Competency Frameworks of Use to Engineering Educators

Abstract

The competencies engineering students require are changing at a rapid pace due to evolving industry, societal, and technological demands. This has resulted in educators seeking guidance from, and often being overwhelmed by, the fragmented world of competency frameworks, which differ widely in scope, level of detail, and intended purpose. To address this challenge, we begin by contextualising this chapter by asking who would benefit most from reading it, before clarifying the distinction between taxonomies and competency frameworks. We then present three questions that will be used to guide discussion of several contemporary frameworks: what the framework's primary goal is, the areas for which it provides guidance, and how actionable it is. We apply these questions to the diverse frameworks of EntreComp, DigComp, GreenComp, EUR-ACE, CDIO, and UK-SPEC. We believe that our selection of frameworks and subsequent discussions serve as a strong starting point for engineering educators seeking to navigate this landscape with greater confidence.

Authors 4

1. G. Penny

   Delft University of Technology

   Affiliation as printed

   Education and Student Affairs, University Coorporate Office, Delft University of Technology, The Netherlands

2. Ann-Kristin Winkens Aachen Research Group Gender and Diversity in Engineering Faculty of Civil Engineering

   RWTH Aachen University

   Affiliation as printed

   Research Group Gender and Diversity in Engineering, Faculty of Civil Engineering, RWTH Aachen University, Germany

3. Neil J. Cooke

   University of Birmingham

   Affiliation as printed

   Department of Electronic, Electrical and Systems Engineering, School of Engineering, University of Birmingham, United Kingdom

4. Esther Perea Borobio

   Ravensbourne University London

   Affiliation as printed

   Business Department, School of Business, Management and Commerce, Ravensbourne University, United Kingdom