time management skills, learning skills, and an ability to manage stress and heavy workloads. (Less)
Please use this url to cite or link to this publication:
author
publishing date
type
Contribution to journal
publication status
published
subject
in
Journal of Education and Work
volume
23
issue
5
pages
417 - 437
publisher
Taylor & Francis
external identifiers
  • scopus:78649747479
ISSN
1363-9080
DOI
10.1080/13639080.2010.515967
language
English
LU publication?
no
id
5a59e394-1cb2-4c26-82cd-26233162f7b6 (old id 5368999)
date added to LUP
2015-05-20 11:32:41
date last changed
2018-05-29 11:59:53
@article{5a59e394-1cb2-4c26-82cd-26233162f7b6,
  abstract     = {The focus in this paper is on how students experience their transition from<br/><br>
their education to being employed as engineers in relation to the concept<br/><br>
of employability. Four cohorts of students in a master’s programme in engineering were monitored annually with a ‘follow-up’ one year after<br/><br>
graduation. Results show that there were differences in the way students<br/><br>
talked about their curricular design, career plans, job search, becoming an<br/><br>
employee and employable, and job satisfaction. Throughout the interviews<br/><br>
certain turning points were identified, where the students had to make<br/><br>
various decisions. Many students argued that generic skills and cultural<br/><br>
values are best learned in extracurricular activities and in work contexts,<br/><br>
and that doing a thesis project in a firm was the best learning experience.<br/><br>
During this thesis process, students became conscious of their valuable<br/><br>
employability skills, which in the job search process were a good thesis<br/><br>
project, a diploma from the programme, self-efficacy, problem-solving skills and a broad knowledge base. On the job, the most valuable acquired key skills were considered to be mathematics and subject-specific knowledge, problem-solving skills, time management skills, learning skills, and an ability to manage stress and heavy workloads.},
  author       = {Edvardsson Stiwne, Elinor and Jungert, Tomas},
  issn         = {1363-9080},
  language     = {eng},
  number       = {5},
  pages        = {417--437},
  publisher    = {Taylor & Francis},
  series       = {Journal of Education and Work},
  title        = {Engineering students’ experiences of transition from study to work},
  url          = {http://dx.doi.org/10.1080/13639080.2010.515967},
  volume       = {23},
  year         = {2010},
}