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OCR for page 4
Introduction
When engineers complete their preemployment education and
accept employment whether in industry, academia, or other sec-
tors their need for education does not end. In many ways it is just
beginning. The focus and direction of an engineer's career may change
from time to time, and education is needed to prepare for each new
direction. Even if the direction of a career changes very little, its focus
must shift because the technology is continually changing. The basic
function of engineering is to translate science and mathematics into
applications; nest science and mathematics, then, must be continually
introduced to the working engineer. For example, the electronic design
engineer who graduated 30 years ago or more may have designed elec-
tronic equipment ever since, but the focus of those design efforts has
changed from vacuum tubes to transistors to integrated circuits to very
large scale integration {VLSI) of circuits. Only through continuing edu-
cation can competence be maintained throughout such a career.
Continuing education has two major elements: education and train-
ing. Education imparts the kinds of information that the engineer inte-
grates into the working knowledge he applies as needed to solve
whatever problem is at hand. Training, on the other hand, imparts
skills that the engineer needs to perform specific tasks. Learning
throughout an engineer's career involves three general mechanisms:
experience on the job; professional development {reading journals and
attending seminars, technical meetings, and similar events d; and for-
mal education and training programs. This report addresses the third of
4
OCR for page 5
INTRODUCTION
5
these mechanisms, which accounts for a relatively small but signifi-
cant part of the engineer's career-long deliberate learning process. Any
advanced or degree-granting education that occurs subsequent to
employment is considered continuing education in this report.
Traditionally, training has been emphasized by industry, while
employee education has had less emphasis by industry as well as uni-
versities. However, there are signs that industry is beginning to see the
need for more of the education element of continuing education.
Some engineers can maintain their competence without additional
structured education and training. But these individuals are a minority.
Most engineers need continuing education throughout their careers if
they are to remain competitive in the job market. Likewise, companies
require competent engineers to remain competitive in their markets.
To achieve their goals, both the individual engineer and industry must
perceive the usefulness of and the need for continuing education. When
that need is adequately perceived and articulated through appropriate
needs assessment methodology, the suppliers of continuing education
will provide the necessary resources. These suppliers industry, uni-
versities, professional societies, commercial trainers, and govern-
ment have a strong vested interest in allocating the required
resources to education and training. But too often they are hampered in
their efforts because the need for continuing education is not under-
stood, due to insufficient feedback on its results and value. When such
feedback is lacking, or is unfavorable, or is not understood by the engi-
neer, participation in continuing education will be minimal. Similarly,
when such feedback does not reach the supplier, resources will not be
allocated for continuing education. The process is illustrated in the
model that appears below. As shown in the model, the need for more
education and training that is perceived by the engineer and the sup
NEED L
INDUSTRY/
ACADEM IA
RESOURCE
AL LOCATI ON
RESU LTS
l MEASUR E
,
ENGINEER
USE OF
CONTINUING
EDUCATION
LONG ER
E F F ECTI V E
CAREER
OCR for page 6
6
CONTINUING EDUCATION OF ENGINEERS
plier E.g., industry, universities, end professional societies) is the driv-
ing function; a longer, more effective engineering career is the output.
Able, competent engineers produce better work, resulting in more
effective industry, government, and private engineering firms.
Thus, national productivity depends in part on such effective engi-
neering careers. The longer an engineer remains competent, the greater
the contribution to productivity, particularly if engineering shortages
should occur. And, while long and effective careers do not result solely
from continuing education, their extent and effectiveness can be sub-
stantially increased by it. Hence, continuing education becomes essen-
tial to the engineer's performance and in fact is the portion longest in
duration of an engineering education.
To be effective, continuing education should be able to respond much
faster than academic curricula to changes in the state of the art. While it
is risky to predict specific changes, in considering the course of contin-
uing education it is certainly useful to have some idea of the types of
careers that engineers will have. Therefore, the panel has assembled a
list, which appears below, of developments that are likely to affect the
careers of engineers during 1990-2000:
· A multidisciplinary approach to engineering will be required. New
technologies will cause a blurring of the boundaries between engineer-
ingfunctions {e.g., design, manufacturing, marketing, managements.
· The pervasive growth of management information systems means
that there will be fewer middle management positions and engineers
will be required to remain longer in technical functions.
· Both industry and government will attempt to control costs by
increasing productivity and quality. Therefore, continuing education
will be scrutinized more carefully.
· Growth in computer applications and simulations will spur rapid
growth in other technologies.
· The impact of artificial intelligence on software will reduce the
emphasis on computer programming.
· Applied mathematics will make a resurgence in engineering.
· Computer-integrated manufacturing will be introduced in most
areas of industry.
· Bioengineering and genetic engineering will be introduced into
areas traditionally associated with more classical approaches.
· Technology and society at large will become more closely inte-
grated.
· Nontechnical skills, such as planning and communications, will
play an increasingly important role in engineering work.
OCR for page 7
7
In this report the panel first examines continuing education hom
the engineerls point of view. ~ then covers the roles of industry the
universities' professional societies' proprietary organizations' and gov-
ernment in continuing education for engineers. In As examination of
continuing education' the panel teas reached the conclusion that it is in
an inadequate state of affairs. Tbereforc' some positive recommenda-
dons on methods for improving continuing education for engineers are
included in each section.
Representative terms from entire chapter:
remain competitive
