Essential Skills of Graduate Engineers: The Case of Namibia

Essential Skills of Graduate Engineers: The Case of Namibia Author:

Evert Jan Strydom

Supervisor:

Dr Samuel John

‘A thesis submitted to the Faculty of Engineering, Namibia University of Science and Technology, in fulfilment of the requirements for the degree of Master of Industrial Engineering’

Windhoek, February 2017

I, Evert Jan Strydom, declare that this thesis is my own, unaided work. It is submitted in partial fulfilment of the requirements for the course “Industrial Engineering Thesis (IET910Y)” at the Namibia University of Science and Technology as part of “Masters of Industrial Engineering”. It has not been submitted before for any degree or examination in any other university.

_________________

________________

Evert Jan Strydom

Date

213108186

Electronic Filing Number: 213108186IET910Y

Retention and Use of Thesis I, Evert Jan Strydom, being a candidate for the degree of Master of Industrial Engineering accept the requirements of the Namibia University of Science and Technology relating to the retention and use of mini-theses deposited in the Library and Information Services.

In terms of these conditions, I agree that the original of my thesis/mini-thesis deposited in the Library and Information Services will be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan or reproduction of theses/mini-theses.

_________________

________________

Evert Jan Strydom

Date

213108186

Essential Skills of Graduate Engineers: The Case of Namibia

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Abstract Industry expectations of engineering graduates are increasingly expanding with modern times. Therefore, for academic institutions to stay competitive, they must continuously identify the changing requirements in terms of required skills. To this effect, many studies from around the world show that engineering graduates are not meeting expectations of industry and that there is a growing recognition of the importance of “Soft Skills” (Lee, et al., (1995); Spencer & Spencer, (1993)). Graduate skill deficiencies exist, mainly in the science, technology, engineering and mathematical capacities (Jackson, 2009). Today’s engineers must not only be technically intuited to “Hard Skills”, but must also be creative, work well in teams, communicate effectively, and create products that are useful in the real world. (Stephens, 2013). These soft skills also comprise elements such as critical and analytical thinking, problem solving and integrity, to name just a few.

This paper focusses on cognitive skills of engineering graduates and is a first study into the most essential skills as required of engineering graduates by the Namibian industry. It highlights the importance of “Soft Skills” as necessary skills for modern engineering graduates to be successful in industry.

Data collection was done by means of an online survey, distributed to 341 Engineers in Namibia. This constitutes 28.4% of the estimated 1576 Engineers in Namibia (EPA, 2014). A total of 134 respondents completed the online survey (39% response rate). Seven (7) were disqualified, resulting in 127 usable surveys. The online survey instrument collected data on the respondents’ qualifications, professional backgrounds, and the skills deemed important, which were rated in terms of importance on a 4 point Liker scale.

The results show that irrespective of industry, discipline or years of operation; the most essential skill of any Engineer is Problem Solving. Other sought after skills are Professionalism, Technical Knowledge, Basic Computer Skills, Analytical Thinking, Integrity, Engineering Design, Project Management, Quality Awareness and Attention to Detail. There are also notable perceived differences between industries and disciplines, as what are the most essential skills. The results show that “Soft Skills” are deemed just as important in the Namibian industry as “Hard Skills”.

Analyses of all the Core Skills show which skills are absolutely essential to all categories. This study finds the Primary Critical Skills to be Problem Solving and Technical Essential Skills of Graduate Engineers: The Case of Namibia

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Knowledge. With a slightly greater focus, this study is also defining Secondary Critical Skills to be Professionalism, Basic Computer Skills and Analytical Thinking.

This study has raised a number of interesting, valuable and serious questions for further research. Results were inconclusive in the preference of Soft vs Hard Skills, and can lead to more future studies. It is also unclear as to why Consultants have a lower value for Quality Awareness than Constructors. This outcome is inconclusive, and requires further research as to the reasons why. Perhaps the most notable result is the high rank of Project Management (8th, 85.8 %) which is significant since it does not feature as part of the ECN’s exit level outcomes, although Project Management is included in ECSA’s. It can be recommended for further study on the importance of Project Management within the Namibian context. If tertiary institutions wish to improve their competitiveness, they should perhaps increase their impartation of this skill.

In conclusion, the data provided here shows Problem Solving to be the most valuable skill an engineer can possess within the Namibian engineering community. It raises the question on the importance of Project Management, and whether the ECN should place greater emphasis on it. The study also shows that engineers should be equally capable in Hard and Soft Skills. The data also leads to new questions that should be further explored to ensure that the engineering industry can operate to its maximum potential to the benefit of all Namibians.


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Acknowledgements

This thesis would not have been possible without the guidance and assistance of many people. Firstly, I am very grateful to my supervisor, Dr Samuel John for his continued guidance and encouragement. Thanks to Prof Roy Snaddon, who played a very important role at the commencement of this thesis. In addition, I am thankful to Dr Paul Chisale for his invaluable inputs. Thanks to Dr Michael Mutingi for his leadership as programme director.

Special thanks to Retha Strydom, a committed English editor throughout the study period. Last, but not least, many thanks to my wife Martelize, for watching after the kids while I was carrying out my research work.


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Content Retention and Use of Thesis ............................................................................................... ii Abstract............................................................................................................................... iii Acknowledgements..............................................................................................................v Content ............................................................................................................................... vi List of Figures ..................................................................................................................... ix List of Tables .......................................................................................................................x List of Abbreviations .......................................................................................................... xii Chapter 1 - Introduction ...................................................................................................... 1 1.1.

Problem Setting .................................................................................................... 2

1.2.

Research Questions ............................................................................................. 2

1.3.

Significance of Study ............................................................................................ 4

1.4.

Research Methodology ........................................................................................ 4

1.5.

Overview of Report............................................................................................... 5

Chapter 2 - Literature Review ............................................................................................. 6 2.1.

Introduction........................................................................................................... 6

2.1.1.

Importance of Studying Essential Skills ........................................................ 6

2.1.2.

Clarification of Terminology........................................................................... 9

2.1.3.

Differences between Engineers, Technologists and Technicians ................... 10

2.2.

Groupings of Essential Skills .............................................................................. 11

2.2.1.

Review of Skill Groupings ........................................................................... 11

2.2.2.

Review of Essential Skills ........................................................................... 17

2.3.

Engineering Accreditation Systems .................................................................... 20

2.4.

Conclusion.......................................................................................................... 23

Chapter 3 - Research Methodology .................................................................................. 24 3.1.

Introduction......................................................................................................... 24

3.2.

Research Design ................................................................................................ 25

3.3.

Data Collection ................................................................................................... 27


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3.3.1.

Demographics of Engineers in Namibia ...................................................... 27

3.3.2.

Demographics of Data Collected ................................................................ 29

3.4.

Conclusion.......................................................................................................... 33

Chapter 4 - Results ........................................................................................................... 34 4.1.

Introduction......................................................................................................... 34

4.2.

Survey Results ................................................................................................... 35

4.2.1.

Overall Essential Skill Results (RQ1) .......................................................... 35

4.2.2.

Skill Grouping Results (RQ1a) .................................................................... 37

4.3.

Categorised Core Skills (RQ2) ........................................................................... 39

4.3.1.

Core Skills According to Industry ................................................................ 39

4.3.2.

Core Skills According to Discipline.............................................................. 42

4.3.3.

Core Skills According to Engineering Degree ............................................. 45

4.3.4.

Core Skills According to Years of Experience............................................. 48

4.4.

Critical Skills (RQ2a) .......................................................................................... 53

4.5.

Results Compared to Other Studies................................................................... 56

4.6.

Conclusion.......................................................................................................... 59

Chapter 5 - Discussion ..................................................................................................... 60 5.1.

Introduction......................................................................................................... 60

5.2.

Discussion and Recommendations of Essential Skills (RQ1) ............................ 60

5.3.

Hard vs Soft Skills .............................................................................................. 63

5.4.

Engineering Categorisation ................................................................................ 64

5.4.1.

Industry Category ........................................................................................ 64

5.4.2.

Discipline Category ..................................................................................... 65

5.4.3.

Degree Category ......................................................................................... 66

5.5.

Critical Skills ....................................................................................................... 67

5.6.

Conclusion.......................................................................................................... 68

Chapter 6 - Conclusion ..................................................................................................... 70 References ....................................................................................................................... 73 Appendixes ....................................................................................................................... 77 Essential Skills of Graduate Engineers: The Case of Namibia

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Appendix 1

- Skills Category Glossary.................................................................... 77

Appendix 2

- Differences between Engineers, Technologists and Technicians ..... 81

2.1. Professional Engineers ................................................................................... 81 2.2. Incorporated Engineers .................................................................................. 82 2.3. Engineering Technicians ................................................................................ 82 2.4. Clarifications ................................................................................................... 82 Appendix 3

- Literature Review Skills and Skill Classifications ............................... 83

3.1. Blom & Saeki (2011) ....................................................................................... 83 3.2. Choudary (2014) ............................................................................................. 84 3.3. Jackson (2009) ............................................................................................... 85 3.4. ECN (2007) ..................................................................................................... 86 3.5. ABET Student Outcomes................................................................................ 87 3.6. ECSA (2014)................................................................................................... 88 3.7. Nguyen (1998) ................................................................................................ 89 3.8. Sanyal (2013) ................................................................................................. 90 3.9. Shakir (2009) .................................................................................................. 90 3.10.

Shuman, et al. (2005).................................................................................. 91

Appendix 4

- Online Questionnaire ......................................................................... 92

Appendix 5

- Profile of Respondents ...................................................................... 96

5.1. Industry Profile ................................................................................................ 96 5.2. Discipline Profile ............................................................................................. 99 5.3. Degree Profile ............................................................................................... 104 5.4. Industry Experience Profile ........................................................................... 109 Appendix 6

- Survey Results................................................................................. 114

6.1. Industry Skill Results .................................................................................... 116 6.2. Discipline Skill Results .................................................................................. 118 6.3. Degree Skill Results ..................................................................................... 126 6.4. Industry Experience Skill Results ................................................................. 134


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List of Figures Figure 1: Breakdown of Skill Groupings ........................................................................... 26 Figure 2: Age Profile of Namibian Engineering Professionals .......................................... 29 Figure 3: Respondent Profile by Industry ......................................................................... 30 Figure 4: Respondent Profile by Discipline ....................................................................... 30 Figure 5: Comparitive Discipline Profile With Study by ECN (2016) ................................. 31 Figure 6: Respondent Profile by Degree .......................................................................... 31 Figure 7: Respondent Profile by Years of Experience ...................................................... 32 Figure 8: Comparative Engineering Age Profile with Study by EPA (2014a) ................... 33


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List of Tables Table 1: Namibian University Rankings .............................................................................. 2 Table 2: Soft Skills Required for Engineers and Technologists by the ECN (2013) ......... 11 Table 3: Comparison of Skills Grouping Styles ................................................................ 16 Table 4: List of Various Skill Groupings ............................................................................ 17 Table 5: Skills Groupings by Lattuca, et al. (2006) ........................................................... 18 Table 6: ECN/ECSA Exit Level Outcomes Compared with ABET .................................... 21 Table 7: ABET Student Outcomes Ranked by the Mean ................................................. 23 Table 8: Master List of 86 Researched Skills ................................................................... 25 Table 9: Profile of Namibian Engineers ............................................................................ 28 Table 10: Overall Results for the 20 Most Essential Skills ............................................... 36 Table 11: Overall Results for Skills Groupings ................................................................. 38 Table 12: Core Essential Skills According to Industry ...................................................... 40 Table 13: Core Consulting Industry Skills ......................................................................... 41 Table 14: Core Construction Industry Skills...................................................................... 41 Table 15: Core Essential Skills According to Discipline.................................................... 42 Table 16: Core Mechanical Engineering Discipline Skills ................................................. 43 Table 17: Core Civil Engineering Discipline Skills ............................................................ 44 Table 18: Core Electric Engineering Discipline Skills ....................................................... 44 Table 19: Comparison of Skill Rankings According to Engineering Degree ..................... 45 Table 20: Core BEng (Bachelor of Engineering) Degree Skills ........................................ 46 Table 21: Core BTech (Bachelor of Technology) Degree Skills ....................................... 47 Table 22: Core Skills in the BSc (Bachelor of Science) Degree ....................................... 47 Table 23: Core Post Graduate Degree Skills.................................................................... 48 Table 24: Comparison of Skill Rankings According to Years of Experience .................... 49 Table 25: Statistical Data for Experience Category .......................................................... 49 Table 26: Core 0 – 3 Years of Experience Skills .............................................................. 50 Table 27: Core 4 – 10 Years of Experience Skills ............................................................ 51 Table 28: Core Skills in the 11 – 20 Years of Experience Skills ....................................... 52 Table 29: Core Skills in the 20+ Years of Experience Skills ............................................. 52 Table 30: Categorisation of Engineering Skills ................................................................. 53 Table 31: Ranked Skill Results ......................................................................................... 54 Table 32: Overall Critical Skills ......................................................................................... 56 Table 33: Skill Score Comparison with Blom & Saeki (2011) ........................................... 57 Table 34: Accreditation Criteria Ranked By This Study .................................................... 58 Essential Skills of Graduate Engineers: The Case of Namibia

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Table 35: Engineering Discipline Core Skills Counted Skill Groupings ............................ 66 Table 36: Engineering Degree Core Skills Counted Skill Groupings ................................ 67 Table 37: Skill Categories and Skills List as Used by Blom & Saeki (2011) ..................... 83 Table 38: Skill Categories and Skills List as Used by the Choudary (2014) ..................... 84 Table 39: Skill Categories and Skills List as Used by Jackson (2009) ............................. 85 Table 40: Detailed ECN Exit Level Outcomes .................................................................. 86 Table 41: The ABET Student Outcomes .......................................................................... 87 Table 42: Complete ECSA 2014 Exit Level Outcomes..................................................... 88 Table 43: Skill Categories and Skills List as Used by Nguyen (1998) .............................. 89 Table 44: Skill Categories and Skills List as Used by Sanyal (2013) ............................... 90 Table 45: Skill Categories and Skills List as Used by the Shakir (2009) .......................... 90 Table 46: Skill Categories and Skills List as Used by Shuman, et al. (2005) ................... 91 Table 47: Detailed Industry Profile of Respondents ......................................................... 96 Table 48: Detailed Discipline Profile of Industry and Respondents .................................. 99 Table 49: Detailed Profile of Engineering Degrees......................................................... 104 Table 50: Detailed Profile of Engineering Experience .................................................... 109


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List of Abbreviations ABET

: Accreditation Board for Engineering and Technology (USA)

AGR

: Association of Engineering Graduates (UK)

BEng

: Bachelors of Engineering

BSc

: Bachelors of Science

BTech

: Bachelors of Technology

ECN

: Engineering Council of Namibia

ECSA

: Engineering Council of South Africa

EC2000

: Engineering Criteria 2000 (ABET)

EE

: Electrical / Electronical Engineering Discipline

ELO

: Exit Level Outcomes

EPA

: Engineering Professions Association (Namibia)

Mech

: Mechanical Engineering Discipline

NCVQ

: National Council for Vocational Qualifications (UK)

NUST

: Namibia University of Science and Technology

PoN

: Polytechnic of Namibia

UNAM

: University of Namibia


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Chapter 1 - Introduction

Chapter 1 - Introduction Today’s industry and economies are changing faster than ever before, and it is no different in Namibia. In most industries, products and services developed and offered, are becoming rapidly more sophisticated, and thus the skill expectations of engineers are also evolving and broadening. Together with the extraordinary rate of new technology creation, tertiary educational institutions all over the world need to reassess what kind of necessary knowledge and skills should be imparted on students. These reassessments are intended to produce students that will perform better according to industrial requirements. This requires engineering faculties to continuously update and improve their programmes to comply with industrial labour demands in order to be competitive.

Harvey (1999) states that “Multi-skilled, multi-national project teams, requiring collaboration, cooperation, flexibility and inter-cultural awareness, demand high levels of professional and interpersonal skills.” However, Jackson (2009) states that skill deficiencies exist in science, technology, engineering and mathematics. The focus of this thesis is on prevailing graduate engineering skill deficiencies.

For the purpose of this research, the term “engineer” refers to holders of BEng, BSc (Hons) and BTech degrees in all engineering fields. Namibia has two (2) accredited institutions offering engineering programmes. These are the Namibia University of Science and Technology 1 (NUST), which grants BEng and BTech degrees, and the University of Namibia (UNAM) which grants BSc (Hons) degrees. Both institutions are, however, to this effect trailing far behind other Sub-Sahara African institutions such as the University of Cape Town (UCT) or University of Pretoria (UP) in university rankings. Recent rankings (Table 1 on the next page) show NUST to be between 31st and 121st in Africa while UNAM ranks between 20th and 67th in Africa. In the world, NUST ranks between 3363rd and 3911th while UNAM ranks between 2757th and 3327th.

1

Previously the Polytechnic of Namibia (PoN), but transformed to Namibia University of Science and Technology in 2015.


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Chapter 1 - Introduction Table 1: Namibian University Rankings

NUST UNAM

4 International Colleges & Universities2 Africa: 34th World: 3363rd Africa: 33rd World: 3327th

Ranking web of Universities3 Sub-Sahara: 121st World: 3911th Sub-Sahara: 67th World: 2757th

Journals Consortium4 Southern Africa: 31st World: Southern Africa: 20th World: -

Engineers must increasingly supplement technical competence with business and communication expertise while understanding impact of engineering solutions on societies (Lang, Cruse, Mcvey, & Mcmasters, 1999). Dearing (1996) states that: “The only strategy for a nation seeking to maintain and enhance a high standard of living lies in concentration on advanced products and services, a high degree of innovation, challenging and constantly improving standards of achievement and competitiveness, based on a highly educated, well trained and adaptable workforce” (Dearing, 1996, p. 13).

1.1. Problem Setting A recent study by Jackson (2009) found that employers worldwide are expressing concern about meagre development of graduate abilities which are essential for competing internationally. The study investigated numerous other studies assessing the graduate skills deficit, focussing mainly on developed countries. It is essential to constantly establish employer opinions on what makes graduates employable, and confirm that undergraduate programs are properly aligned (Jackson, 2009).

This then brings raises the question about the possible skills deficit in Namibia for graduate engineers. It is necessary to determine the perceived essential skills needed of engineering graduates to better align the Namibian engineering curricula.

1.2. Research Questions Engineers play an important role in almost all sectors of the Namibian economy, and are thus vital to our industrial and economic development. However, the Namibia educational institutions are not graduating enough engineers to satisfy the market need, although it is projected that in the coming years there will be a sharp rise in engineers graduating from several programs from both NUST and UNAM (EPA, 2014a). This rise should however be 2

Information from www.4icu.org (4ICU, 2017). Information from www.webometrics.info (RWU, 2017). 4 Information from www.ranking.journalsconsortium.org (JC, 2016). 3


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Chapter 1 - Introduction monitored, so that it does not lead to compromise in quality as is the case in some Asian Universities (Blom & Saeki, 2011). Presently, however, skills shortage and knowledge deficits are major constraints that hinder rapid industrial and economic development of Namibia’s economy (EPA, 2014b).

If the skills imparted are not aligned with industry requirements, it could lead to employer dissatisfaction with Namibian graduate engineers and an increased demand for engineering graduates from elsewhere. Thus, for all intent and purposes, Namibian engineering educational institutions must at least match the level of high level graduate engineers. This study looks at graduates from both national and international institutions working in the Namibian industry. But, in order for engineering educational institutions to assess their meeting of industry expectations, the perceived essential skills of graduate engineers should first be determined, thus the purpose of this study.

This study aims to answer the following questions: RQ1: Which skills are considered by Namibian employers to be essential when hiring graduate engineers? RQ2: How do the required essential skills vary among different engineering disciplines, industries and experience?

Research Question 1 (RQ1) aims to gain understanding of what industry needs. Thus an outward perspective is needed as prerequisite to a study on how well engineering institutions are matching industry requirements. RQ1 thus asks which skills are considered to be essential by Namibian employers. There is a vast array of skills which we tend to group into various categories for easier dissemination. Most commonly, skills are grouped according to being either “Hard” or “Soft” skills. Thus this study also aims to answer the following research sub question: RQ1a: Are Soft or Hard Skills preferred by Namibian employers?

RQ2 aims to understand the differences in required essential skills across different industries, disciplines, graduate degrees and engineering experience. Since modern engineering overlaps substantially between industries and disciplines, it is expected that certain skills are universally essential, or critical, across any set of categorisation. Thus this study also aims to answer the following research sub question: RQ2a: Which skills are critical (universally essential) across all categories of engineering?


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Chapter 1 - Introduction

1.3. Significance of Study The objective of this study is to investigate the requirements of industry in terms of essential skills for graduate engineers. Nguyen (1998) states: “The ideal engineer is expected to possess a diversity of skills and attributes; with technical competency balanced by non-technical competency.”

The results of this study will assist the Namibian engineering educational institutions in assessing their curricula in line with the industrial labour and skills requirements. The findings of this study could be used to benchmark with neighbouring countries and internationally, especially in countries where progressive industrial improvements have been noticed. The findings could also be used for self-introspection and implementation at both industrial and academic ladders.

1.4. Research Methodology This study follows the methodology of similar recent studies by Blom & Saeki (2011), Lang (1999), Lattuca, et al. (2006), Male (2009) and Passow (2012) for the process of skill identification, definition and data collection from industry. Data collection for essential skills was conducted by first investigating and defining the skills relevant to the Namibian industry based on available literature.

Data collection was done by means of online questionnaires to all entities in Namibia where engineers are employed (full time and part time). Engineering managers and supervisors were the target group for data collection. To a large extent, most entities employing engineers in Namibia were captured in the study. Data collection was done using Google Forms.

Skills ranking is determined by a data analysis. Once the skills have been identified and ranked, correlations can then be drawn with the Programme Outcomes of the Namibian engineering education institutions. These results can then show if the engineering graduates are being produced according to market specifications.

This study does not focus on the graduate engineers in relation to his or her institution, but is focused on the needs and requirements of the Namibian engineering industry. Although there are some differences between BEng, BSc (Hons) and BTech degrees and thus differences in the Essential Skills, this study does not consider these differences.


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Chapter 1 - Introduction Namibian institutions have been graduating BTech engineers for some years, however they only recently started graduating BEng and BSc (Hons) degrees engineers.

1.5. Overview of Report This study will lead to the determination of the level of the Namibian graduate engineers’ skills deficit by investigating the actual requirements of graduate engineers in Namibia, in terms of their essential skills.


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Chapter 2 - Literature Review

Chapter 2 - Literature Review The previous chapter presented an introduction and an overview of this study. It also set the research questions and objectives of the study. This chapter presents the literature reviewed from relevant studies on essential skills as well as the classification of skills. The chapter is organised in five sections. Firstly, the importance of studying essential skills is presented and then the application of the results and impact on engineers and industries are evaluated. A review is presented on the engineering accreditation systems, and research questions and hypothesis are posed.

2.1. Introduction Nguyen (1998, p. 71) states that: “Engineering is a profession directed towards the application and advancement of skills based upon a body of distinctive knowledge in mathematics, science and technology, integrated with business and management and acquired through education and professional formation in an engineering discipline.” Thus, engineering is directed to the development and providing of infrastructure, goods and services for industry and the community.

2.1.1. Importance of Studying Essential Skills As we move deeper into the 21st century engineers are confronted with new and diverse challenges. Our dynamic world in which we exist presents us with profound and continuous changes. These changes are in the practice and application of technology, in our natural environment and our evolving society. The world still has a great focus on technical competence for engineers and not enough on competence in non-technical skills and such as communication, problem solving and management skills. Engineering graduates now require a wider range of non-technical skills was formerly demanded (Nguyen, 1998).

Moreover, although universities graduate technically competent graduates who often lack the people skills that enable them to meet their full potential. Engineers in today’s world do not need to be only technically strong but also creative and able to work well in teams, communicate effectively, and create products that are useful in the “real world.” (Stephens, 2013)


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Chapter 2 - Literature Review The essence of soft skills is not a new realisation. A couple of decades ago already, a study by Spencer and Spencer (1993) indicated that higher engineering performers possess both technical and non-technical skills. Another study done by Lee, et al. (1995) found that soft skills would become more important over time. Professional skills were found to be of critical importance to be successful in education and employment (Heckman & Rubinstein, 2001).

Sanyal (2013) found that without “soft skills”, specialised skills have limited value. Also, the lack of soft skills creates barriers in communication resulting in negative outcomes for any company. Technical skills may be the fundamental enablers, but soft skills are the enablers of greater success.

There is increasing focus on soft skill deficiencies in graduates across many countries (Jackson, 2009). Shuman, et al. (2005) believe that grasping these soft skills will be a key factor of the future competitiveness of engineering graduates, enabling them to become highly innovative problem solvers. Carole (2002, p. 8) states that: “More and more corporations around the world recognize that, in order to gain a competitive advantage, they also need to make sure their people know how to handle themselves at work and how to relate with their customers and peers.”

Humberg, et al. (2013) reports that in the European Union people skills are becoming more important. Their study shows that skills like communication skills, teamwork skills, etc., are essential for success in any industry. Below average levels of people skills cannot be compensated for, in order to be an employable graduate. Even the best grades or the most relevant study field alone does not ensure success. Employers fear the possible negative consequences of poor people skills on the team as a whole and thus the organisational goals will be impacted on.

Engineers Canada (2013, p. 4), defines the practice of professional engineering as “any act of planning, designing, composing, evaluating, advising, reporting, directing or supervising, or managing any of the foregoing, that requires the application of engineering principles, and that concerns the safeguarding of life, health, property, economic interests, the public welfare or the environment.”

A recent 2010 study of over 5,500 engineering students and recent graduates found that many of them did not feel that they had a real understanding of what it means to be an engineer, or what their professional careers would actually involve (Atman, et al., 2010). Essential Skills of Graduate Engineers: The Case of Namibia

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Chapter 2 - Literature Review These students identified three main areas they felt that they were lacking: 1) communication, interpersonal and professional skills, 2) teamwork, and 3) the ability to solve the more ambiguous, complex, and multi-faceted problems presented in the workplace.

In the past, engineers were mainly concerned with the technical aspects of engineering. The roles of engineers have changed and a shift in the expectations of engineering is becoming more fitting in today’s world. Nguyen (1998, p. 66) states that: “Although the shift involves a movement towards soft-engineering, the technical aspect of engineering is no less relevant, and technical skills formation remains at the core of engineering. What have changed are the dimensions of the core: equally important now is the inclusion of non-technical subjects as most engineers will be working in a multidisciplinary environment”.

A recent study by Lakshmi et al. (2013) investigates the issues and challenges of managing Generation Y or Millennials in India and worldwide. Generation Y is the coined name of people born in the eighties (1980s) and follows Generation X. These are people that are currently between 26 and 35 years of age. Lakshmi et al. reports that although the Y Generation is currently the most educated of the generations, they are also the least employable due to rising employment expectations. They list the following skills gaps being experienced by Generation Y: instant gratification, self-awareness, selfmanagement, basic numeracy and literacy skills, independent thought, problem solving, team work, business/customer awareness and risk awareness and evaluation and communication. The lacks of these skills reduce working effectively and employability. Braid (2007, p. 15) describes the Generation Y graduates as having “an unrealistic view of the world of work, an exaggerated notion of one's importance and a strong sense of entitlement” than their earlier counterparts.

In order to become a world class commercial and industrialised nation, as envisioned in Namibia’s Vision 2030, our work force must achieve world class skills. Leitch (2006) reports that the UK must achieve world class skills to achieve world class prosperity and fairness in the new global economy. UK businesses will find it increasingly difficult to compete and innovate without world class skills. He states that: “The employment opportunities of the lowest skilled will continue to decline, risking a lost generation, cut off permanently from labour market opportunity.” (Leitch, 2006, p. 15) Where skills were once only one of the many key drivers of success and justice, they are now the most important


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Chapter 2 - Literature Review driver. The key to achieving economic success and social justice in the new global economy is by achieving world class skills.

2.1.2. Clarification of Terminology In order to understand the work we are dealing with, we need to understand the terminology being used, and how various studies use this differently. A breakdown of the various terminologies is given and explained in this section.

In literature the term professional skills also go by various other synonyms, such as “generic competencies” or “essential skills/attributes”. In order for this study to conduct a thorough investigation on the available literature, clarifications and definitions must first be conducted. It is found that various definitions are used for describing skills in the form of {adjective} {noun}, such as “soft skills” or “core competencies”.

Throughout relevant literature various synonyms are used for the skill that this study is to study. Although “skills” is the most common word for that which is being studied, another term is “competencies”. The ability to do something well is called a “skill” and when doing it successfully and efficiently, it is called a “competency” (Oxford Dictionary, 2015). The terms “skills” and “competency” are thus understood as being synonymous. For the purpose of clarification, this report will only refer to “skills”, but when referring to specific researchers’ work, the published term will be used.

A number of studies use different terms “hard”, “soft”, “professional” skills differently. The term “professional” are defined differently for various studies. Some studies use “professional skills” as meaning “hard skills”, while others have it meaning “soft skills”. Specifically, Shuman, et al., (2005) argues that the term “soft skills” are often used in a naïve and often derogatory manner, and thus the term “professional skills” is used with reference to “soft skills”. Lattuca, et al. (2006) also uses the term “professional skills” for the group of skills associated with “soft skills”.

Blom and Saeki (2011) use the term “professional skills” for categorising the “set of skills referred to as technical skills” (p. 12), where “technical skills” are synonymous with “hard skills”. Although most studies may use different terms describing the skill groupings, almost all can be correlated back to the most popular terms of “soft” and “hard”. And it is from this perspective that this study will be referring to “Soft Skills” and “Hard Skills”.


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Chapter 2 - Literature Review Engineering employability skills, also known as generic skills are highly related to nontechnical skills (soft skills). Studying of employability skills has become popular since 1980. This term (employability skills) has been studied although using terminologies which differ across continents. Zaharim, et al. (2009, p. 308) states that: “It is sometimes referring to generic capabilities, transferable skills, basic skill, essential skills, work skills, soft skill, core skills, core competencies and enabling skills or even key skills. These nontechnical skills have played an important role for a graduate in getting employed and doing well in the workplace.”

2.1.3.Differences

between

Engineers,

Technologists

and

Technicians The definition of Engineering seems simple enough, but in order to achieve professional engineering success, we need different kinds of engineers. In Southern Africa, there are three distinctions of technical engineering professionals. These are the technicians, the incorporated engineer and the professional engineer. The technicians are diploma holders and thus are not considered to be “Engineers”.

According to the Engineering Council of Namibia, the university training for incorporated engineers is at NQF level 7 and that of the professional engineer is at NQF level 8. The EPA (2014a, p. 18) defines the ECN classifications as follows: 1. Professional Engineers: Those with a B. Sc. (Engineering) or B. Eng degree or higher engineering qualification, and registered as Pr. Eng. with the Engineering Council of Namibia 2. Incorporated Engineers/Technologists: Those with a B Tech., M Dip Tech or higher engineering qualification, and registered as Inc. Eng. with the Engineering Council of Namibia. 3. Technicians: Those with a National Diploma or equivalent from a university of technology / technicon and registered as Eng. Tech. with the Engineering Council of Namibia.”

The ECN (2013) states that Engineers are “concerned primarily with the progress of technology through innovation, creativity and change” while Technologists “form the mainstream of professional engineering practitioners and act as exponents of today’s technology.” The complete ECN explanations of the differences are available in Appendix 2. The ECN describes a number of important Soft Skills associated with Engineers and Technologists as shown in Table 2. Essential Skills of Graduate Engineers: The Case of Namibia

10

Chapter 2 - Literature Review

Table 2: Soft Skills Required for Engineers and Technologists by the ECN (2013) Engineers Engineers are responsible for: 1. the management of high risk and resource intensive projects; 2. the direction of important tasks; 3. the profitable management of industrial and commercial enterprises; and 4. the progress of technology through innovation, creativity and change in engineering.

Technologists Technologists are required to: 1. have a substantial degree of personal responsibility and authority; 2. provide leadership and control in a managerial role; and 3. have good communication skills and awareness of the business and professional environment.

In general, the Southern African industry does not put emphasis on the difference between BTech, BSc (Hons) and BEng degree graduates. Consider the following typical engineering vacancy advert from a leading company in Namibia: “A leading firm of [industry] engineers is looking to appoint a Professional Engineer on a large project in Namibia. Candidate must possess the relevant BEng/BTech/BSc [discipline] Engineering degree and must be professionally registered with 10+ years’ post qualification experience.” It is evident from the way many engineering vacancies are frequently advertised, that there is little differentiation between BEng, BTech and BSc degrees. Also, it can be seen that term “engineer” is frequently used as a collective noun including both engineers and technologists. It seems industries are sometimes confused about the exact differences or due to engineering shortages are willing to employ the best of the collective group. “Technicians”, however, are seldom seen on the same level, and clearly held separate from “Engineers”. Thus, for the purpose of this study, only BEng and BSc Engineers and BTech Technologists will be included, and the collective noun “engineer” will refer to both engineers and technologists.

2.2. Groupings of Essential Skills 2.2.1. Review of Skill Groupings In order for any Engineer to be successful anywhere in the world, he or she requires a set of essential skills. These skills vary between regions, industries and disciplines. Skills can be clustered according to various skill groupings. Various published articles use various names for various skill sets that make up the “complete” engineer. The general understanding of “hard skills” is certifiable, testable, or measurable knowledge and skills.


11

Chapter 2 - Literature Review For the purpose of evaluation, ten different articles with skill set groupings were evaluated and ordered alphabetically. Various researchers use different skill groupings systems, the most popular either being grouped as hard and soft skills, or according to the employability need. A complete skill groupings definition list is available in Appendix 1.

Blom & Saeki (2011) conducted a study on the employability skills required by newly graduated engineers in India. Their skills groupings were according to employability. Three groups were identified and are defined as follows:

Core Employability Skills: “…these skills are not occupation specific, but cuts across occupations. Other studies refer to this set of skills as generic, catalytic, core and/or employability.” [sic] Professional Skills: “…essentially comprised of engineering specific skills, this set of skills is also referred to as technical skills.” Communication Skills: “…mixes different types of skills, e.g., communication skills [sic], cognitive skills, and computer skills.” (Blom & Saeki, 2011, p. 13)

Blom & Saeki finds Core Employability to be most important at 82 %, Communication Skills at 75 %, and Professional Skills at 73 %. The high importance numbers indicate that all three groups are very important, with Core Employability being the most important. The study also investigated the importance of Soft Skills by grouping Core Employability and Communication Skills, which give an importance of 79 %. This is higher that Professional Skills, suggesting that Soft Skills are more important than Hard Skills. The complete skills data set can be viewed in Appendix 3.1.

Choudary (2014) defines “Hard Skills” and “Soft Skills” as follows:

Hard Skills: “…technical skills.” Soft Skills: “…abilities and skills that helps to become a complete professional especially in corporate sectors around the globe.”

Choudary (2014) further groups soft skills into English Language Communication, Emotional Skills and Thinking Skills. These three subgroups consist of many specific skills, and can be viewed in Appendix 3.2.

Jackson (2009) uses the term competencies and groups it into two main groups, each with subdivisions. Jackson uses the term “Task Requirement” which correlates with the Essential Skills of Graduate Engineers: The Case of Namibia

12

Chapter 2 - Literature Review classical use of Hard Skills, and is practically divided into the skills need by graduate level and higher level. “Personal Characteristics” correlate with Soft Skills and is divided into Threshold and Distinguishing Competencies. These groupings are defined as follows:

Task Requirement: “…Hard Skills.” Graduate Level Task Requirement: “…the task requirements of graduate positions, akin with a job description.” Higher Level Task Requirement: “…applicable to a graduate’s later career.” Personal Characteristics: “…personal characteristics deemed important by employers.” and “…essential elements…” Threshold Competencies: “…often referred to as key or core competencies, are those considered to be the minimum required of graduates to perform their job adequately…” Distinguishing Competencies: “…competencies which differentiate high from average performers…” and “…ideal elements…”

Threshold is the equivalent of “Core Competencies”, and Jackson (2009) states that these are the essential elements of engineering success while “Distinguishing Competencies” resemble those of the ideal engineer. The complete skills data set can be viewed in Table 37 in Appendix 3.3.

The USA’s Accreditation Board for Engineering and Technology (ABET) adopted the new set of standards called the Engineering Criteria 2000 (EC2000) in 1996, which can be viewed in Appendix 3.4. Lattuca, et al. (2006) conducted a study over four years on the effect of the EC2000, and specifically the newly added criteria, also called professional skills by Lattuca and others (Shuman, Besterfield-Sacre, & Mcgourty, 2005).

Professional Skills: “…such as solving unstructured problems, communicating effectively, and working in teams.” Math, Science, and Engineering Skills: “Applying Math and Science, Experimental Skills and Applying Engineering Skills” Project Skills: “Design and Problem, Solving Skills, Communication Skills and Group Skills” Contexts

and

Professional

Skills: “Societal and Global Issues, Ethics and

Professionalism and Life-long Learning”


13

Chapter 2 - Literature Review Although “Communication” is listed within the definition of “Professional Skills” in the Lattuca, et al. (2006) study, it is subsequently grouped under “Project Skills” when valuating skills’ impact on the engineers.

Nguyen (1998) uses a skills grouping which was proposed by Pudlowski and Darvall (1996). It consists of seven skill groupings, each with a number of sub-skills totalling 47 skills. Nguyen uses the terms “Technical” and “Non-Technical” skills, and correlates them with “Soft” and “Hard” skills. Although Nguyen explains the importance of technical and non-technical skills, the seven skill groups are not allocated. Nguyen confirms that technical skills are not becoming less important, but that non-technical skills are becoming more important. The full analysis is available in the Appendix 3.7. The following definitions are made:

Technical Skills: “…commonly known as hard-engineering.” Non-Technical Skills: “…attributes such as communication, problem-solving and management skills...” and “…must be equipped with the soft-engineering (non-technical) skills to confront new challenges…” Technical Knowledge and Skills: “…practical ability e.g. use of modern technology.” Standards of Engineering Practice: “…awareness and observance of engineering codes of practice and ethics; understanding of the role of an engineer; and general knowledge of the working legislation and regulations.” Intellectual Skills: “…ability to learn and understand new information.” Attitudes: “…behaviour, thoughts and actions.” International/National History and Culture: “…understanding of other cultures and customs.” Business Practices: “…understanding of economic and financial issues, and ability to work within a business-orientated environment.” Proficiency in Languages: “…understanding other languages and familiarity with technical language.” Hard Skills: “…technical aspects of engineering.” Soft Skills: “…non-technical skills.”

The study by Rainsbury, et al. (2002) groups skills only according to cognitive and behavioural skills, correlating them to hard and soft skills, and give the following skill grouping definitions:


14

Chapter 2 - Literature Review Hard Skills: “… skills associated with technical aspects of performing a job and usually include the acquisition of knowledge.” Soft Skills: “…skills often referred to as interpersonal, human, people, or behavioural skills, and place emphasis on personal behaviour and managing relationships between people.” Cognitive Skills: “…such as technical knowledge, skills and abilities - such skills being a function of the job requirements.” Behavioural Skills: “…personal characteristics such as principles, attitudes, values and motives.” and “…a function of an individual’s personality.”

Sanyal (2013) reports that skills are either grouped as Hard or Soft Skills. The complete skills data set can be viewed in Appendix 3.8. Sanyal’s skill groupings are:

Hard Skills: “Hard Skills are technical skills.” Soft Skills: “Soft Skills are behavioural in nature.” and “…include the cognitive elements associated with non-academic skills.” Must Have Soft Skills: “…must be acquired by each and every individual in the institutions of higher learning without which, the student is regarded as incompetent.” Good to Have Soft Skills: “…additional generic skills and a bonus to the student.”

According to Shakir (2009, p. 309), Skill are grouped into “Hard Skills” and “Soft Skills”. Shakir classified the Soft Skills into three major categories namely, 1) personal attributes, 2) interpersonal skills, and 3) problem solving and decision making skills. The complete skills data set can be viewed in Appendix 3.9. Shakir’s skill grouping definitions are as follows:

Soft Skills: “…generic skills which include non-academic skills such as leadership, teamwork, communication, and lifelong learning.” and “…are normally referred as “people skills”, are not easily taught although they are very much needed in the working life.” Hard Skills: “…technical procedures or practical tasks that are typically easy to observe, quantify, and measure.”

Shuman, et al., (2005) divides the ABET engineering criteria into Hard and Professional Skills. Hard Skills are the technical related skills, and professional skills are the corresponding soft skills. Professional Skills are further defined and divided as either Process or Awareness skills. He states that: “Process skills are called such, because students learn a robust process to address each one. In contrast, the awareness skills are Essential Skills of Graduate Engineers: The Case of Namibia

15

Chapter 2 - Literature Review so designated because students learn how to be aware of the importance of each one and to include these in their problem-solving activities.” Shuman also elaborates on how various institutions are implementing and teaching these skills. Shuman’s skill definitions are as follows:

Process Skills: “…includes communication, teamwork, and the ability to recognize and resolve ethical dilemmas.” Awareness Skills: “includes understanding the impact of global and social factors, knowledge of contemporary issues, and the ability to do lifelong learning.” Hard Skills: “traditional engineering technical skills” Soft Skills: “Professional Skills” Professional Skills: “opposite of hard skills” and also “soft skills”

Shuman, et al., (2005) argues that the term “soft skills” is often used in an incorrect and often offensive manner, and thus the term “professional skills” is used with reference to “soft skills”. The complete skills data set can be viewed in Appendix 3.10. It is found that most relevant studies reviewed differentiated skills according to being either Hard or Soft, while some distinguished them by Employability or Skills type. These skill grouping styles are shown in Table 3.

Table 3: Comparison of Skills Grouping Styles Author Blom & Saeki (2011) Choudary (2014) Jackson (2009) Lattuca, et al. (2006) Nguyen (1998) Rainsbury, et al. (2002) Sanyal (2013) Shuman, et al. (2005) Shakir (2009)

Soft vs Hard X X

Employability X

Skill Type

X X X X X X X

X

When evaluating all the different nomenclature for skills groupings, we find many groupings having the same definition. From the reviewed studies, 26 different skills categories have been identified and are listed alphabetically in Table 4.


16

Chapter 2 - Literature Review Table 4: List of Various Skill Groupings 5 a) b) c) d) e) f) g) h) i) j) k) l) m)

Attitudes Awareness Skills Business Practices Communication Skills Core Employability Skills Contexts and Professional Skills Distinguishing Competencies Graduate Level Task Requirement Good to Have Soft Skills Hard Skills Higher Level Task Requirement Intellectual Skills International/National History/Culture

n) o) p) q) r) s) t) u) v) w) x) y) z)

Math, Science, & Engineering Skills Must Have Soft Skills Non-Technical Skills Personal Characteristics Process Skills Professional Skills Proficiency in Languages Project Skills Soft Skills Standards of Engineering Practice Technical Skills Technical Knowledge and Skills Threshold Competencies

For the purpose of this study, the Engineering Council of Namibia (ECN) Exit Level Outcomes (ELO) will be used as a base for determining skills and skill groupings. The ECSA ELOs will also be used in this study since the ECN’s and ECSA’s ELOs are very similar. In line with most studies reviewed, the ECN ELOs will also be categorised into soft and hard skills, and sub-groups applied.

2.2.2. Review of Essential Skills Many studies define specifics skills similarly; however some are termed and defined differently (Jackson, 2009). It is therefore imperative to first identify and define a complete list of possible essential skills. The study by Jackson (2009) shows large differences in definitions of various skills and competencies and argues survey findings hold far less value without first clarifying skill definitions.

When we consider skills like critical thinking, decision management and problem solving, we find that these skills have interrelationships. Jackson (2009, p. 31) states that: “It is important that we understand the interrelationships between competencies, or more specifically their associated behaviours. Critical thinking overlaps significantly with problem solving and decision management, each requiring analysis and deep thinking.”

Internationally, many studies have been done, and provide a good platform from which to conduct this study. Jackson (2009) focussed on gathering data from studies worldwide which defines essential skills, which she then compares by country. She found that many

5

The complete Skill Classification Glossary can be found in Appendix 1.


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Chapter 2 - Literature Review skill requirements are not being satisfied in industry. Some studies are international, and stretch over many countries, while others are done on a specific country.

By far the most studies done on the various skills required by engineers to be successful were done in the USA, many of them focusing on the implementation and impact of the ABET Engineering Criteria. Lattuca, et al. (2006) investigated the effects of the recently revised engineering accreditation curriculum for skills imparted effectiveness in the USA. Lattuca, et al. (2006) organises the eleven ABET skills into three categories as shown in Table 5 on the next page.

Shuman, et al. (2005) examines and reports on whether the ABET Engineering Criteria can be taught, how they can be taught and also elaborates on the assessment of the Professional (Soft) Skills.

Table 5: Skills Groupings by Lattuca, et al. (2006) Math, Science, and Engineering Skills Applying Math and Science Experimental Skills Applying Engineering Skills

Contexts and Professional Skills Design and Problem- Societal and Global Issues Solving Skills Ethics and Professionalism Communication Skills Life-long Learning Group Skills Project Skills

From India, Blom & Saeki’s study (2011) focussed on identifying the skills necessary for graduate engineers. They found that although educational institutions place high emphasis on professional skills, employers consider soft skills (such as integrity, selfmotivation, team skills etc.) to be most important. Their study includes a total of 26 skills within three groups: Core Employability Skills, Communication Skills and Professional Skills. The first two groups are soft skills while the last group contains hard skills. The findings showed the Core Employability Skills to be rated highest at 82 % with key skills like Integrity, Reliability, Teamwork and Willingness to Learn being on the top. Communication Skills were rated second at 75 % and includes key skills like Written Communication, Experiments & Data Analysis, Reading and English Language. Core Employability and Communication Skills were combined to form the Soft Skills which rated highest at 79 %. The Professional or Hard Skills were rated at 73 % and includes key skills like Use of Modern Tools, Engineering Knowledge, Creativity and Problem Solving.


18

Chapter 2 - Literature Review Also from India, Sanyal (2013) conducted a survey of the importance of soft skills. He debates how soft skills like leadership, decision-making, conflict resolution, negotiation, communication, creativity and presentation skills supplement hard skills, which are the technical requirements of a job. Sanyal states that: “The ever-increasing global competition and the varying nature of most technical professions have made soft skills more than simply a prerequisite. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge.” He also argues that educators have a major influence on the development of their students’ soft skills, and that they should take special responsibility regarding the training of these soft skills. Sanyal asserts that the realisation of soft skills improvement through the embedding of soft skill training into hard skills courses is a very effective and efficient method.

The study by Shakir (2009) discusses the potential for Malaysian human capital development through seven soft skills elements. These elements are Communication Skills, Critical Thinking and Problem Solving Skills, Team Work, Lifelong Learning and Information Management Skills, Entrepreneurship Skills, Ethics, and Professional Moral and Leadership Skills. In Malaysia, these soft skills have been introduced to undergraduate courses at institutes of higher learning. Shakir (2009, p. 310) asserts that: “Graduates often over rate themselves in believing that they are well qualified and do not lack any necessary skills. This is coupled by the belief that soft skills are part of personal traits and are thus not possible to be enhanced.” He emphasises that awareness on the expectation of the global sector must be instilled with graduates.

Choudary (2014, p. 63) states that: “Competition for jobs in multinational companies and various technical positions have made soft-skills a pre-requisite. Engineering students aspiring to become Professionals not only need academic and technical skills but also soft skills to meet the goals of the organisation.” The focal point of Choudary’s study is the importance of training engineering students in soft skills. Choudary stresses that most engineering faculties focus more on technical education, although clear evidence shows that the companies are looking for more than only technical skills. Choudary groups soft skills into English Language Communication, Emotional Skills and Thinking Skills. These three subgroups consist of many specific skills, and can be viewed in Appendix 3.2.

From Malaysia, Tong (2003) studied the skills required in today’s engineering graduates that would be required for a successful engineering professional. Tong’s results indicate that employers prefer to hire graduates that not only have technical skills but also the nontechnical skills. The study identified a list of important skills that are most sought after by Essential Skills of Graduate Engineers: The Case of Namibia

19

Chapter 2 - Literature Review employers, and the six most highly valued skills are Interpersonal Communication, Planning/Scheduling, People Management, Problem Solving, Team Management and Cost Control. Tong (2003, p. 3) asserts that: “Engineers possessing a high proficiency in both technical and soft skills are better prepared to enter the working world. Essential skills education as one method for addressing the soft skills deficiency issues of new graduates.”

Other similar studies include Deros et al. (2011), Foley & Leahy (2010), Maiolo et al. (2013), McGrath et al. (2010), Nguyen (1998), Yorke & Knight (2010) and many more.

In Sub-Saharan Africa, there are fewer publications to be found on the topic of essential skills required for graduate engineers and industry, but some are of direct relevance. Odora (2011) investigated the perceptions of employers regarding the quality of the graduates in terms of three main skills (survival, technical and employability skills) in Botswana. It was found that employability skills were only average, and were below employers’ expectations. Spies and Van Niekerk (2007) conducted a case study over several years at the Central University of Technology in South Africa to investigate the employability of its students. This study did not exclusively focus on engineering graduates, but it is similar. Another study by McGrath et al. (2010) also investigated employability across the graduate spectrum, and compared its findings with similar studies conducted in the UK.

2.3. Engineering Accreditation Systems In Namibia, the Engineering Council of Namibia (ECN) is the accreditation authority for Namibian Engineering degrees. The ECN Exit Level Outcomes (ELOs) (2007, p. 1)are designed to: “provide graduates with a thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling and engineering design, together with the abilities and skills required for further learning towards becoming competent practicing engineers.” Table 6 shows the 10 ECN ELOs and the complete ELOs are available in Appendix 3.4.

Engineering Council of South Africa’s (ECSA) ELOs are available in Appendix 3.3. It matches the ELOs from ECN, but with an eleventh outcome “Engineering Management”. The 2012 version of the ECSA Standards featured a list of ten (10) ELOs but have been increased to eleven (11) in the 2014 version. The ELO #11 added in 2014 is “Engineering Management” which is considered to be a soft skill. This can be indicative of the Essential Skills of Graduate Engineers: The Case of Namibia

20

Chapter 2 - Literature Review realisation of the importance of soft skills. The ECN and ECSA outcomes are almost similarly worded, and will be considered the same, with ECSA having an 11th outcome. The ECN/ECSA ELOs are also similar to the ABET Engineering Criteria (ECSA, 2014). Both ABET and the 2014 ECSA have eleven skills while the ECN outcomes have 10 skills. The following matches can be made directly from similar wording or definitions using the ECN wording as basis. The 2014 ECN/ECSA ELO’s and ABET criteria are compared in Table 6.

Table 6: ECN/ECSA Exit Level Outcomes Compared with ABET ECN/ECSA Exit Level Outcomes ELO #1: Engineering Problem Solving ELO #2: Application of Fundamental and Engineering Knowledge ELO #3: Engineering Design and Synthesis ELO #4: Investigations, Experiments and Data Analysis ELO #5: Engineering Methods, Skills, Tools and Information Technology ELO #6: Professional and General Communication ELO #7: Impact of Engineering Activity on Society and the Environment ELO #8: Team and Multidisciplinary Working ELO #9: Independent Learning Ability ELO #10: Professional Ethics and Practice ELO #11: Engineering Management (ECSA only) -

ABET e. Solve Problems a. Math and Science c. Design b. Experiments and Data k. Engineering Tools g. Communication h. Global Impact d. Teams i.Life-Long Learning f. Ethical Responsibility j.Contemporary Issues

The USA’s Accreditation Board for Engineering and Technology (ABET) has since 1996 included in its list of student outcomes, a list of Professional Skills and is the National Program Accreditation Body in the USA. This list of skills is similar for both Engineering Programs and Engineering Technology Programs. The Student Outcomes for Engineering Programs (ABET, 2014) are available in the Appendix 3.5.

These skills have been intensively researched and reported on by Besterfield-Sacre, et al. (2000), Felder & Brent (2004), Lang, et al. (1999), Shuman, et al. (2005) and many others.

Besterfield-Sacre, et al. (2000) expanded the ABET engineering outcomes onto a breakdown of Blooms Taxonomy for each outcome, with detailed definitions and provides quite a comprehensive analysis. The ABET Criteria published in 2000 has caused engineering educators to focus on eleven outcomes as a necessary step in the accreditation process. Besterfield-Sacre, et al. developed a framework based on Bloom's Essential Skills of Graduate Engineers: The Case of Namibia

21

Chapter 2 - Literature Review Taxonomy for better specifying these outcomes. Using this framework, each outcome was expanded into a set of skills that can then be used by an engineering faculty in adapting the outcomes to its own program.

Lang, et al. (1999) uses the ABET engineering criteria to develop a list of 172 skills which are evaluated by the industry to indicate the more important skills. Each of the 11 criteria has between 10 and 30 specific skills. Lang, et al. asserts that in the current era of unprecedented technological advancement, engineering practice continues to evolve but engineering education has not changed much since the 1950s. This has driven industry, government and other institutions to question the relevancy and effectiveness of engineering programs.

The study by Shuman, et al. (2005) reviewed the ABET engineering accreditation criteria, reaffirmed a set of five “hard” engineering skills and equally important, set of six “professional” skills. These professional skills are categorised as either process skills which include communication, teamwork, and understanding ethics and professionalism, or awareness skills which include engineering within a global and societal context, lifelong learning, and knowledge of contemporary issues. Shuman, et al. reviewed these skills with an emphasis on how they can be taught and learned.

Many studies have been done evaluating and ranking the importance of these accreditation skill sets. Table 7 on the next page shows results from Lang, et al. (1999), Lattuca, et al. (2006), Blom & Saeki (2011) and Passow (2012). These 11 skills are grouped and evaluated according to Hard (5) and Soft Skills (6).


22

Chapter 2 - Literature Review Table 7: ABET Student Outcomes Ranked by the Mean

ECN ECSA

g a d

6 2 8

f e i k b c h j

Skill Description

Communication Math and Science Teams Ethical 10 Responsibility 1 Solve Problems 9 Life-Long Learning 5 Engineering Tools Experiments and 4 Data 3 Design 7 Global Impact - Contemporary Issues

Score Hard / Soft

ABET

Accreditation Criteria Lang, et al. (1999)

Lattuca, et al. (2006)

Blom & Saeki (2011)

Passow (2012)

Mean

Soft Hard Soft

78.0% 94.0% 74.0%

91.0% 78.0% 79.0%

84.0% 85.0% 93.0%

89.0% 81.6% 91.8%

85.5% 84.7% 84.5%

Soft

88.0%

73.0%

93.0%

82.4%

84.1%

Hard Soft Hard

80.0% 82.0% 80.0%

86.0% 60.0% 77.0%

80.0% 94.0% 83.0%

89.8% 82.6% 77.4%

84.0% 79.7% 79.4%

Hard

80.0%

59.0%

-

80.2%

73.1%

Hard Soft Soft

68.0% 68.0% 74.0%

66.0% 70.0% 25.0%

75.0% 71.0%

78.0% 67.8% 74.2%

71.8% 68.6% 61.1%

2.4. Conclusion This study investigates the Namibian essential engineering skills. The dynamic world in which engineers operate presents them with new demands and challenges. Changes are occurring in technology, its practice and application, in the natural environment and in society’s evolving expectations. The world still has a great focus on technical skill for engineers and not enough on non-technical skills. There is increasing research on the lack of soft skill in graduates across many countries.


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Chapter 3 - Research Methodology

Chapter 3 - Research Methodology The previous chapter presented a detailed review of available literature on the topic of sought after skills by the industry of engineering graduates. This chapter presents the detailed breakdown of the respondents’ profile in terms of Industry, Engineering Discipline, Highest Degree and Respondent Experience. Next, research design and methodology, data collection strategy and data analysis techniques are presented. The next chapter presents the profiles of the respondents, and the data results from the surveys.

3.1. Introduction Engineers play an important role in almost all sectors of the Namibian economy, and are thus vital to our industrial and economic development. However, the Namibia educational institutions are not graduating enough engineers to satisfy the market need, although it is projected that in the coming years there will be a sharp rise in engineers graduating from several programs from both NUST and UNAM. Presently, however, skills shortage and knowledge deficits are major constraints that hinder rapid industrial and economic development of Namibia’s economy.

This study follows the methodology of similar recent studies by Blom & Saeki (2011), Lang (1999), Lattuca, et al. (2006), Male (2009) and Passow (2012) for the process of skill identification, definition and data collection from industry. Data collection for essential skills was conducted by first investigating and defining the skills relevant to the Namibian industry by means of literature review.

Data collection was done by means of an online questionnaire to all entities in Namibia where engineers are employed (full time and part time). Engineering managers and supervisors were the target group for data collection. To a large extent, most entities employing engineers in Namibia were captured in the study. Data collection was done using Google Forms.

Skills ranking was determined by a data analysis. The results of this study could be directly applied and implemented in the Namibian engineering educational institutions to improve curricula in order to meet the industrial labour and skills requirements. Similarly, should Namibian engineering graduates become more competitive in the job market; it will


24

Chapter 3 - Research Methodology lead to improved rankings for Namibian engineering educational institutions. In either case, results could be compared to neighbouring countries and internationally, especially in countries where progressive industrial improvements have been noticed. The results could also be used for self-introspection and implementation at both industrial and academic leaders.

3.2. Research Design From the reviewed studies in the previous chapter, a list of skills has been compiled totalling 86 skills. These are all skills deemed to be important from various studies. The list of 86 researched skills is presented in Table 8.

Table 8: Master List of 86 Researched Skills 1. Accountability 2. Adaptability & Change Management 3. Analytical Thinking 4. Application of Technical Knowledge 5. Attention to Detail 6. Autonomy 7. Business Ethics 8. Business Management 9. Coaching 10. Commercial Awareness 11. Competence 12. Computer Skills - Advanced 13. Computer Skills - Basic 14. Conceptual Thinking 15. Contemporary Issues 16. Continuous Improvement 17. Courteous 18. Creativity / Innovativeness 19. Critical Thinking 20. Cultural Diversity Management 21. Customer Relations 22. Decision Management 23. Dependable 24. Emotional Intelligence 25. Empathy 26. Engineering Design 27. Engineering Experimentation 28. Entrepreneurship 29. Environmental Awareness

30. Ethical 31. Financial Skills - Basic 32. Follow Instructions 33. Global Awareness 34. Information Management 35. Integrity 36. Intellectual Ability 37. Interpersonal Skills 38. Leadership Skills 39. Life Long Learning 40. Logical Thinking 41. Mathematical Skill 42. Meeting Management 43. Multi-Tasking 44. Operating in Organisational Environment 45. Organisational Skill 46. Patient 47. People Skills 48. Political Skill 49. Positive Attitude 50. Practical Experimentation 51. Presentation of Information 52. Proactive 53. Problem Solving 54. Production & Manufacturing 55. Professionalism 56. Project Management 57. Punctual 58. Quality Awareness 59. Reading & Interpretation 60. Reliability

61. Report Writing 62. Resourceful 63. Responsible 64. Self Confidence 65. Self-Discipline 66. Self-Management 67. Self-Motivated 68. Social Awareness 69. Statistics and Probability 70. Stress Tolerance 71. Systems Analysis 72. Systems Management 73. Task Management 74. Teaching 75. Teamwork 76. Technical Communication 77. Technical Expertise 78. Technical Knowledge 79. Technical Skills 80. Technology Application 81. Technology Management 82. Verbal Communication English 83. Verbal Communication – Other Languages 84. Work Experience 85. Written Communication English 86. Written Communication – Other Languages

For the purpose of skill analysis, skills were categorised as either Soft or Hard Skills. Soft Skills are further categorised as being either Personal or Interpersonal Ability. Personal Ability can be grouped as either Personal Skills or Intellectual Ability. Interpersonal Ability


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Chapter 3 - Research Methodology can be grouped as either Interpersonal Skills or Communication Skills. This breakdown of skill groupings is shown in Figure 1.

Primary

Secondary

Tertiary Communication Skills

Interpersonal Ability Interpersonal Skills

Professional Skills Essential Engineering Skills

(Soft Skills) Intellectual Ability Technical Skills (Hard Skills)

Personal Ability Personal Skills

Figure 1: Breakdown of Skill Groupings

Communication Skills are Basic Computer Skills, Technical Report Writing, Written English Communication, Verbal English Communication, Technical Communication, Information Technology and Information Management.

Interpersonal

Skills

are

Professionalism,

Project

Management,

Teamplayer,

Organisational Skill, Leadership Skills, Service Orientated, Customer Orientated and Teaching.

Intellectual Ability consists of Problem Solving, Analytical Thinking, Critical Thinking, Logical Thinking, Conceptual Thinking, Decision Management, Systems Analysis, Systems Thinking, Basic Financial Skills, Systems Management, Business Acumen, Statistics and Probability and Entrepreneurship. Personal Skills are Integrity, Quality Awareness, Attention to Detail, Accountability, Responsible, Autonomy, Self-Motivated, Continuous Improvement, Positive Attitude, Self-Discipline, Punctual, Self Confidence, Resourceful, Life Long Learning, Flexibility, Innovative and Task Management.


26

Chapter 3 - Research Methodology Technical Skills are Technical Knowledge, Engineering Design, Application of Technical Knowledge, Mathematical Skill, Technical Competence, Technology Application, Practical Skills, Technical Expertise, Technology Management and Production Management.

3.3. Data Collection In order to collect data for this study, a survey questionnaire was designed and administered to the target group. Differentiation is not made between BSc (Hons), BEng and BTech Engineers, but will be grouped together. This study did not include other certifications (such as NDip, etc.).

This research involved questionnaires being drafted and issued to people in industry. The questionnaires were anonymous, and did not require any sensitive information such as salaries. Considering there being only two engineering academic institutions in Namibia, care must be taken not to be subjective about the results, since the researcher is employed by one of the two institutions (NUST). The complete survey questionnaire is available in Appendix 4.

These online surveys were distributed to engineering professionals in Namibia via email, with the request to distribute it to as many engineers as possible. It is not certain how many engineers were reached, however a total of 341 email addresses were collected which constitutes 21.6 % of the estimated 1576 Engineers in Namibia (EPA, 2014a). A total of 134 respondents completed the online survey (39% response rate). Seven (7) were disqualified, resulting in 127 usable surveys (90% ±5%). The online survey instrument collected data on the respondents’ qualifications, professional backgrounds, and the skills deemed important. The skills were rated in terms of importance on a 4 point Liker scale where 1: Unnecessary or not applicable; 2: Beneficial but not required. 3: Important and 4: Critically important!

3.3.1. Demographics of Engineers in Namibia Namibia currently has 1343 (as at June 2016) registered engineering professionals, with the Engineering Council of Namibia, including 109 technicians (ECN, 2016). This study focusses on the 1232 non-technician engineering professionals. It is not possible to know exactly the number of engineering professionals who are unregistered with the ECN, although the EPA estimates it to be 28 %. It can thus be assumed a total of 1576 engineering professionals.


27

Chapter 3 - Research Methodology Data shows that the Namibian industry has an estimated 634 (40.3 %) BEng, 562 (35.6 %) BSc (Hons) and 380 (24.1 %) BTech engineering professionals employed in Namibia. Namibian engineering professionals are mostly Civil Engineers, numbering 698 (44.3 %) followed by Electrical Engineers with 387 (24.6 %), Mechanical Engineers with 275 (17.4 %), Electronic Engineers with 74 (4.7 %) and Mining Engineers with 50 (3.2 %). The engineering profile is given in Error! Reference source not found..

Table 9: Profile of Namibian Engineers Profile for BEng, BSc (Hons) and BTech degrees including post graduate studies (ECN, 2016) BEng BSc (Hons) BTech

Profile for Engineering Discipline (ECN, 2016) Civil Electrical Mechanical Electronics Mining Chemical Industrial Metallurgical Agricultural Aeronautical Mechatronics Telecommunications

Profile for Engineering Industry (EPA, 2014b) Consultants State Owned Enterprises Local Government Mining SADC Registrations Industrial Contracting Suppliers & Manufacturing Academia & Research Other

Profile for Engineering Nationality (ECN, 2016) Namibian South African Zimbabwean Zambian Kenyan German Other6

Number

Percentage

634 562 380 1576 Total

40.3 % 35.6 % 24.1 % 100 % Total

Number

Percentage

698 387 275 74 50 41 23 15 10 1 1 1 1576 Total

44.3 % 24.6 % 17.4 % 4.7 % 3.2 % 2.6 % 1.5 % 1.0 % 0.6 % 0.1 % 0.1 % 0.1 % 100 % Total

Number

Percentage

661 394 158 142 63 47 47 32 16 16 1576 Total

42 % 25 % 10 % 9% 4% 3% 3% 2% 1% 1% 100 % Total

Number

Percentage

1281 140 82 11 9 6 47 1576 Total

81.3 % 8.9 % 5.2 % 0.7 % 0.6 % 0.4 % 3.0 % 100 % Total

6

Botswana, Tanzanian, Angolan, British, Malawian, Ethiopian, Rwandan, Spanish, Australian, Burundian, Cameroonian, Canadian, Congolese, Danish, Dutch, Indian, Iranian, Italian, Netherlands, Nigerian, Portuguese, U.S.A. and Ugandan


28

Chapter 3 - Research Methodology The majority of engineering professionals in Namibia are employed within the Consulting Industry, totalling 661 (42 %). The other mayor sectors are State Owned Enterprises with 394 (25 %), Local Government with 158 (10 %) and the Mining Sector with 142 (9 %). Most of the engineering professionals employed in Namibia are Namibians, totalling 1281 (81.3 %) followed by South Africans with 140 (8.9 %) and Zimbabwean with 82 (5.2 %). Interestingly, more than 30 nationalities are represented.

The ECN Registration statistics reveal that the number of professional engineers above the age of 50 is currently more than the number of professional engineers in the ages between 35 and 50. (EPA, 2014a, p. 5). A total of 77 Engineers are over the age of retirement, and 142 Engineers will be retiring during the next 10 years. A detailed age profile of the Namibian engineering community is shown in Figure 2.

Age

Namibian Engineering Age Profile 83 77 71 65 59 53 47 41 35 29 23 0

20

40

60

80

100

120

Number of Engineers Figure 2: Age Profile of Namibian Engineering Professionals

3.3.2. Demographics of Data Collected Figure 3 shows that the biggest industry, in terms of employing engineers, to be the Consulting Industry taking up 40.2 % (n=51) correlating well with the actual demographic of 42%. The second largest industry is the Construction Industry with 16.5 % (n=21). Third largest is Engineering Education with 5.5 % (n=7). The complete detailed profile of the complete industry can be viewed in Table 47 in the Appendixes.


29


Respondent Profile by Industry Consulting Construction Education Services Operations Mining Energy Manufacturing Government Other

51 (40.2%) 21 (16.5%) 7 (5.5%) 7 (5.5%) 7 (5.5%) 7 (5.5%) 6 (4.7%) 5 (3.9%) 4 (3.1%) 15 (10.7%)

Figure 3: Respondent Profile by Industry

Figure 4 shows the respondent profile according to discipline, with the largest group being Mechanical Engineering with n=36 (28.3 %) respondents. The following disciplines are the Civil Engineering discipline with n=32 (25.2 %), the Electric/Electronical Engineering discipline with n=30 (23.6 %) and the Industrial Engineering discipline with n=17 (13.4 %). The complete detailed profile of the complete industry can be viewed in Table 48 in the Appendixes.

Respondent Profile by Discipline Mechanical Civil Electric/Electronical Industrial Chemical Telecommunications Metallurgical Computer Software Mining

36 (28.3%) 32 (25.2%) 30 (23.6%) 17 (13.4%) 4 (3.1%) 2 (1.6%) 2 (1.6%) 2 (1.6%) 1 (0.8%) 1 (0.8%) 0%

10%

20%

30%

Figure 4: Respondent Profile by Discipline

In order to compare the discipline profile as found by this study with the reported discipline profile by the ECN (2016), some simplifications are made. For this study, the Mechanical, Civil and Electric/Electronical groups are kept and all others are grouped into “Other”. From the ECN, the Mechanical and Civil are kept, we combine Electrical and Electronic, and all others are grouped into “Other”. The directly comparative demographics are shown in Figure 5 on the next page. Essential Skills of Graduate Engineers: The Case of Namibia

30


Comparison of Discipline Profiles 17.4%

Mechanical

28.3% (n=36) 44.3%

Civil

25.2% (n=32)

ECN (2016)

29.3% 23.6% (n=30)

Electric/Electronical

This Study

9.2%

Other

22.8% (n=29)

0%

50%

Figure 5: Comparitive Discipline Profile With Study by ECN (2016)

Figure 5 shows some correlation to the EPA’s study, with Mechanical and Electric/Electronic roughly matching. Mechanical shows a difference of 10.9% and Electric/Electronical showing only 5.7%. The big difference shows in Civil Engineering with the EPA having 44.3% and this study having only 25.2% (n=32). A large number of “Other” engineers completed this study’s questionnaire.

Figure 6 shows that 80% (n=102) of the respondents have graduate degrees, while only 20% (n=25) have continued onto Post Graduate degrees. From the Graduate engineers, 43.3 % (n=55) have BEng degrees, 35.4 % (n=45) have BTech degrees and 21.3 % (n=27) have BSc (Hons) degrees. This correlates somewhat with the actual the Namibian industry which has an estimated 40.3 % BEng, 24.1 % BTech and 35.6 % BSc (Hons) engineering professionals employed in Namibia.

Respondent Profile by Degree Total Graduate Engineers BEng (Bachelor of Engineering) BTech (Bachelor of Technology) BSc (Bachelor of Science)

102 (80%) 55 (43.3%) 45 (35.4%) 27 (21.3%)

Total Post-Graduate Engineers MEng (Masters Degree) PhD (Doctoral Degree) MSc (Masters Degree) BEng Honours

25 (20%) 81 (63.8%) 30 (23.6%) 10 (7.9%) 5 (3.9%) 0%

25%

50%

75%

100%

Figure 6: Respondent Profile by Degree


31

Chapter 3 - Research Methodology Various industries and companies indicate that their engineering vacancies can be filled by engineers holding any of BEng, BTech or BSc degrees. Rather, the main determining factor is the applicant’s attitude towards work and his ability to complete the job7. This “ability to do the work” is the purpose of this study. It happens quite often that an able candidate with good Technical and Professional Skills with a BTech degree gets appointed or promoted over a BEng degree candidate with poor Technical or Professional Skills. Thus, most engineering jobs in Namibia are not specifically designated to BEng, BSc (Hons) or BTech degrees, but rather goes to the most able engineer, holding a minimum BTech degree. It is uncommon for a diploma technician (NDip) to be appointed over a degree engineer. The complete detailed profile of the complete industry can be viewed in Table 49 in the Appendixes.

Figure 7 shows that response profile in terms of years of experience. The survey asked respondents to group their years of experience within these four brackets. The highest response came from the group having 4 – 10 years of experience with n=50 (39.4%). Assuming a total work expectancy of approximately 40 years, responses from the first quarter of experience (up to 10 years,) amount to 68.5 % (n=87) of the total. Thus for the 11 – 40 years bracket of experience, a response of only 31.5 % (n=40) of the total was received.

Respondent Profile by Years of Experience 20 + years

14 (11.0%)

11 - 20 years

26 (20.5%)

4 - 10 years

50 (39.4%)

0 - 3 years

37 (29.1%) 0%

25%

50%

Figure 7: Respondent Profile by Years of Experience

This experience profile is comparative to the age profile found by the EPA (2014a, p. 46) in a recent study, and is shown in Figure 8 on the next page. 7

This has been communicated to the researcher by various engineering managers, and can also be seen in most advertisements in the newspapers or online mediums. Companies even post their vacancies in this manner, where they specifically state: “Engineers with the relevant BEng, BSc or BTech degree are invited to apply…”


32


Years Experience

Comparison Experience Profiles 40 2013

30

Strydom 20 10 0 0.0%

2.5%

5.0%

Percentage of Responents Figure 8: Comparative Engineering Age Profile with Study by EPA (2014a)

It can be seen visually that the profiles have a good correlation, considering the EPA study data collection was conducted in 2013 and this survey was conducted in 2015. Due to the good correlation (R2 = 0.81), this study’s responses can be deemed to be representative of the Namibian Engineering Age Profile. The complete detailed profile of the complete industry can be viewed in Table 50 in the Appendixes.

3.4. Conclusion Data collection was done by means of online questionnaires to all entities in Namibia where engineers are employed (full time and part time). Engineering managers and supervisors were the target for data collection. To a large extent, most entities employing engineers in Namibia was captured in the study. Data collection was done using Google Forms. Skills ranking is determined by a data analysis. Once the skills have been identified and ranked.


33

Chapter 4 - Results

Chapter 4 - Results This chapter presents the results and analyses of the data as acquired from the electronic survey. This chapter is presented in six sections: the first section provides some introductory remarks and second section presents the survey results. The third section presents the categorised core skills and the fourth presents the critical skills. The fifth section presents comparisons to other studies and the last section provides concluding remarks on the results.

4.1. Introduction Chapter Three presented the research methodology used in this study. This chapter is dedicated to presenting and explaining the data collected from the online surveys. The skills are evaluated according to the data obtained from the Namibian engineering community. Data analysis allows the skills to be ranked according to importance as selected by the Namibian engineering community. This is in line with the first research question (RQ1), which seeks to determine the essential skills is needed for graduate engineers in the Namibian industry.

Skill groups are also evaluated according to the perceived importance for groupings such as soft skills, hard skills, technical skills, personal skills, etc. This is in line with the first research sub-question (RQ1a) that asks which skills groupings are deemed to be more important when employers are hiring graduate engineers.

The data was also analysed to determine the relative importance of skills for each of the identified sub-categories grouped according to industry, discipline, engineering degree and years of experience. This is according to the second research question (RQ2) which seeks to understand how the essential skills may differ across the various industries, disciplines, graduate degree and years of experience.

The data was analysed and is presented according to various terms indicating the importance of skills. In this study, Essential Skills are defined as skills deemed important by the Namibian engineering community. The term Core Skills will be defined as the top 10 most essential skills in any category or grouping. Critical Skills is defined as the list of skills which are most essential across all categories, and thus deemed to be must-have skills for engineering graduates. Critical Skills are different from Essential Skills, since a


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Chapter 4 - Results skill may have a high overall rating, even though it may rate very low in some categories. The purpose of the Critical Skill measurement is to define how high a particular skill is rated across all categories. The Critical Skills measurement is according to the second research sub-question (RQ2a) that asks which skills are non-negotiable and absolutely essential across all aspects of engineering.

4.2. Survey Results The overall survey results are first presented in order to give an overview of the essential skills as required by the Namibian Engineering Industry. The overall results are presented first, followed by a categorisation of the results according to hard and soft skills.

4.2.1. Overall Essential Skill Results (RQ1) The overall results are summarised in Table 10 on the next page, and show the results (90% ±5) for the 20 most essential skills. The complete survey results can be found in Appendix 6. These results are the averages across all industries, disciplines, degree levels and years of experience. Respondents indicated the importance of a skill on a Likert Scale from 1 to 4. The Score values as shown below were calculated by taking the average from all the respondents and transforming it to a percentage value. The next column shows the standard deviation. The results are explained with definitions of the top 10 overall essentials skills:

1. The results show that the most essential skill in-demand from engineers is Problem Solving (95 %). This skill also has the lowest standard deviation (11.9 %) indicating a high accuracy. Knowing how to solve problems enable students to think critically. It is a valuable skill in a wide range of fields. Problem Solving skills let students apply what they learn instead of just recalling information. 2. Professionalism (90.6 %) ranks second showing that the Namibian industry places high emphasis on engineers being professional. 3. Technical Knowledge (90.3 %) ranks third. Technical Knowledge is different from Technical Application (84.5%, 12th) since it is understood that there is a difference between having the knowledge and actually applying it. 4. Basic Computer Skills are ranked 4th (88.5 %) and is the knowledge and ability to use computers efficiently and includes basic word processing, spreadsheet and database management.


35

Chapter 4 - Results Table 10: Overall Results for the 20 Most Essential Skills Rank

Skill

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail Accountability Responsible Technical Report Writing Critical Thinking Autonomy Self-Motivated Application of Technical Knowledge Logical Thinking Mathematical Skill Written English Communication

Skill Group Intellectual Ability Interpersonal Skills Technical Skills Communication Intellectual Ability Personal Skills Technical Skills Interpersonal Skills Personal Skills Personal Skills Personal Skills Personal Skills Communication Intellectual Ability Personal Skills Personal Skills Technical Skills Intellectual Ability Technical Skills Communication

Essential Score (n=127) 95.0% 90.6% 90.3% 88.5% 86.4% 86.1% 85.8% 85.8% 85.8% 85.6% 85.0% 85.0% 85.0% 84.8% 84.5% 84.5% 84.5% 83.5% 82.9% 82.7%

SD 11.9% 16.1% 15.7% 18.4% 17.9% 18.4% 21.9% 18.5% 17.5% 18.0% 19.5% 19.0% 20.8% 18.1% 19.5% 18.6% 18.1% 17.2% 20.9% 18.2%

5. Analytical Thinking ranks 5th (86.4 %) and is an important component that gives one the ability to solve problems quickly and effectively by visual thinking. It involves a methodical step-by-step approach to thinking that allows you to break down complex problems into single and manageable components. 6. Integrity ranks 6th (86.1 %) and is the quality of being honest and having strong moral principles. 7. Engineering Design ranks 7th (85.8 %). It is a series of steps that engineers follow to come up with a solution to a problem. Many times the solution involves designing a product that meets certain criteria and/or accomplishes a certain task. 8. Project Management ranks 8th (85.8 %) and is the art of managing the project and its deliverables with a view to produce finished products or service. 9. Quality Awareness ranks 9th ( 85.8 %) and is the realising of excellence and quality integration in practical cases. The skill may be defined very simply: having knowledge of quality and always trying to improve. 10. Attention to Detail ranks 10th (85.6 %) and results in the achievement of thoroughness and accuracy when accomplishing a task through concern for all the areas involved. Essential Skills of Graduate Engineers: The Case of Namibia

36

Chapter 4 - Results The top 10 skills range from 95.0 % to 85.6 %, thus a range of 9.4 %. The next 10 skills range from 85.0 % to 82.7 %, which is a range of 2.3 %. Perusing the list further down, the skill ratings tend to converge, and thus these skills can all be assumed equally essential.

4.2.2. Skill Grouping Results (RQ1a) Skill groups are evaluated according to perceived importance for groupings such as soft skills, hard skills, technical skills, personal skills, etc. This is in line with RQ1a which looks at which skills groupings are deemed to be more important when employers are hiring graduate engineers.

Interesting comparisons can be made from the data for investigating which skill sets are more important. Communication and Interpersonal Skills can be grouped to form Interpersonal Ability. In the same way, Intellectual Ability and Personal Skills can be combined to form Personal Ability. Thus we see the two sides of the human being interacting in the workplace; within himself and with others. These Personal and Interpersonal Abilities can also be grouped to form the Professional Skills (Soft Skills); skills which are essential for employment, irrespective of industry or discipline. In contrast, the Technical Skills (Hard Skills) are the industry or discipline specific skills that are acquired through studying towards a specific degree.

Skills groupings are evaluated in two ways; first by simply averaging the survey results, and secondly by simplifying the groups according to the ECN/ECSA ELO’s. Firstly, the data is grouped according to the Skill Groupings as per Figure 1 on page 26, according to type and the score is simply averaged. The full results are shown in Table 11 on the following page. Each grouping’s skills are listed in the footnotes.

On average, across all industries, disciplines, degree levels and years of experience, Personal Skills scored highest and which suggests that this group of skills are most important to the Namibian industry. Also, Communication Skills come in 2nd, Technical Skills in 3rd, Interpersonal Skills 4th and Intellectual Ability 5th.


37

Chapter 4 - Results Table 11: Overall Results for Skills Groupings Rank 1 2 3 4 5 1 2 3 1 2

Category Tertiary Skills Grouping Personal Skills10 Communication Skills11 Technical Skills12 Interpersonal Skills13 Intellectual Ability14 Secondary Skills Grouping Technical Skills Personal Ability (Personal Skill + Intellectual Ability) Interpersonal Ability (Communication + Interpersonal Skills) Primary Skills Grouping Hard Skill (Technical Skills) Soft Skills (Personal + Interpersonal Ability)

Score8

SD9

81.5% 78.7% 78.0% 73.5% 71.5%

19.8% 20.6% 21.5% 22.2% 21.6%

78.0% 77.2% 75.9%

21.5% 20.6% 21.5%

78.0% 76.7%

21.5% 20.9%

1 - Personal Skills scores highest with 81.5 %. The highest ranking Personal Skill is Integrity (86.1 %, 6th overall). Other highly rated skills are Quality Awareness (85.8 %, 9th overall), Attention to Detail (85.6 %, 10th overall), Accountability (85.0 %, 11th overall), Responsible (85.0 %, 12th overall), Autonomy (84.5 %, 15th overall) and Self-Motivated (84.5 %, 16th overall).

2 - Communication Skills scores second with 78.7 %. The highest ranking Communication Skill is Basic Computer Skills (88.5 %, 4th overall) and second is Technical Report Writing (85.0 %, 13th overall) which rates highly in industry.

8

Score values are the average response on a Likert Scale from 1 to 4 shown as a percentage value. 9 Standard Deviation 10 Personal Skills consists of Integrity, Quality Awareness, Attention to Detail, Accountability, Responsible, Autonomy, Self-Motivated, Continuous Improvement, Positive Attitude, SelfDiscipline, Punctual, Self Confidence, Resourceful, Life Long Learning, Flexibility, Innovative and Task Management. 11 Communication Skills consists of Basic Computer Skills, Technical Report Writing, Written English Communication, Verbal English Communication, Technical Communication, Information Technology and Information Management. 12 Technical Skills consists of Technical Knowledge, Engineering Design, Application of Technical Knowledge, Mathematical Skill, Technical Competence, Technology Application, Practical Skills, Technical Expertise, Technology Management and Production Management. 13 Interpersonal Skills consists of Professionalism, Project Management, Teamplayer, Organisational Skill, Leadership Skills, Service Orientated, Customer Orientated and Teaching. 14 Intellectual Ability consists of Problem Solving, Analytical Thinking, Critical Thinking, Logical Thinking, Conceptual Thinking, Decision Management, Systems Analysis, Systems Thinking, Basic Financial Skills, Systems Management, Business Acumen, Statistics and Probability and Entrepreneurship.


38

Chapter 4 - Results 3 - Technical Skills scores third with 78.0 %. The highest ranking Technical Skill is Technical Knowledge (90.3 %, 3rd overall), while Engineering Design (85.8 %, 7th overall), Application of Technical Knowledge (84.5 %, 17th overall) and Mathematical Skill (82.9 %, 19th overall) are also rated highly in industry.

4 - Interpersonal Skills scores fourth with 77.2 %. The highest ranking Interpersonal Skill is Professionalism (90.6 %, 2nd overall), while Project Management (85.5 %, 8th overall) also rates highly in industry.

5 - Intellectual Ability scores fifth with 71.5 %. The highest ranking Intellectual Ability is Problem Solving (95.0 %, 1st overall). Other highly rated skills are Analytical Thinking (86.4 %, 5th overall), Critical Thinking (84.8 %, 14th overall) and Logical Thinking (83.5 %, 18th overall).

Soft and Hard Skills were compared by taking the averages of the Soft Skills and of the Hard Skills from the listed skills. The results show that on average, Hard Skills scores 78.0 % and Soft Skills scores 76.7 %.

4.3. Categorised Core Skills (RQ2) The data was analysed to determine the relative importance of skills for each of the identified sub categories, grouped according to industry, discipline, engineering degree and number of years of experience. This is according to RQ2 which seeks to understand how the essential skills may differ across the various industries, disciplines, graduate degree and years of experience.

The results categorised according to Industry are herewith presented. Skill Rankings according to the Industry is presented in Table 12, according to Discipline in Table 15, according to Engineering Degree in Table 19 and according to Years of Experience in Table 24.

4.3.1. Core Skills According to Industry The data obtained is categorized according to industry. Table 12 on the next page, shows the two biggest industries; the Consulting Industry (40.0 %) and the Construction Industry (16.2 %). Other industries include Education, Mining, Operations, Software,

Services, Water,

Energy,

Agriculture,

Manufacturing, Environment,

Government,

Finance


&

Communication,

Banking,

Logistics, 39

Chapter 4 - Results Telecommunications, Automotive, Food and Drink, Industrial Automation and Roads. The rest of the industries each make up less than 6% and are thus not evaluated as not enough data points are available to give accurate results. Table 12 shows up to 12 most essential skills in order to determine the Core Skills of both categories. The Score Difference is simply the score difference for the applicable skill per category, with the largest difference highlighted. This allows an analysis of differences.

The result shows some correlation between the Consulting and Construction Industry by sharing 9 of the 10 most essential skills in their Core Skills. The largest skill score difference is 4.7 % for #9 - Quality Awareness.

Table 12: Core Essential Skills According to Industry Overall Rank 1 2 3 4 5 6 7 8 9 10 11 12

Skill Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail Accountability Responsible

Consulting 40 % 1 2 7 6 12 4 3 5 10 11 8 9

Construction 16.2 % 1 6 7 10 14 5 4 2 3 9 12 8

Score Difference 0.4% 0.4% 2.0% 3.9% 2.1% 1.4% 1.1% 3.6% 4.7% 1.2% 3.7% 1.8%

The results for the Core Consulting Industry Skills are presented in Table 13 on the next page. It shows the Specific Rank of the skills according to the Consulting Industry, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

The Core Consulting Industry Skills is a very good representation of the Core Overall Skills, containing 9 out of the 10 skills. It can be seen that the Consulting Industry places a higher emphasis on Engineering Design than the average, and a lower emphasis on Analytical Thinking than the average. The skill with Specific Rank #11 is not shown since is not in the Overall Core Skill or Core Consulting Industry Skills sets.


40

Chapter 4 - Results Table 13: Core Consulting Industry Skills Specific Rank 1 2 3 4 5 6 7 8 9 10 12

Overall Rank 1 2 7 6 8 4 3 11 12 9 5

Skill Problem Solving Professionalism Engineering Design Integrity Project Management Basic Computer Skills Technical Knowledge Accountability Responsible Quality Awareness Analytical Thinking

Score

SD

93.4% 90.3% 89.6% 89.3% 88.7% 88.4% 88.1% 87.4% 87.1% 86.8% 85.8%

13.3% 17.1% 18.5% 16.9% 18.2% 18.3% 16.0% 17.4% 18.1% 16.9% 17.7%

The results for the Core Construction Industry Skills are presented in Table 14. It shows the Specific Rank of the skills according to the Construction Industry, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 14: Core Construction Industry Skills Specific Rank 1 2 3 4= 4= 4= 7 8= 8= 9= 9= 9= 13

Overall Rank 1 8 9 6 2 7 3 12 10 4 17 4 5

Skill Problem Solving Project Management Quality Awareness Integrity Professionalism Engineering Design Technical Knowledge Responsible Attention to Detail Basic Computer Skills Application of Technical Knowledge Basic Computer Skills Analytical Skills

Score

SD

93.0% 92.2% 91.5% 90.7% 90.7% 90.7% 86.0% 85.3% 85.3% 84.5% 84.5% 84.5% 83.7%

13.6% 14.1% 14.5% 16.6% 15.0% 15.0% 17.9% 21.9% 18.0% 16.6% 20.8% 20.8% 19.5%

The Core Construction Industry Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the Construction Industry places a higher emphasis on Project Management than the average and a lower emphasis on Basic Computer Skills and Analytical Skills than the average. The skill with Specific Rank #12 is not shown since is not in the Overall Core Skill or Core Construction Industry Skills sets. Essential Skills of Graduate Engineers: The Case of Namibia

41

Chapter 4 - Results

4.3.2. Core Skills According to Discipline The data obtained is categorized according to industry and skills ranked. Table 15, on the next page, presents the three largest disciplines: Mechanical Engineering (28.3 %), Civil Engineering (24.4 %) and the Electric Engineering (23.6 %). Other disciplines include Industrial, Chemical, Computer, Metallurgical, Telecommunications, Mining, Software and Structural. These disciplines each make up less than 14% of industry and are thus not evaluated as not enough data points are available to give accurate results. Electrical and Electronic Engineers are combined and simply labelled Electric. The Score Difference is simply the score difference for the applicable skill per category, with the largest difference highlighted. This allows an analysis of differences.

Table 15: Core Essential Skills According to Discipline Overall Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Skill Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail Accountability Responsible Technical Report Writing Critical Thinking Autonomy Self-Motivated Application of Technical Knowledge Logical Thinking Mathematical Skill Written English Communication Continuous Improvement Positive Attitude

Mechanical 28.3 % 1 2 4 3 5 22 7 8 23 9 14 24 6 10 15 12 16 11 17 18 25 26

Civil 24.4 % 2 3 6 8 16 7 1 4 5 12 11 9 17 21 22 13 18 19 10 14 24 20

Electric 23.6 % 1 2 3 17 18 5 10 27 7 8 11 6 19 9 12 13 4 29 14 20 25 26

Score Difference 3.0% 3.3% 5.6% 7.0% 8.0% 9.4% 7.4% 5.6% 8.3% 6.7% 4.4% 9.4% 8.0% 10.0% 8.9% 5.6% 12.2% 5.2% 4.4% 4.4% 6.7% 4.4%

The results categorised according to engineering discipline shows no correlation between the Mechanical, Civil and Electrical Disciplines by sharing only 4 of the 10 most essential skills in their Core Skills (Problem Solving, Professionalism, Technical Knowledge and Engineering Design). The largest skill score difference is 12.2 % for #17 Application of


42

Chapter 4 - Results Technical Knowledge. Other large skills score differences are for #14 Critical Thinking 10.0 %, #12 Responsible 9.4% and #6 Integrity 9.4 %.

The results for the Core Mechanical Engineering Skills are presented in Table 16. It shows the Specific Rank of the skills according to the Mechanical Discipline and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 16: Core Mechanical Engineering Discipline Skills Specific Rank 1 2= 2= 4 5= 5= 7 8= 8= 8= 22= 22=

Overall Rank 1 2 4 3 5 13 7 8 10 14 9 6

Skill Problem Solving Basic Computer Skills Professionalism Technical Knowledge Analytical Thinking Technical Report Writing Engineering Design Project Management Attention to Detail Critical Thinking Quality Awareness Integrity

Score

SD

96.3% 92.6% 92.6% 88.9% 88.0% 88.0% 87.0% 86.1% 86.1% 86.1% 80.6% 80.6%

10.5% 13.9% 13.9% 17.6% 16.0% 19.5% 22.6% 18.2% 18.2% 18.2% 18.2% 21.3%

The Core Mechanical Engineering Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the Mechanical Discipline places a higher emphasis on Technical Report Writing than the average and a lower emphasis on Integrity than the average.

The results for the Core Civil Engineering Skills are presented in Table 17 on the next page. It shows the Specific Rank of the skills according to the Civil Discipline, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

The Core Civil Engineering Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the Civil Discipline places a higher emphasis on Engineering Design than the average and a much lower emphasis on Analytical Thinking than the average.


43

Chapter 4 - Results Table 17: Core Civil Engineering Discipline Skills Specific Rank 1 2 3 4= 4= 6= 6= 8= 8= 10 13 17

Overall Rank 7 1 2 8 9 6 3 4 12 19 10 4

Skill Engineering Design Problem Solving Professionalism Project Management Quality Awareness Integrity Technical Knowledge Basic Computer Skills Responsible Mathematical Skill Attention to Detail Analytical Thinking

Score

SD

94.4% 93.3% 90.0% 88.9% 88.9% 87.8% 87.8% 85.6% 85.6% 84.4% 82.2% 80.0%

12.4% 13.3% 15.3% 17.9% 15.7% 16.1% 16.1% 22.2% 18.6% 20.6% 18.7% 20.4%

The results for the Core Electric Engineering Skills are presented in Table 18. It shows the Specific Rank of the skills according to the Electric Discipline, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 18: Core Electric Engineering Discipline Skills Specific Rank 1 2= 2= 4 5= 5= 7= 7= 7= 10 14 16= 16=

Overall Rank 1 2 3 17 6 12 10 14 9 11 7 5 4

Skill Problem Solving Professionalism Technical Knowledge Application of Technical Knowledge Integrity Responsible Attention to Detail Critical Thinking Quality Awareness Accountability Engineering Design Analytical Thinking Basic Computer Skills

Score

SD

95.6% 93.3% 93.3% 92.2% 90.0% 90.0% 88.9% 88.9% 88.9% 87.8% 87.8% 86.7% 86.7%

11.3% 13.3% 13.3% 14.1% 15.3% 15.3% 15.7% 15.7% 15.7% 16.1% 16.1% 18.5% 18.5%

The Core Electric Engineering Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the Electric Discipline places a higher emphasis on Application of Technical Knowledge than the average and a much lower emphasis on Analytical Thinking and Basic Computer Skills than the average.


44

Chapter 4 - Results

4.3.3. Core Skills According to Engineering Degree The data obtained is categorized according to industry and skills ranked. Table 19 shows the four groups. The Score Difference is simply the score difference for the applicable skill per category with the largest difference highlighted. This allows an analysis of differences.

Table 19: Comparison of Skill Rankings According to Engineering Degree Overall Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Skill Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail Accountability Responsible Technical Report Writing Critical Thinking Autonomy Self-Motivated Appl. of Tech. Knowledge Logical Thinking Mathematical Skill Written English Comm. Continuous Improvement Positive Attitude Self-Discipline Teamplayer Punctual Verbal English Comm.

BEng 34.6 %

BTech 28.3 %

BSc 17.3 %

1 2 7 3 14 4 18 5 6 13 10 11 12 22 8 17 21 15 33 9 23 26 24 25 19 20

1 2 3 4 14 12 7 8 19 9 18 5 15 17 23 11 6 25 6 28 24 10 21 16 13 27

1 6 2 7 10 22 9 12 23 19 13 17 3 5 25 14 20 15 11 8 21 30 28 31 33 4

Post Grad 19.7 % 1 7 2 12 4 9 5 21 6 15 8 22 26 10 3 16 17 18 13 34 14 25 20 32 41 45

Score Difference 2.4% 3.7% 7.6% 6.2% 4.5% 6.8% 5.4% 8.0% 6.2% 4.6% 1.3% 8.9% 10.7% 7.6% 9.0% 4.4% 6.3% 3.4% 12.4% 13.2% 2.9% 8.4% 3.0% 10.1% 14.1% 20.1%

The results categorised according to engineering discipline shows no correlation between the BEng, BTech, BSc or Post Graduates sharing only 3 of the 10 most essential skills in their Core Skills (Problem Solving, Professionalism and Technical Knowledge). The largest skill score difference is 20.1 % for #26 Verbal English Communications. Other large skills score differences are for #20 Written English Communication 13.2 %, #19 Mathematical Skill 12.4% and #13 Technical Report Writing 10.7 %.


45

Chapter 4 - Results

The results for the Core BEng Degree Skills are presented in Table 20. It shows the Specific Rank of the skills according to the BEng Degree and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 20: Core BEng (Bachelor of Engineering) Degree Skills Specific Rank 1 2 3 4 5= 5= 7= 7= 7= 10= 10= 15 21

Overall Rank 1 2 4 6 8 9 20 15 3 11 10 5 7

Skill Problem Solving Professionalism Basic Computer Skills Integrity Project Management Quality Awareness Written English Communication Autonomy Technical Knowledge Accountability Attention to Detail Analytical Thinking Engineering Design

Score

SD

93.9% 91.7% 90.2% 88.6% 87.9% 87.9% 86.4% 86.4% 86.4% 85.6% 85.6% 84.8% 82.6%

12.9% 14.4% 19.6% 17.3% 18.9% 16.0% 16.4% 17.9% 17.9% 21.8% 19.3% 18.1% 20.7%

The Core BEng Degree Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the BEng Degree places a much higher emphasis on Written English Communication than the average and a much lower emphasis on Analytical Thinking and Engineering Design than the average.

The results for the Core BTech Degree Skills are presented in Table 21 on the next page. It shows the Specific Rank of the skills according to the BTech Degree, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

The Core BTech Degree Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the BTech Degree places a much higher emphasis on Application of Technical Knowledge than the average and a much lower emphasis on Analytical Thinking, Integrity and Quality Awareness than the average.


46

Chapter 4 - Results Table 21: Core BTech (Bachelor of Technology) Degree Skills Specific Rank 1 2 3 4 5= 5= 5= 8= 8= 8= 15 16 21

Overall Rank 1 2 3 4 17 19 12 10 7 8 5 6 9

Skill Problem Solving Professionalism Technical Knowledge Basic Computer Skills Application of Technical Knowledge Mathematical Skill Responsible Attention to Detail Engineering Design Project Management Analytical Thinking Integrity Quality Awareness

Score

SD

96.3% 91.7% 90.7% 89.8% 88.9% 88.9% 88.9% 88.0% 88.0% 88.0% 86.1% 86.1% 84.3%

10.5% 14.4% 14.9% 15.4% 15.7% 15.7% 17.6% 16.0% 21.0% 17.8% 18.2% 18.2% 18.4%

The results for the Core BSc Degree Skills are presented in Table 22. It shows the Specific Rank of the skills according to the BSc Degree, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 22: Core Skills in the BSc (Bachelor of Science) Degree Specific Rank 1= 1= 3= 3= 3= 3= 7= 7= 9= 9= 16 19 23 24

Overall Rank 1 3 26 14 2 13 20 4 5 7 8 10 6 9

Skill Problem Solving Technical Knowledge Verbal English Communication Critical Thinking Professionalism Technical Report Writing Written English Communication Basic Computer Skills Analytical Thinking Engineering Design Project Management Attention to Detail Integrity Quality Awareness

Score

SD

93.9% 93.9% 89.4% 89.4% 89.4% 89.4% 87.9% 87.9% 86.4% 86.4% 84.8% 83.3% 81.8% 81.8%

12.9% 12.9% 15.5% 15.5% 15.5% 21.0% 16.0% 18.9% 19.2% 25.9% 16.6% 16.7% 19.4% 16.6%

The Core BSc Degree Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the BSc Degree places a much higher emphasis on Verbal and Written English Communication than the average, and a much lower emphasis on Integrity and Quality Awareness than the average. Essential Skills of Graduate Engineers: The Case of Namibia

47

Chapter 4 - Results The results for the Core Post Graduate Degree Skills are presented in Table 23. It shows the Specific Rank of the skills according to the Post Graduate Degree, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 23: Core Post Graduate Degree Skills Specific

Overall

Rank

Rank

1

1

2

Skill

Score

SD

Problem Solving

96.0%

10.8%

3

Technical Knowledge

93.3%

13.3%

3=

5

Analytical Thinking

89.3%

15.5%

3=

15

Autonomy

89.3%

18.2%

5=

7

Engineering Design

88.0%

20.8%

5=

2

Professionalism

88.0%

20.8%

5=

9

Quality Awareness

88.0%

18.6%

8=

11

Accountability

85.3%

19.0%

8=

28

Technical Competence

85.3%

16.5%

8=

14

Critical Thinking

85.3%

19.0%

8=

6

Integrity

85.3%

19.0%

14

10

Attention to Detail

84.0%

19.1%

15

4

Basic Computer Skills

84.0%

19.1%

21

8

Project Management

80.0%

18.9%

The Core Post Graduate Degree Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the Post Graduate Degree places a much higher emphasis on Autonomy than the average, and a much lower emphasis on Attention to Detail, Basic Computer Skills and Project Management than the average.

4.3.4. Core Skills According to Years of Experience The data obtained is categorized according to industry and skills ranked. Table 24 on the next page shows the four groups. For the Experience results we are less interested in the differences, but more in the sequential differences. Does skill importance increase or decrease as the engineer progresses through his career and job level?


48

Chapter 4 - Results Table 24: Comparison of Skill Rankings According to Years of Experience Overall Rank 1 2 3 4 5 6 7 8 9 10

Skill Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail

0–3 29% 1 3 4 2 13 32 8 5 19 7

4 – 10 39% 1 2 5 6 7 3 29 13 8 14

11 – 20 29% 1 5 3 18 13 7 4 9 8 19

20 + 11% 6 11 4 7 1 2 3 14 8 9

The summarised statistical data results according to experience for all 55 skills are shown in Table 25.

Table 25: Statistical Data for Experience Category Statistical Measure

0 – 3 29%

Average Median Standard Deviation Variance Maximum Minimum

77.2% 81.1% 11.2% 1.2% 96.4% 45.0%

4 – 10 39% 80.1% 83.3% 10.8% 1.1% 96.0% 44.7%

11 – 20 29% 70.0% 71.8% 11.7% 1.3% 93.6% 44.9%

20 + 11% 77.9% 78.6% 10.4% 1.1% 95.2% 54.8%

The data shows that respondents from different experience categories address the question of essential skills differently. It can be seen that there is a 10% difference between the averages of the 4-10 and the 11-20 categories. Statistical analysis shows that there is a statistically significant difference between the groups as determined by one-way ANOVA (F(3,216) = 8.41418, p = 0.000026). The results thus show that the 4 categorisations have rated their skills different, with the 11-20 experience group giving the lowest scores on average while the 4-10 experience group gave the highest scores on average.

A simple inspection of the rankings within the four groups, a couple of skills appear to be trending up- and down-ward. The rankings show that Problem Solving appears to decrease in importance as an engineer progresses through his career. Technical Knowledge appears to remain constant, Integrity appears to remain constant and Quality


49

Chapter 4 - Results Awareness appears to increase in importance. However, these trends are not conclusive, only suggestive.

The results for the Core 0 – 3 Years of Experience Skills are presented in Table 26. It shows the Specific Rank of the skills according to the 0 – 3 Years of Experience as well as the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 26: Core 0 – 3 Years of Experience Skills Specific

Overall

Rank

Rank

1

1

2

Skill

Score

SD

Problem Solving

96.4%

10.4%

4


93.7%

13.1%

3=

2

Professionalism

92.8%

13.7%

3=

3

Technical Knowledge

92.8%

13.7%

5=

8

Project Management

88.3%

17.7%

5=

13

Technical Report Writing

88.3%

19.3%

7

10

Attention to Detail

87.4%

16.2%

8

7

Engineering Design

86.5%

23.8%

9=

24

Teamplayer

85.6%

21.3%

9=

20

Written English Communication

85.6%

16.5%

14

5

Analytical Thinking

83.8%

19.9%

21

9

Quality Awareness

82.0%

18.3%

32

6

Integrity

79.3%

21.0%

The Core 0 – 3 Years of Experience Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the 0 – 3 Years of Experience places a much higher emphasis on Technical Report Writing than the average, and a much lower emphasis on Quality Awareness and Integrity than the average.

The results for the Core 4 – 10 Years of Experience Skills are presented in Table 27. It shows the Specific Rank of the skills according to the 4 – 10 Years of Experience, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.


50

Chapter 4 - Results Table 27: Core 4 – 10 Years of Experience Skills Specific

Overall

Rank

Rank

1

1

2

Skill

Score

SD

Problem Solving

96.0%

10.8%

2

Professionalism

93.3%

13.3%

3=

6

Integrity

90.7%

15.0%

3=

12

Responsible

90.7%

15.0%

5=

16

Self-Motivated

90.0%

16.7%

5=

5

Analytical Thinking

90.0%

16.7%

5=

4


90.0%

15.3%

5=

9

Quality Awareness

90.0%

15.3%

5=

3

Technical Knowledge

90.0%

16.7%

10

11

Accountability

89.3%

16.9%

14

10

Attention to Detail

88.0%

17.3%

15

8

Project Management

88.0%

16.0%

29

4

Engineering Design

82.7%

23.3%

The Core 4 – 10 Years of Experience Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the 4 – 10 Years of Experience places a much higher emphasis on Responsible and Self-Motivated than the average and a much lower emphasis on Engineering Design than the average.

The results for the Core 11 – 20 Years of Experience Skills are presented in Table 28 on the next page. It shows the Specific Rank of the skills according to the 11 – 20 Years of Experience, and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

The Core 11 – 20 Years of Experience Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the 11 – 20 Years of Experience places a much higher emphasis on Accountability and Mathematical Skills than the average and a much lower emphasis on Basic Computer Skills than the average.


51

Chapter 4 - Results Table 28: Core Skills in the 11 – 20 Years of Experience Skills Specific

Overall

Rank

Rank

1

1

2

Skill

Score

SD

Problem Solving

93.6%

13.1%

11

Accountability

87.2%

16.2%

3=

7

Engineering Design

85.9%

18.9%

3=

3

Technical Knowledge

85.9%

16.5%

5=

19

Mathematical Skill

84.6%

21.1%

5=

2

Professionalism

84.6%

19.0%

7=

6

Integrity

82.1%

19.0%

7=

9

Quality Awareness

82.1%

19.0%

9=

17

Application of Technical Knowledge

79.5%

16.2%

9=

20


79.5%

18.7%

9=

8

Project Management

79.5%

20.8%

14

5

Analytical Thinking

78.2%

15.9%

18

10

Attention to Detail

76.9%

20.2%

19

4


76.9%

25.8%

The results for the Core 20+ Years of Experience Skills are presented in Table 29. It shows the Specific Rank of the skills according to the 20+ Years of Experience and the Overall Rank. The grey shaded row at the bottom shows the relative rank of skills which are within the Core Overall Skills.

Table 29: Core Skills in the 20+ Years of Experience Skills Specific Rank 1= 1= 1= 4= 4= 6= 6= 8= 8= 8= 13 19

Overall Rank 5 7 6 11 3 4 1 16 10 9 2 8

Skill

Score

SD

Analytical Thinking Engineering Design Integrity Accountability Technical Knowledge Basic Computer Skills Problem Solving Self-Motivated Attention to Detail Quality Awareness Professionalism Project Management

95.2% 95.2% 95.2% 92.9% 92.9% 90.5% 90.5% 88.1% 88.1% 88.1% 85.7% 83.3%

11.7% 11.7% 11.7% 13.7% 13.7% 15.1% 15.1% 16.0% 16.0% 16.0% 20.8% 20.9%


52

Chapter 4 - Results The Core +20 Years of Experience Skills is a moderate representation of the Core Overall Skills, containing 7 out of the 10 skills. It can be seen that the +20 Years of Experience places a much higher emphasis on Accountability than the average and a much lower emphasis on Professionalism and Project Management than the average.

4.4. Critical Skills (RQ2a) Critical Skills is defined as the list of skills which are most essential across all categories and thus deemed to be must-have skills for engineering graduates. Critical Skills are different from Essential Skills, since a skill may have a high overall rating, even though it may rate very low in some categories. The purpose of the Critical Skill measurement is to define how highly a skill is rated across all categories. The Critical Skills measurement is according to RQ2a, which seeks to identify if there are skills that are non-negotiable across all aspects of engineering.

The Critical Skill score is calculated by counting the number of times a particular skill is rated as a Core Skill across all 13 skill categories. This measurement then allows the identification of absolutely important skills which are non-negotiable across the whole spectrum of engineering, regardless of which industry, discipline, degree or Years of Experience is focussed on. The 13 categories are shown in Table 30.

Table 30: Categorisation of Engineering Skills Engineering Skills Industry

Discipline

Degree

Experience

Consulting

Mechanical

BEng

0–3

Construction

Civil

BTech

4 – 10

Electric

BSc

11 – 20

Post Grad

20 +

The ranked skill results are shown in Table 31 on the next pages. It shows all 55 Skills ranked according to the Overall Essential Skills Results. Additional columns show the skills’ ranking for all of the sub-categories. The darker shade of grey indicates all the Top 10 skills for all groupings, the lighter shade of grey shows the second 20 top skills for each category for illustrative purposes.


53

Chapter 4 - Results Table 31: Ranked Skill Results Industry Skill

Problem Solving Professionalism Technical Knowledge Basic Computer Skills Analytical Thinking Integrity Engineering Design Project Management Quality Awareness Attention to Detail Accountability Responsible Technical Report Writing Critical Thinking Autonomy Self-Motivated Application of Technical Knowledge Logical Thinking Mathematical Skill Written English Communication Continuous Improvement Positive Attitude Self-Discipline Teamplayer Punctual Verbal English Communication Conceptual Thinking

Overall Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Discipline

Degree

Experience

CU

CS

M

CI

E

BE

BT

BS

PG

4

0

11

20

1 2 7 6 12 4 3 5 10 11 8 9 19 20 15 13 16 14 24 21 17 18 22 30 23 26 25

1 6 7 10 14 5 4 2 3 9 12 8 21 17 13 15 11 25 18 16 19 26 23 24 28 35 20

1 3 4 2 6 23 7 9 25 10 15 26 5 8 16 13 18 11 17 14 22 24 19 12 30 21 27

2 3 6 8 17 7 1 4 5 13 11 9 18 23 21 12 19 20 10 15 24 16 25 22 14 28 30

1 2 3 17 19 5 14 27 8 9 10 6 18 7 11 13 4 29 15 21 25 26 22 28 12 23 24

1 2 9 3 14 4 20 5 6 13 11 12 10 22 8 17 21 15 33 7 24 27 25 23 19 18 26

1 2 3 4 14 16 10 8 20 9 19 5 13 18 25 12 7 24 6 28 26 11 22 15 17 27 29

1 6 2 7 9 23 10 12 24 19 13 18 3 5 25 14 20 11 15 8 22 31 28 30 32 4 21

1 5 2 12 3 10 7 21 6 14 9 22 24 8 4 17 18 16 15 34 13 27 20 32 41 45 25

1 2 9 5 6 3 29 13 7 15 11 4 17 10 12 8 16 20 31 27 18 14 19 22 23 30 28

1 3 4 2 14 32 8 6 21 7 38 22 5 11 15 16 17 12 25 9 30 27 24 10 28 13 19

1 5 4 18 14 7 3 10 8 21 2 11 13 15 17 26 12 16 6 9 20 35 29 31 28 19 23

7 11 5 6 1 2 3 16 8 10 4 19 14 23 17 9 21 15 13 28 24 12 20 30 26 38 34


54

Chapter 4 - Results

Technical Competence Technical Communication Self Confidence Technology Application Resourceful Life Long Learning Flexibility Innovative Organisational Skill Practical Skills Leadership Skills Technical Expertise Decision Management Task Management Systems Analysis Systems Thinking Basic Financial Skills Information Technology Technology Management Service Orientated Information Management Systems Management Customer Orientated Production Management Business Acumen Teaching Statistics and Probability Entrepreneurship

28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

27 34 28 35 32 29 31 33 36 41 38 39 37 40 43 47 42 46 45 44 48 50 49 52 51 53 54 55

36 40 39 30 29 33 27 37 32 38 36 39 40 41 44 48 42 46 43 45 47 49 50 51 52 53 54 55

31 20 29 32 41 34 28 36 35 38 33 40 39 37 44 46 43 45 42 47 48 50 51 49 52 54 53 55

33 36 32 34 27 29 31 26 39 41 38 37 35 40 45 44 42 49 47 43 46 52 48 50 51 54 53 55

16 20 31 33 30 40 43 44 32 34 42 36 37 39 38 35 45 41 49 47 46 48 50 55 51 52 53 54

32 31 37 38 16 30 35 29 28 40 34 41 39 36 44 43 42 45 48 47 49 46 50 51 53 52 54 55

35 31 21 23 30 34 39 37 40 41 36 38 32 33 43 45 48 42 44 46 47 51 50 49 52 53 54 55

16 17 33 34 47 27 26 38 35 29 36 40 45 37 43 46 39 42 48 44 41 49 51 52 50 54 53 55

11 29 23 31 39 44 26 33 38 28 37 19 30 43 35 36 48 47 40 46 42 49 52 50 53 54 51 55

25 26 24 39 21 41 37 38 35 33 34 36 32 40 43 42 45 44 46 49 47 48 50 51 52 53 54 55

35 26 23 33 41 20 31 37 18 34 36 42 46 29 39 40 44 43 47 48 45 49 54 50 52 51 53 55

22 30 39 24 25 34 32 27 44 42 40 36 37 45 33 38 43 47 46 41 48 50 51 49 53 55 52 54

37 22 40 27 36 18 32 25 35 44 43 33 29 31 46 49 51 48 47 39 45 41 42 50 54 53 52 55

Where: CU = Consulting, CS = Construction, M = Mechanical, CI = Civil, E = Electric, BE = BEng, BT = BTech, BS = BSc, PG = Post Graduate, 0 = 0 – 3 Years, 4 = 4 – 10 Years, 11 = 11 – 20 Years, 20 = 20+ Years


55

Chapter 4 - Results The skills are evaluated according to critical terms and the results are shown in Table 32. The Skills are counted the number of times they are classified as a Core Skill (top 10) for the various categories.

Table 32: Overall Critical Skills Critical Rank 1= 1= 3 4= 4= 6 7 8 9= 9= 11= 11= 11= 14= 14= 16 17= 17= 17= 20= 20=

Overall Rank 1 3 2 4 7 6 9 8 10 12 11 5 14 13 20 19 15 16 17 24 26

Skill Problem Solving Technical Knowledge Professionalism Basic Computer Skills Engineering Design Integrity Quality Awareness Project Management Attention to Detail Responsible Accountability Analytical Thinking Critical Thinking Technical Report Writing Written English Communication Mathematical Skill Autonomy Self-Motivated Application of Technical Knowledge Teamplayer Verbal English Communication

Category

Count

Score

IA TS IS Com TS PS PS IS PS PS PS IA IA Com Com TS PS PS TS IS Com

13 13 12 10 10 9 9 8 6 6 5 5 5 4 4 3 2 2 2 1 1

100 % 100 % 92.3 % 76.9 % 76.9 % 69.2 % 69.2 % 61.5 % 46.2 % 46.2 % 38.5 % 38.5 % 38.5 % 30.8 % 30.8 % 23.1 % 15.4 % 15.4 % 15.4 % 7.7 % 7.7 %

The results show that only two skills are considered to be Critical by the complete spectrum of skills classification, Problem Solving and Technical Knowledge. There is a very good correlation between the Overall Top 10 Essential Skills and the Critical Top 10 Skills, with only Analytical Thinking missing the top 10 due to Accountability.

4.5. Results Compared to Other Studies A similar study, done by Blom and Saeki (2011), states that skill shortages remain one of the major constraints to continued growth in the Indian economy. A similar question to this study is asked: “Which skills do employers consider important when hiring new engineering graduates?” The skill score comparison is presented in Table 33 on the next page using the skill wordings as per Blom & Saeki. Scores are ranked according to the results from this study.


56

Chapter 4 - Results Table 33: Skill Score Comparison with Blom & Saeki (2011) This Study

Skill

Blom & Saeki (2011)

Rank

Score

Score

Rank

Problem Solving

1

95.0%

73.3%

18

Technical Knowledge

2

90.3%

75.5%

14


3

88.5%

73.8%

17

Integrity

4

86.1%

87.0%

1

Reliability

5

85.0%

85.5%

2

Responsibility

6

85.0%

77.8%

9

Self-motivated

7

84.5%

80.5%

7

Apply Know. of Math/Sci/Eng

8

83.7%

76.8%

12

Written Communication

9

82.7%

76.8%

11

Self-discipline

10

81.6%

81.5%

6

Teamwork

11

81.1%

85.3%

3

Verbal communication

12

80.6%

75.0%

16

Creativity

13

77.6%

76.8%

13

Willingness to Learn

14

77.4%

85.0%

4

Flexibility

15

77.2%

78.8%

8

Use of Modern Tools

16

73.2%

77.0%

10

Experiments/data Analysis

17

69.0%

75.3%

15

System Design

18

68.5%

71.0%

19

Customer Service

19

58.5%

62.8%

20

Entrepreneurship

20

45.9%

83.8%

5

Maximum

95.0%

87.0%

Minimum

45.9%

62.8%

Range

49.1%

24.3%

The results of this study are significantly dissimilar from those found by Blom and Saeki, with no correlation (R2 = 0.0265, F(1,38) 0.045 < 4.1, p = 0.83 ). It is interesting to note the differences in some skills such as Problem Solving, being the number one ranked skill for Namibia, ranks only 18th out of 20 for India. India’s top 9 skills are Integrity, Reliability, Teamwork, Willingness to Learn, Entrepreneurship, Self-Motivated, Flexibility and Responsibility; which are most Soft Skills. The listed skills are grouped into the 10 ECN categories, and including the 11th ECSA outcome, and compared with results from similar studies for illustrative purposes in Table 34 on the next page. In order to compare, this study’s 55 skills are grouped according to the relevant ELO’s, averaged and ranked according to this study’s scores.


57

Chapter 4 - Results Table 34: Accreditation Criteria Ranked By This Study Lattuca, et al. (2006)

Blom & Saeki (2011)

Passow (2012)

This Study

80.0%

86.0%

80.0%

89.8%

95.0%

Soft

88.0%

73.0%

93.0%

82.4%

88.4%

Engineering Design

Hard

68.0%

66.0%

75.0%

78.0%

83.6%

App. of Math, Sc. and Eng. Know.

Hard

94.0%

78.0%

85.0%

81.6%

82.9%

Communication

Soft

78.0%

91.0%

84.0%

89.0%

82.0%

Engineering Management

Soft

74.0%

25.0%

71.0%

74.2%

81.4%

Individual & Team Ability

Soft

74.0%

79.0%

93.0%

91.8%

81.1%

Engineering Tools

Hard

80.0%

77.0%

83.0%

77.4%

79.2%

Independent & Life-Long Learning

Soft

82.0%

60.0%

94.0%

82.6%

77.4%

Sustainability

Soft

68.0%

70.0%

-

67.8%

60.1%

Experiments and Data Analysis

Hard

80.0%

59.0%

-

80.2%

51.7%

Soft Skill Average

77.3%

66.3%

87.0%

81.3%

78.4%

Hard Skill Average

80.4%

73.2%

80.8%

81.4%

78.5%

% Difference

3.8%

9.4%

7.2%

0.1%

0.1%

ECN/ECSA Accreditation Criteria

Hard Soft

Problem Solving

Soft

Professionalism & Ethics

Lang, et al. (1999)



Problem Solving – Problem Solving.



Professionalism and Ethics - Professionalism and Integrity.



Engineering Design - Engineering Design, Technical Competence and Technology Application.



Application Of Math, Scientific And Engineering Knowledge - Mathematical Skill and Technical Knowledge.



Communication - Technical Report Writing, Written Communication, Verbal Communication and Technical Communication.



Contemporary Issues - Continuous Improvement, Quality Awareness and Organisational Skill.



Individual & Team Ability - Team Player.



Engineering Tools - Basic Computer Skills, Technology Management, Technical Expertise and Application of Knowledge.



Independent & Life-Long Learning - Life Long Learning.



Sustainability - Leadership Skills, Basic Financial Skills, Customer Orientated, Business Acumen and Entrepreneurship



Experiments and Data Analysis - Statistics and Probability


58

Chapter 4 - Results These results from Table 34 show that there is a slightly greater emphasis on Hard Skills rather than on Soft Skills in 4 out of 5 studies. Only 1 shows preference to Soft Skills, however for most the difference is negligible and can thus be deemed of equal importance to industry. According to the ECN/ECSA skill categories, the data suggests that the Namibian industry has equal appreciation for Soft Skills and Hard Skills.

4.6. Conclusion This chapter presented the results from the online study on the essential skills of engineers in Namibia. The overall results were presented followed by the overall skill grouping results.


59

Chapter 5 - Discussion

Chapter 5 - Discussion This chapter presents the discussion on the research design and results four sections: the first section provides some introductory remarks, second and third sections present the discussions on the first research question and sub-question, the fourth and fifth section presents the discussions on the second research question and sub-question and the last section provides concluding remarks on the discussion.

5.1. Introduction The main focus of this study is to determine what are the most essential skills needed by graduate engineers in Namibia. Thus, in Section 5.2, a detailed discussion is presented on the essential skills first research questions which ask which are the most important skills needed of engineers in Namibia. Another important aspect of the study is using the essential skill results in order to determine the engineering community’s preference towards soft and hard skills in Section 5.3 as per the first research sub-question.

The other main focus of this study is to determine the differences in required essential skills needed between the different sectors of the engineering community as per the first research question. Categorising the engineering trade among industry, discipline, degree and experience, a detailed discussion is presented in Section 5.4 on differences. Finally, the question regarding which skills are universally important across all engineering categories is addressed in Section 5.5 as per the second research sub-question.

5.2. Discussion and Recommendations of Essential Skills (RQ1) Research Question #1 asks: Which skills are considered by Namibian employers to be essential when hiring graduate engineers? This study determined the most essential skills of engineers in Namibia by survey and ranked the skills as per Table 10 in the previous section. The overall results show that the most important skill is Problem Solving, followed by Professionalism, Technical Knowledge, Basic Computer Skills, Analytical Thinking, Integrity, Engineering Design, Project Management, Quality Awareness and Attention to Detail to complete the top 10 most essential skills.


60

Chapter 5 - Discussion It could be expected that in any engineering skills survey around the world, Problem Solving would rank highly as a desirable skill for graduate engineers. This is linked to the inherent purpose and definition of an engineer which is to solve problems. Problem Solving is mostly classified as a Soft Skill in literature since it requires a certain mentality and personal aptitude which is difficult to cultivate through full time education. Problem Solving is recognised by the Engineering Council of Namibia (ECN, 2007), the Engineering Council of South Africa (ECSA, 2014) and the Accreditation Board for Engineering and Technology (ABET, 2014) of the United States of America and other councils, as being extremely important since both require it as an Exit Level Outcome (ELO) for engineering graduates.

This insight into the Namibian industry, which shows Problem Solving as most essential, also causes concern for the current graduates. International studies (Lakshmi, Jampala, & Dokk, 2013) show that students graduating in this decade are called “Generation Y” or “Millennials”. One of the main identified skill deficiencies are Problem Solving. It is uncertain to what extend this deficiency has manifested itself in the Namibian Millennial generation. A follow up study will look at how well do Namibian graduate engineers match the identified essential skills which will give much greater insight.

Many students believe that university is about learning facts and gaining some skills. In reality, most courses require students to think through problems presented and give thoughtful answers. In mathematics, Problem Solving skills help students apply principles to scenarios found in the real world. In other engineering courses, Problem Solving is needed to apply what is learned in university to job specific conditions. Increasingly, employers are looking for people with strong Problem Solving skills (Jonassen, Strobel, & Lee, 2006).

Professionalism ranks second (90.6 %) on the list of results and this shows that the Namibian

industry

places

high

emphasis

on

engineers

being

professional.

Professionalism is also recognised by both ECN/ECSA and ABET as being extremely important since again both have it as an ELO for engineering graduates. The Namibian engineering industry is dominated by Consulting Engineers, and perhaps this notion of a “professional consulting engineer” is what elevates the employers’ expectations.

Technical Knowledge is the third (90.3 %) most essential skill in this study. Technical Knowledge is different from Technical Application (84.5%, 12th) since it is understood that there is a difference between having the knowledge and actually applying it. It is


61

Chapter 5 - Discussion understandable that having the knowledge is more important as it is a prerequisite for being able to apply any knowledge. Without Technical Knowledge, one cannot become an engineer. It is a prerequisite for entering the engineering community, and thus it ranks very high. Basic Computer Skills ranks (88.5 %) 4th and is considered to be a very important skill. Employers want their workers to have basic computer skills because the companies are increasingly more dependent on computers. During recent years, Basic Computer Skills are even being compared to Basic Level Skills, such as Writing and Mathematics. It is even being introduced in certain pre-school preparation programmes, and with some primary schools it is compulsory to work from a tablet. Thus, the importance of engineers in Namibia being proficient with a number of software programs is understandably crucial. Analytical Thinking ranks 5th (86.4 %) and is used to break down a series of complex bits of information. It takes a step-by-step thinking process to develop an overall conclusion, answer or solution. You look at something through different points of view with the objective to create a cause and an effect analysis. With Analytical Thinking, you use facts to support your conclusion and train of thought. This is different from Critical Thinking (84.8%, 14th), which is more of an opinion-based style of thinking. Analytical Thinking leads you to have a more focused and stream-lined approach to solution finding where Critical Thinking skills can go around in circles indefinitely. When you have a complexproblem or solution to find, you would use your Analytical Thinking skills. Integrity ranks 6th (86.1 %) and requires you to make the right choice, even when you may not receive personal gain from the outcome. You have to put your own personal agenda aside for the greater good of the organization and the people. When we lose our Integrity with any of the people we work with, we lose our ability to be successful. It's also difficult to recover when someone you work with loses confidence in your Integrity. Project Management ranks 8th (85.8 %) and is the application of skills and knowledge that allows a company to be competitive in its market. Each project has unique requirements and it also requires the user to have good Basic Computer Skills. Project Management includes: identifying requirements, establishing clear and achievable objectives, balancing the competing demands from the different stakeholders and ensuring that a commonality of purpose is achieved.


62

Chapter 5 - Discussion This result is significant since the ECN Exit Level Outcomes does not include Project Management or even Engineering Management in its list of 10 Outcomes (ECN, 2007). Also, ABET student outcomes do not include a specific outcome on Management. However, ECSA does include Engineering Management as one of their 11 ELO’s (ECSA, 2014). Quality Awareness ranks 9th (85.8 %). and is important to firms that want to improve their consumer base and thus their return on investment. It is important for a business to continually improve the quality of the products and services it has to offer. High standards do not just happen by chance; it evolves over some time as a result of experience. Attention to Detail ranks 10th (85.6 %) and it is thought that people who have this ability perform better at their jobs than those who do not. Attention to Detail skills gives you the ability to work better, to be more effective and to minimize the risk of errors. Companies value and require these strengths. These results are in stark contrast with India, where Problem Solving is ranked at 18th, Technical Knowledge is ranked 14th and Basic Computer Skills are ranked 17th as shown in Table 33. For India, the first five ranked skills are Integrity, Reliability, Teamwork, Willingness to Learn and Entrepreneurship. These are all Soft Skills which can be explained by India’s much further developed industry (Blom & Saeki, 2011). Technical Skills only rank 18th, and can be interpreted that Technical Skills are less important than Soft Skills in India, or can be interpreted that India has a much higher expectation on their engineering community soft skills.

When we look at other countries such as the USA, we find mixed results from Table 34 where different studies find different skills most important. Lang, et al., (1999) find the Application of Math, Science and Engineering Knowledge to be most important, while Lattuca, et al., (2006) find Communication to be most important. Furthermore, Blom & Saeki (2011) finds Life Long Learning and Passow (2012) finds Individual & Team Ability to be most important. Three out of four USA studies found certain Soft Skills to be most important.

5.3. Hard vs Soft Skills Once the essential skills have been identified, Research Question #1a asks: Are Soft or Hard Skills preferred by Namibian employers? From Table 11 we can see that


63

Chapter 5 - Discussion Personal Skills such as Analytical Thinking (86.4 %, 5th) and Integrity (86.1 %, 6th) are rated very highly in industry. Interpersonal Skills such as Communication (82.7 %, 14th) and Team Player (81.1 %, 16th) are in the top 30% of the list and are also considered to be important. Soft and Hard Skills were compared by taking the averages of the Soft Skills and of the Hard Skills from the listed skills. Soft and Hard Skills were compared by taking the averages of the Soft Skills and of the Hard Skills from the listed skills. The results show that on average, Hard Skills scores 78.0 % and Soft Skills 76.7 %. This is very close, and suggests that the Namibian industry places slightly higher emphasis on Hard Skills. It is however not conclusive as the scores are very close. Rather, the conclusion can be that the Namibian engineering community places equally high emphasis on both.

These results as per Table 11 and Table 34 suggest that the Namibian industry has great appreciation for a well-rounded engineering graduate who is strong in both Soft Skills as well as Hard Skills. The results from Table 34 show that there is a slightly greater emphasis on Hard Skills rather than on Soft Skills in 4 out of 5 studies. Only one shows preference to Soft Skills. However for most the difference is negligible and can thus be deemed of equal importance to industry. According to the ECN/ECSA skill categories, the data suggests that the Namibian industry has equal appreciation for Soft Skills and Hard Skills.

5.4. Engineering Categorisation Research Question #2 asks: How do the required essential skills vary between different engineering industries, disciplines, degrees and experience? This study disseminated the most essential skills data of engineers in Namibia by survey and provided the comparable differences in tables in the previous section. The results show that there are some differences in the perceived most essential skills for all four categories. This is understandable since there are differences in the working methodologies of engineers according to all categorisations.

5.4.1. Industry Category Inspection of the differences in skills according to industry shows the biggest difference between the consulting and construction industry to be Quality Awareness. In Table 12, the Construction Industry (n=51, 40.2 %) places very high value on Quality Awareness (3rd), while the Consulting Industry places lower emphasis on it (10th). This result seems counter intuitive, and is the researcher’s personal expectation that the Consulting Industry Essential Skills of Graduate Engineers: The Case of Namibia

64

Chapter 5 - Discussion would place a higher emphasis on Quality Awareness. Consulting Engineers (n=21, 16.5 %) are also Project Managers in the Namibian Construction community and thus mostly in a quality control and assurance role. However the Constructors follow the instructions of the Consultants in order to reach a minimum acceptable level of quality. This outcome is inconclusive and requires further research into the relevant reasons.

Another interesting outcome is the difference in ranking of Professionalism which is highly ranked by the Consulting Industry (2nd) and less by the Construction Industry (6th). However both are still rated as Core Skills. This can perhaps be attributed to the fact that, in general, Consultants are more office bound engineers who work on computers and attend meetings. Constructors may also do office work and attend meetings, but may be more inclined to be on-site or in the workshop. Consultants may tend to dress more professionally, while Constructors may tend to be dressed more practically. This outcome may also be affected by a difference in the understanding of the definition of Professionalism and requires further research on the matter to increase understanding and accuracy of the data. Basic Computer Skills is another skill which rates higher with the Consultants (6th) than with the Constructors (10th). This is perhaps attributed to the higher expectation of computer work using computer aided design software and other programs for designs. However, Constructors may be using computers for less complicated tasks.

5.4.2. Discipline Category There is a bigger difference between skill rankings according to the discipline category than for industry. Table 15 indicates that the biggest difference is for Application of Technical Knowledge (Mech 16th, Civ 18th and Elec 4th). It is unclear as to why Application of Technical Knowledge rates so highly with the Electrical Discipline but only 16th for Mechanical and 18th for Civil Engineering. This provides an interesting avenue for further future research. Critical Thinking (M-10th, C-21th and E-9th) also scores differently. Scores are similar for Mechanical and Electrical but much lower for Civil Engineering. One possible cause can be Critical Thinking’s link to Problem Solving, since Problem Solving requires the person to possess some level of Critical Thinking. Looking at Problem Solving’s rate, we can see that it scores higher with the Mechanical and Electrical disciplines than for the Civil discipline.


65


Other large differences are Responsible (M-29th, C-9th and E-6th) and Integrity (M-22th, C7th and E-5th). These two skills both rank very low with the Mechanical Engineers, while ranking highly with the Civil and Electrical Engineers. These two skills are also linked by both being Personal Skills with perhaps some overlap in definition. It is unclear why the Mechanical Engineers seem to have such a low value for these two Personal Skills. On further inspection of Table 15, the same situation appears for Accountability and Quality Awareness. All four of these skills are Personal Skills which are rated much lower in the Mechanical Engineering discipline than for the rest. Perhaps there may be something in the personality differences of the discipline, causing such difference in value of Personal Skills.

If we count the number of each Skill Groupings per Discipline Core Skills, Table 35 shows that the differences in skill groups most important to each of the disciplines. Mechanical places a high value on Intellectual Ability, more than Civil or Electrical. Mechanical also places a low value on Personal Skills, which is much lower than Civil or Electrical. Civil places the lowest value on Intellectual Ability, while Electrical places the highest value in Personal Skills. Electrical seems not to have a great esteem for Communication Skills, as they do not have any in their Core Skills. What is also interesting is that it seems as if Mechanical Engineering is most balanced in their Core Skills, while Electrical seems least balanced.

Table 35: Engineering Discipline Core Skills Counted Skill Groupings Skill Grouping Personal Skills Communication Skills Technical Skills Interpersonal Skills Intellectual Ability

Mechanical 1 2 2 2 3

Civil 3 1 3 2 1

Electrical 4 0 3 1 2

5.4.3. Degree Category According to Table 19, there are a number of large differences in Core Skills between the four categories of BEng, BTech, BSc and Post Graduate (PG). The largest difference is a combination of Communication skills; Technical Report Writing (BE-12th, BT-15th, BS-3rd and PG-26th), Written English Communication (BE-9th, BT-28th, BS-8th and PG-34th) and Verbal Communication (BE-20th, BT-27th, BS-4th and PG-45th) among the degree categories. The results show that the BSc Degree places a very high emphasis on the


66

Chapter 5 - Discussion various Communication skills, while the BTech and Post Graduate groups (BEng also to some degree) place a much lower emphasis on it. This is an interesting result that will need further research to explain. Another large difference is for Mathematical Skill (BE-33rd, BT-6th, BS-11th and PG-13th) showing a great difference between BEng and BTech degree holders. The researcher expected that it would be the other way since BEng is commonly referred to as being more mathematical and BTech is more hands-on. Perhaps another notion might be that BEng is more difficult and that the more intellectually able students complete BEng degrees, resulting in BEng graduates finding Math easier than BTech graduates, and that BTech graduates might place a greater emphasis on it?

If we count the number of each Skill Groupings per Degree Core Skills, Table 36 indicates the differences in skill groups most important to each of the degrees. BEng and PG place the highest value in Personal Skills, BTech prefers Technical Skills and BSc values Communication Skills. The BSc degree holders show the lowest value for Personal Skills Communication Skills scored the lowest among the PG degree holders. What is also interesting is that it seems as if BEng and BTech are most balanced in their Core Skills, while BSc and PG seem least balanced.

Table 36: Engineering Degree Core Skills Counted Skill Groupings Skill Grouping Personal Skills Communication Skills Technical Skills Interpersonal Skills Intellectual Ability

BEng 4 2 1 2 1

BTech 2 1 4 2 1

BSc 0 4 2 1 3

PG 4 0 2 1 3

5.5. Critical Skills The previous section discussed the differences in skill importance among the various categories of engineering. Now that we have an idea about the differences, we must question the similarities. We want to know which skills are equally important across all categories. Thus Research Question 2a: Which skills are critical (universally essential) across all categories of engineering?

Table 31 clearly shows only two skills that are rated as a Core Skill for all 13 categories: Problem Solving and Technical Knowledge. None of the other skills rate that high. If we


67

Chapter 5 - Discussion expand our focus to the top 20 skills of each category, we find only five skills common to all categories: Problem Solving, Professionalism, Technical Knowledge, Basic Computer Skills and Analytical Thinking. This study will thus use the term Primary Critical Skills for Problem Solving and Technical Knowledge. The term Secondary Critical Skills will be used for Professionalism, Basic Computer Skills and Analytical Thinking.

This is important outcomes for engineering education institutions to apply during the fundamental courses of engineering where students of all engineering disciplines are still in one class. This knowledge can be used to include aspects of these five skills throughout all courses, resulting in engineering institutions’ graduates already being more employable at graduation.

5.6. Conclusion The results show that the most essential skill in-demand for engineers is Problem Solving (95 %). This skill set was not only rated overwhelmingly as the most Critical (85 %), but also has the lowest standard deviation (11.9 %) indicating a high accuracy. It could be expected that in any engineering skills survey around the world, Problem Solving would rank highly as a desirable skill for graduate engineers. This could be linked to the inherent purpose and definition of an engineer which is to solve problems. Problem Solving is mostly classified as a Soft Skill in literature since it requires a certain mentality and personal aptitude which is difficult to cultivate through full time education. Problem Solving is recognised by the Engineering Council of Namibia (ECN), the Engineering Council of South Africa (ECSA) and the Accreditation Board for Engineering and Technology (ABET) of the United States of America as being extremely important since both have it as an Exit Level Outcome (ELO) for engineering graduates. This is however in contrast to India where Problem Solving is rated much lower. Professionalism (90.6 %) ranks second on the list of results and this shows that the Namibian

industry

places

high

emphasis

on

engineers

being

professional.

Professionalism is also recognised by both ECN/ECSA and ABET as being extremely important, since again both have it as an ELO for engineering graduates. Technical Knowledge (90.3 %) is the third most essential skill in this study and Personal Skills such as Analytical Thinking (86.4 %, 5th) and Integrity (86.1 %, 6th) are rated very highly in industry. Interpersonal Skills such as Communication (82.7 %, 14th) and Team Player (81.1 %, 16th) are in the top 30% of the list and are also considered to be important. Perhaps the most notable result is the high rank of Project Management (8th, 85.8 %) which is significant since it does not feature as part of the ECN’s exit level outcomes,


68


although Project Management is included in ECSA’s. It can be recommended for further study on the importance of Project Management within the Namibian context. If tertiary institutions wish to improve their competitiveness, they should perhaps increase their impartation of this skill. Soft and Hard Skills were compared by taking the averages of the Soft Skills and of the Hard Skills from the listed skills. The results show that on average, Hard Skills scores 78.0 % and Soft Skills 76.7 %. This is very close, and suggests that the Namibian industry places slightly higher emphasis on Hard Skills. This is however not conclusive due to scores being very close and the conclusion can rather be that the Namibian engineering community places equally high emphasis on both. This is in contrast to more developed countries, where there is actually a higher emphasis on Soft Skills, rather than on Hard Skills. For the data categorised according to industry, the biggest difference between the Consulting and Construction Industry is Quality Awareness, with the Construction Industry having a much higher emphasis on Quality Awareness than the Consultants. The biggest difference between engineering disciplines is for Application of Technical Knowledge which rates very highly in the 4th place with the Electrical Discipline. However it rates only 16th for Mechanical and 18th for Civil Engineering. Mechanical Engineering also places a high value on Intellectual Ability, more than Civil or Electrical. In addition Mechanical indicates a low value on Personal Skills, much lower than Civil or Electrical. Civil places the lowest value on Intellectual Ability, while Electrical places the highest value in Personal Skills. Electrical seems not to have a great esteem for Communication Skills, as they do not have any in their Core Skills. It seems Mechanical Engineering is the most balanced in its Core Skills, while Electrical seems least balanced. The BSc Degree values the various Communication Skills very highly, while the BTech and Post Graduate degrees place a much lower emphasis on it. BEng and Post Graduates place its highest value in Personal Skills, while BTech prefers Technical Skills and BSc prefers Communication Skills. The lowest value for Personal Skills is by the BSc degree holders and lowest for Communication Skills are by the Post Graduate degree holders. It seems the BEng and BTech degrees are most balanced in their Core Skills, while BSc and PG seem least balanced. This is important outcomes for engineering education institutions to apply during the fundamental courses of engineering where students of all engineering disciplines are still in one class. This knowledge can be used to include aspects of these five skills throughout all courses, resulting in engineering institutions’ graduates already being more employable at graduation.


69

Chapter 6 - Conclusion

Chapter 6 - Conclusion The previous chapter presented a detailed discussion on this study’s research design, findings and evaluation of the research questions. This chapter is dedicated to concluding this study and combines the research results and recommendations. First, a research overview is given explaining the importance and limitations of the findings. Finally, recommendations are made for future studies, followed by the final summary of the conclusions.

This study looked at identifying the essential skills of graduate engineers in the Namibian industry. An online survey was distributed amongst engineers and the results evaluated. The method and results of this study are comparable to well established methods. The results are ranked according to the importance of skills and also evaluated the importance of Soft Skills vs Hard Skills.

Research Question #1 is answered by analysis of the results which show that the most essential skill in-demand from engineers is Problem Solving as per Table 10. This is understandable since the common understanding and definition of engineering is Problem Solving, which is a Soft Skill. The second most essential skill is Professionalism, which is also a Soft Skill. Other highly valued essential skills include Technical Knowledge, Basic Computer Skills, Analytical Thinking, Integrity, Engineering Design, Project Management, Quality Awareness and Technical Report Writing. The top 10 skills range from 95.0 % to 85.6 % thus a range of 9.4 %. The next 10 skills range from 85.0 % to 82.7 % thus a range of 2.3 %. As we go down the list, the skill ratings tend to converge, and thus these skills can all be assumed equally essential.

Research Question #1a is answered by analysis of the results which show that Soft Skills could be considered of equal importance to Hard Skills. This is so even though Hard Skills scored slightly higher amongst engineering graduates in the Namibian industry which simple summations and comparisons shown in Table 11. When grouped according to the ABET criteria and compared with similar studies, the data in Table 34 shows that there is again a slightly greater emphasis on Hard Skills rather than on Soft Skills in 4 out of 5 studies. And, only 1 shows preference to Soft Skills. However, for most the difference is negligible, and can thus be deemed of equal importance to industry. This is however not conclusive due to scores being very close and rather the conclusion can be that the Namibian engineering community places equally high emphasis on both.


70


Research Question #2 is answered by analysis of the data categorised according to industry. The biggest difference between the Consulting and Construction Industry is Quality Awareness, with the Construction Industry having a much higher emphasis (3rd) on Quality Awareness than the Consultants (10th) as per Table 12. The biggest difference between engineering disciplines is in Application of Technical Knowledge which rates very highly, 4th, with the Electrical Discipline, but only 16th for Mechanical and 18th for Civil Engineering. It seems Mechanical Engineering is the most balanced in its Core Skills, while Electrical seems least balanced as per Table 35. The BSc Degree places a very high emphasis on the various Communication Skills, while the BTech and Post Graduate groups place a much lower emphasis on it. BEng and Post Graduates place the highest value in Personal Skills, while BTech prefers Technical Skills and BSc prefers Communication Skills. It seems the BEng and BTech are most balanced in their Core Skills, while BSc and PG seem least balanced as per Table 36.

It is unclear as to why Application of Technical Knowledge rates so highly with the Electrical Discipline, but only 16th for Mechanical and 18th for Civil Engineering. This provides an interesting avenue for further future research. Electrical seems not to have a great esteem for Communication Skills as they do not have any in their Core Skills. It is also unclear why the Mechanical Engineers seem to have such a low value for Personal Skills.

The results show that the BSc Degree places a very high emphasis on the various Communication Skills, while the BTech and Post Graduate groups (BEng also to some degree) places a much lower emphasis on it. This is an interesting result that will need further research to explain. BEng and PG place their highest value on Personal Skills, while it is the lowest for BSc.

Research Question #2a is answered by analysis of all the Core Skills which are shown in Table 31, which skills are absolutely essential to all categories. This study finds the Primary Critical Skills to be Problem Solving and Technical Knowledge. With a slightly greater focus, this study is also defining Secondary Critical Skills to be Professionalism, Basic Computer Skills and Analytical Thinking.

This is important for engineering education institutions to apply during the fundamental courses of engineering where students of all engineering disciplines are still in one class. This knowledge can be used to include aspects of these five skills throughout all courses,


71

Chapter 6 - Conclusion resulting in engineering institutions’ graduates already being more employable at graduation.

The research of this study evaluated the essential skills in a holistic manner, and future studies could attempt to evaluate the variations across different industries, disciplines and ages. It is recommended that more research is done in this area, since there is very little existing data and information on the perception, evaluation and impact of engineering education in Namibia.

This study shows that the skill ratings are different from other countries and also from developed countries, in that Namibia places an equal amount of emphasis on Soft and Hard Skills. This is in contrast to countries such as India and the USA where there is a greater emphasis on Soft Skills than Hard Skills.

One of the most important findings of this study is that the Namibian engineering community places a much higher emphasis on Project Management than what the ECN exit level outcomes demand. Project Management is ranked 8th from the results in this study, but is not required by the ECN. This is in contrast to ECSA which specifically specifies Engineering Management as an exit level outcome.

This study has raised a number of other interesting, valuable and serious questions for further research. Results were inconclusive in the preference of Soft vs Hard Skills, and can lead to more future studies. It is also unclear as to why Consultants have a lower value for Quality Awareness than Constructors. This outcome is inconclusive, and requires further research as to the reasons why.

In conclusion, the data provided here shows Problem Solving to be the most valuable skill an engineer can possess. This study has shown that the profile of skills needed by Engineers is different from developed and other countries. It is also shown that there may be a mismatch between the ECN and industries perception on the importance of Project Management. The data also leads to new questions that should be further explored to ensure that the engineering industry can operate to its maximum potential to the benefit of all Namibians.


72


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76

Appendixes

Appendixes Appendix 1 - Skills Category Glossary Here follows the list of skills groupings as identified from the Literature Review.

Attitudes Nguyen (1998): “…behaviour, thoughts and actions.” Sub-group of “Non-Technical Skills”.

Awareness Skills Shuman, et al., (2005): “includes understanding the impact of global and social factors, knowledge of contemporary issues, and the ability to do lifelong learning.”

Business Practices Nguyen (1998): “…understanding of economic and financial issues, and ability to work within a business-orientated environment.” Subgroup of “Non-Technical Skills”.

Communication Skills Blom & Saeki (2011): “…mixes different types of skills, e.g., communication skills, cognitive skills, and computer skills.” Subgroup of “Soft Skills”.

Core Employability Skills Blom & Saeki (2011): “…these skills are not occupation specific, but cuts across occupations. Other studies refer to this set of skills as generic, catalytic, core and/or employability.” Subgroup of “Soft Skills”.

Contexts and Professional Skills Lattuca, et al., (2006): “Societal and Global Issues, Ethics and Professionalism and Lifelong Learning”

Distinguishing Competencies Jackson (2009): “…competencies which differentiate high from average performers…” and “…ideal elements…” Subgroup of “Personal Characteristics”.


77

Appendixes Graduate Level Task Requirement Jackson (2009): “…the task requirements of graduate positions, akin with a job description.” Subgroup of “Task Requirement”.

Good to Have Soft Skills Sanyal (2013): “…additional generic skills and a bonus to the student.”

Hard Skills Choudary (2014): “…technical skills.” Nguyen (1998): “…technical aspects of engineering.” Sanyal (2013): “Hard Skills are technical skills.” Shakir (2009): “…technical procedures or practical tasks that are typically easy to observe, quantify, and measure.” Shuman, et al., (2005): “traditional engineering technical skills” Rainsbury, et al. (2002): “… skills associated with technical aspects of performing a job and usually include the acquisition of knowledge.”

Higher Level Task Requirement Jackson (2009): “…applicable to a graduate’s later career.” Subgroup of “Task Requirement”.

Intellectual Skills Nguyen (1998): “…ability to learn and understand new information.” Subgroup of “NonTechnical Skills”.

International/National History and Culture Nguyen (1998): “…understanding of other cultures and customs.” Subgroup of “NonTechnical Skills”.

Math, Science, and Engineering Skills Lattuca, et al., (2006): “Applying Math and Science, Experimental Skills and Applying Engineering Skills”

Must Have Soft Skills Sanyal (2013): “…must be acquired by each and every individual in the institutions of higher learning without which, the student is regarded as incompetent.”


78

Appendixes Non-Technical Skills Nguyen (1998): “…attributes such as communication, problem-solving and management skills...” and “…must be equipped with the soft-engineering (non-technical) skills to confront new challenges…”

Personal Characteristics Jackson (2009): “…personal characteristics deemed important by employers.” and “…essential elements…”

Process Skills Shuman, et al., (2005): “…includes communication, teamwork, and the ability to recognize and resolve ethical dilemmas.”

Professional Skills Blom & Saeki (2011): “…essentially comprised of engineering specific skills, this set of skills is also referred to as technical skills.” Linked with “Hard Skills” Lattuca, et al., (2006): “…such as solving unstructured problems, communicating effectively, and working in teams.” Shuman, et al., (2005): “opposite of hard skills” and also “soft skills”

Proficiency in Languages Nguyen (1998): “…understanding other languages and familiarity with technical language.” Subgroup of “Non-Technical Skills”.

Project Skills Lattuca, et al., (2006): “Design and Problem, Solving Skills, Communication Skills and Group Skills”

Soft Skills Choudary (2014): “…abilities and skills that help to become a complete professional especially in corporate sectors around the globe.” Nguyen (1998): “…non-technical skills.” Sanyal (2013): “Soft Skills are behavioural in nature.” and “…include the cognitive elements associated with non-academic skills.” Shakir (2009): “…generic skills which include non-academic skills such as leadership, teamwork, communication, and lifelong learning.”


79

Appendixes Shuman, et al., (2005): “Professional Skills” Rainsbury, et al. (2002): “…skills often referred to as interpersonal, human, people, or behavioural skills, and place emphasis on personal behaviour and managing relationships between people.”

Standards of Engineering Practice Nguyen (1998): “…awareness and observance of engineering codes of practice and ethics; understanding of the role of an engineer; and general knowledge of the working legislation and regulations.” Subgroup of “Technical Skills”.

Technical Skills Nguyen (1998): “…commonly known as hard-engineering.”

Technical Knowledge and Skills Nguyen (1998): “…practical ability e.g. use of modern technology.” Subgroup of “Technical Skills”.

Threshold Competencies Jackson (2009): “…often referred to as key or core competencies, are those considered to be the minimum required of graduates to perform their job adequately…” Subgroup of “Personal Characteristics”.


80

Appendixes

Appendix 2 - Differences between Engineers, Technologists and Technicians The complete and directly quoted ECN (2013) documented definitions of the differences between Professional Engineers, Incorporated Engineer and Engineering Technician as the following:

2.1. Professional Engineers “Professional Engineers are concerned primarily with the progress of technology through innovation, creativity and change. Their work involves the application of a significant range of fundamental principles enabling them to:  develop and apply new technologies;  promote advanced designs and design methods;  introduce more efficient production techniques;  marketing and construction concepts; and  pioneer new engineering services and management methods. They may be involved with the management of high risk and resource intensive projects. Professional judgement is a key feature of their role, allied to the assumption of responsibility for the direction of important tasks, including the profitable management of industrial and commercial enterprises. A Professional Engineer devotes his early academic training in virtually first becoming a scientist and mathematician. This is necessary because the full mastery of mathematical modelling and the scientific method is essential for competence in the pursuit of the progress of technology through innovation, creativity and change in engineering. ”


81

Appendixes

2.2. Incorporated Engineers “Incorporated Engineers form the mainstream of professional engineering practitioners and act as exponents of today’s technology. They perform complex technical duties of an established or a novel character in a wide variety of contexts. They have a substantial degree of personal responsibility and authority, often providing leadership and control in a managerial role. The posts occupied by Incorporated Engineers demand the combination of a practical approach and a detailed understanding of the particular technology. They must understand the fundamentals and practical application of current technology and be able to maintain existing technology efficiently. They need communication skills and awareness of the business and professional environment beyond their specific area of responsibility.”

2.3. Engineering Technicians “Engineering Technicians are competent by virtue of their education, professional development and practical experience to apply knowledge and proven techniques and procedures to the solution of practical problems of varying complexity in a wide variety of contexts, as required by industry and commerce. Their work will include a combination of design, commissioning, project or construction management, measurement and testing, quality assurance, production, maintenance, management and any other activities, which require their level of competence, all under the supervision of a competent and qualified engineer. Similarly, they are frequently involved in the supervision and guidance of others, carrying a measure of supervisory and technical responsibility.”

2.4. Clarifications The ECN (2013) states that: “The career path often requires the adaptation of a person to advance from an Artisan to an Engineering Technician or later to an Incorporated Engineer; in the process augmenting manual skills with techniques and augmenting techniques with greater understanding of principles, science and mathematics. However, this requires the educational background and further scientific studies to be able to competently deal with these elevated engineering challenges. A Professional Engineer devotes his early academic training in virtually first becoming a scientist and mathematician. This is necessary because the full mastery of mathematical modelling and the scientific method is essential for competence in the pursuit of the progress of technology through innovation, creativity and change in engineering. Similarly, it is for that reason that the change from Incorporated Engineer to a Professional Engineer calls for an entire change of paradigm in approach to develop and apply new technologies, promote advanced designs and design methods, introduce new and more efficient production techniques, marketing and construction concepts and pioneer new engineering services and management methods. This is often misunderstood and it will not be easy to upgrade the educational background from one level to the next.”


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Appendix 3 - Literature Review Skills and Skill Classifications 3.1. Blom & Saeki (2011) Table 37: Skill Categories and Skills List as Used by Blom & Saeki (2011)

Soft Skills Core Employability Skills Integrity 87.0%

Self-discipline 81.5%

Reliability 85.5%

Hard Skills

Communication Skills Written communication 76.8%

Professional Skills Identify, formulate, and solve technical/engineering problems 73.3%

Design & conduct

Design a system, component, or

experiments, and analyse

process to meet desired needs

and interpret data 75.3%

71.0%

Reading 76.0%

Use appropriate/modern tools, equipment, technologies 77.0%

Communication in English

Apply knowledge of mathematics,

81.5%

science, engineering 76.8%

Entrepreneurship Skills 83.8%

Technical Skills 75.5%

Customer Service Skills 62.8%

Teamwork 85.3%

Verbal communication 75.0%

Self-motivated 80.5%

Knowledge of contemporary issues 70.8%

Understands and takes directions for work

Basic computer 73.8%

Creativity 76.8%

assignments 78.5% Willingness to learn 85.0%

Advanced computer 67.8%

Flexibility 78.8% Empathy 73.0%


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Appendixes

3.2. Choudary (2014) Table 38: Skill Categories and Skills List as Used by the Choudary (2014) Soft Skills Communication Skills

Hard Skills

Communication Skills

Presentation Skills

Selling Skills

Emotional Skills

Thinking Skills

Personal

Proactive Skills

Effectiveness Skills

Planning Skills

Corporate Culture

Self-Understanding Skills

Skills

Time Management Skills

Professional

Problem Solving Skills

Effectiveness Skills

Stress Management Skills


84

Appendixes

3.3. Jackson (2009) Table 39: Skill Categories and Skills List as Used by Jackson (2009) Task Requirements

Personal Characteristics Threshold

Graduate Level

Higher Level

Competencies

Distinguishing

Competencies

Competencies

(Key or Core

Competencies.

Competencies)  Application And Use Of Technology  Problem Solving (PS)  Decision Management (DM)  Operating In Organisational Environment  Multi-Tasking

 Project Management  Meeting Management  Coaching

 Ethics And Responsibility (ERP)  Written Communication (WC)  Information Management  Operating Globally  Intellectual Ability  Lifelong Learning  Disciplinary Expertise (DE)  Business Acumen  Work Experience  Numeracy  Professionalism / Work Ethic  Accountability  Life Experience


 Oral Communication (OC)  Team-Working  Organisational Skills  Interpersonal Skills (IS)  Continuous Improvement Management  Meta-Cognition  Cultural And Diversity Management  Autonomy  Critical Thinking (CT)  Leadership Skills  Initiative  Adaptability & change management  Emotional intelligence (EI)  Political skill  Self-efficacy (SE)  Reliability  Stress tolerance  Attention to detail  Entrepreneurship  Creativity

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Appendixes

3.4. ECN (2007) Table 40: Detailed ECN Exit Level Outcomes ELO #1: Engineering Problem Solving The graduate engineer should be competent to identify, assess, formulate and solve convergent and divergent engineering problems in a creative and innovative manner. ELO #2: Application of Fundamental and Engineering Knowledge The graduate engineer should be competent to apply knowledge of mathematics, basic science and engineering sciences from first principles to solve engineering problems. ELO #3: Engineering Design and Synthesis The graduate engineer should be competent to perform creative, procedural and nonprocedural design and synthesis of components, systems, works, products or processes. ELO #4: Investigations, Experiments and Data Analysis The graduate engineer should be competent to apply appropriate research methods to a given research problem. ELO #5: Engineering Methods, Skills, Tools and Information Technology The graduate engineer should be competent to use appropriate engineering methods, skills, use computer packages, provide relevant information, bring basic techniques and knowledge to bear and business management, health, safety and environmental protection. ELO #6: Professional and General Communication Have a good command of written and spoken English. ELO #7: Impact of Engineering Activity on Society and the Environment The graduate engineer should be competent to assess the impact of engineering activity on society and the environment and bring into engineering analysis and design considerations. ELO #8: Team and Multidisciplinary Working The graduate engineer should be competent to work effectively as an individual, in teams and in multi-disciplinary environments. ELO #9: Independent Learning Ability The graduate engineer should demonstrate competence to engage in independent learning through well-developed learning skills. ELO #10: Professional Ethics and Practice The graduate engineer should be aware of the need to act professionally and ethically and to take responsibility within own limits of competence.


86

Appendixes

3.5. ABET Student Outcomes Table 41: The ABET Student Outcomes Engineering Graduates shall demonstrate: a) an ability to apply knowledge of mathematics, science, and engineering (Math and Science) b) an ability to design and conduct experiments, as well as to analyse and interpret data (Experiments and Data) c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (Design) d) an ability to function on multidisciplinary teams (Teams) e) an ability to identify, formulate, and solve engineering problems (Solve Problems) f) an understanding of professional and ethical responsibility (Ethical Responsibility) g) an ability to communicate effectively (Communication) h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (Global Impact) i) a recognition of the need for, and an ability to engage in life-long learning (Life-Long Learning) j) a knowledge of contemporary issues (Contemporary Issues) k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (Engineering Tools) ***Short identifier in brackets****


87

Appendixes

3.6. ECSA (2014) Table 42: Complete ECSA 2014 Exit Level Outcomes ELO #1: Problem Solving Identify, formulate, analyse and solve complex engineering problems creatively and innovatively. ELO #2: Application Of Scientific And Engineering Knowledge Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems. ELO #3: Engineering Design Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes. ELO #4: Investigations, Experiments And Data Analysis Demonstrate competence to design and conduct investigations and experiments. ELO #5: Engineering Methods, Skills And Tools, Including Information Technology Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology. ELO #6: Professional And Technical Communication Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large. ELO #7: Sustainability And Impact Of Engineering Activity Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment. ELO #8: Individual, Team And Multidisciplinary Working Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments. ELO #9: Independent Learning Ability Demonstrate competence to engage in independent learning through well-developed learning skills. ELO #10: Engineering Professionalism Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence. ELO #11: Engineering Management Demonstrate knowledge and understanding of engineering management principles and economic decision-making.


88

Appendixes

3.7. Nguyen (1998) Table 43: Skill Categories and Skills List as Used by Nguyen (1998) Hard Skills Technical knowledge and skills:  Science fundamentals  Engineering Fundamentals & applications  Probability & statistics  Computer science & technology  Engineering practice Standards of engineering practice:  Measurement systems  Technical standards  Specifications & inspection standards  Testing practices  Environmental constraints  Codes of ethics  Proficiency standards

Soft Skills Intellectual skills:  Logical thinking  Problem solving skills  Communication skills  Design skills  Organisational, management & administration skills Attitudes:  Competence  Integrity  Commitment  Tolerance  Reliability  Conscientious  Punctuality  Flexibility  Approachability  Commitment to lifelong learning Business practices:  Free market economy  International market place  Multinational corporations  International competitiveness  Quality control  Insurance  Warranties International/national history and culture:  Common history  National history & development  Cultural differences  Economics & political issues  Social life & customs  Gender  Religion  Multiculturalism Proficiency in languages:  Spoken foreign language fluency  Written foreign language  Regional dialects  Technical terminology  Professional jargon


89

Appendixes

3.8. Sanyal (2013) Table 44: Skill Categories and Skills List as Used by Sanyal (2013) Hard Skills

Soft Skills

Technical expertise in the field

Teamwork skills

Analytical capabilities

Written and oral communication skills

Continuing knowledge growth

Presentation and selling skills

Placement and practical work experience

Understanding of finances

Design experience

Business and travel etiquette

Multidisciplinary experience

Managing without authority Leadership with a global view

3.9. Shakir (2009) Table 45: Skill Categories and Skills List as Used by the Shakir (2009) Hard Skills

Soft Skills

Personal Attributes

Interpersonal Skills

Lifelong Learning And

Communication

Information Management Skills

Skills

Entrepreneurship Skill

Team Work

Ethics And Professional Moral

Leadership Skill


Problem Solving and Decision Making Skills Critical Thinking And Problem Solving Skills

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Appendixes

3.10. Shuman, et al. (2005) Table 46: Skill Categories and Skills List as Used by Shuman, et al. (2005) Hard Skills 3.a) an ability to apply knowledge of mathematics, science, and engineering; 3.b) an ability to design and conduct experiments, as well as to analyse and interpret data; 3.c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; 3.e) an ability to identify, formulate, and solve engineering problems; and 3.k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Professional Skills Process Awareness Skills 3.g) an ability to communicate effectively;

3.h) the broad education necessary to understand the impact of engineering solutions in a global, economic, 3.d) an ability environmental, and to function on societal context; multi3.j) a knowledge of disciplinary contemporary issues. teams; 3.f) an 3.i) a recognition of the understanding need for, and an ability of professional to engage in lifelong and ethical learning; and responsibility;


91

Appendixes

Appendix 4 - Online Questionnaire

Essential Skills of Engineering Graduates in Namibia This survey is aimed at determining the Essential Skills of Graduate Engineers in Namibia. Purpose and Use: 1. To assess the essential skills as required by the Namibian industry of its engineering graduates. 2. Results are for research purposes, and can be used to improve Namibian engineering education curriculum to better meet industry standards. 3. All participants (if indicated) will receive an analysis report with the findings of the survey. Instructions: 1. Please complete the following questions to reflect your opinions as accurately as possible and to answer factual questions to the best of your knowledge. 2. This survey will be available to complete and submit until the end of November 2015. 3. When complete, click the "Submit" button and your survey will be automatically submitted. Target Group: 1. This survey is aimed only at engineers who have completed a BEng, BTech or equivalent degree. 2. This survey is aimed only at engineering in Namibia. The respondents can be of Namibian or foreign nationality. Foreign respondents should have spent at least a couple of years in Namibia. This survey will take less than 10 minutes of your time. Please feel free to contact me at [email protected] if you have any queries, comments or suggestions! Namibia really appreciates your input! Please complete the following questions to reflect your opinions as accurately as possible.


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Appendixes

Survey Question #1: What kind of Engineer are you? Please choose the most appropriate engineering disciplines that best define you. Since many of us work in overlapping disciplines, you can select a maximum of 3. Tick all that apply. Industrial Systems Chemical Mechanical Software Civil Computer Mining Telecommunications Electrical Operations Other: Please Enter? Electronical Structural Survey Question #2: Which industries listed below best suit your current employment? Choose all relevant industries best describing your working environment. Since you your specific working environment may be overlapping several industries, you can select a maximum of 3. Tick all that apply. Offshore Environmental Agriculture Operations Finance & Banking Automotive Project Management Food and Drink Biomedical Services Government Communication Software Logistics Construction Other: Please Enter? Manufacturing Consulting Mining Engineering Nuclear, Oil and Gas Education Survey Question #3: What is your highest qualification? Please indicate the highest degree that you have COMPLETED. Mark only one. PhD (Doctoral Degree) BEng (Bachelor of Engineering) None of the above. BTech (Bachelor of Technology) I am not an Engineer. BSc (Bachelor of Science) Other: Please Enter? MEng (Master Degree) Survey Question #4: How many years of engineering experience do you have? Generally, this means how many years since graduating with an engineering degree. Mark only one. 0 – 3 years 11 – 20 years 4 – 10 years 20 + years Below are groups of researched skills which graduate engineers may require. Please evaluate each skill according to YOUR specific discipline in YOUR specific industry. For example: If you are a Mechanical Engineer in the Mining Industry, you will evaluate the skills needed according to those needed by a Mechanical Engineer in the Mining Industry. The evaluation scale ranges from 1 to 4 with: 1: Unnecessary or not applicable. 3: Important 2: Beneficial but not required. 4: Critically important!


93

Appendixes

Survey Question #5: Skills Group #1. Score each skill between 1 and 4. Basic

Computer

Skills

(Outlook,

Problem Solving

Word, Excel)

Technical

Knowledge

Basic Financial Skills

Specific)

Engineering Design

Technology Application

(Discipline

Mathematical Skill Survey Question #6: Skills Group #2. Score each skill between 1 and 4. Business Management

Organisational Skill

Customer Orientated

Project Management

Decision Management

Service Orientated

Entrepreneurship

Systems Management

Information Management

Task Management

Leadership Skills Survey Question #7: Skills Group #3. Score each skill between 1 and 4. Accountability

Positive Attitude

Autonomy (Ability to work without

Punctual

supervision)

Quality Awareness

Continuous Improvement

Resourceful

Flexibility

Responsible

Innovative

Self Confidence

Integrity

Self-Management

Life Long Learning

Self-Motivated

Survey Question #8: Skills Group #4. Score each skill between 1 and 4. Teaching

Attention to Detail

Technical Communication



People Skills

Verbal English Communication

Professionalism


Teamplayer

Survey Question #9: Skills Group #5. Score each skill between 1 and 4. Analytical Thinking

Information Technology

Application of Technical

Intellectual Ability

Knowledge

Logical Thinking

Conceptual Thinking

Systems Analysis

Critical Thinking

Systems Thinking


94

Appendixes

Survey Question #10: Skills Group #6. Score each skill between 1 and 4. Practical Skills

Technical Expertise

Production Management

Technical Skills

Statistics and Probability

Technology Management

Technical

Competence

(Discipline

Specific) Survey Question #11: Please indicate your future involvement in our research. Mark only one. No further participation. I would like to receive the results when finished (add email below). I would like to participate in future electronic surveys, and receive the results (add email below). I would like to be fully participative in Namibian Engineering Education, by also attending workshops on applicable topics (add email below). Survey Question #12: Please enter your email address?

95

Appendixes

Appendix 5 - Profile of Respondents 5.1. Industry Profile Table 47: Detailed Industry Profile of Respondents Industry Consulting Construction Engineering Education Mining Operations Services Energy Manufacturing Government Communication Software Water Agriculture Environmental Finance & Banking Logistics Telecommunications Automotive Food and Drink Industrial Automation Roads

Respondents n= 51 21 7 7 7 7 6 5 4 2 2 2 1 1 1 1 1 1 1 1 1

% 40.2% 16.5% 5.5% 5.5% 5.5% 5.5% 4.7% 3.9% 3.1% 1.6% 1.6% 1.6% 0.8% 0.8% 0.8% 0.8% 0.8% 0.8% 0.8% 0.8% 0.8%

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Appendixes

5.1.1. Consulting Industry Respondent Profile

Consulting Industry (n=51, 40.2%)

Engineering Discipline Civil Mechanical EE Industrial Structural

Respondents 38.6% 26.3% 17.5% 14.0% 3.5%

Highest Degree BTech (Bachelor of Technology) BEng (Bachelor of Engineering) BSc (Bachelor of Science) MEng (Master’s Degree) PhD (Doctoral Degree) BEng Honours MSc Degree

Respondents 40.4% 36.8% 8.8% 7.0% 3.5% 1.8% 1.8%

Future Participation Only receive the results. Full participation. Only participate in electronic surveys. No further participation.

Respondents 36.8% 33.3% 17.5% 12.3%

Years in Industry 0 - 3 years 11 - 20 years 20 + years 4 - 10 years

Respondents 24.6% 28.1% 17.5% 29.8%

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Appendixes

5.1.2. Construction Industry Respondent Profile

Construction Industry (n=21, 16.5%)

Engineering Discipline Civil Mechanical EE Industrial Structural Chemical

Respondents 44.2% 20.9% 14.0% 14.0% 4.7% 2.3%

Highest Degree BEng (Bachelor of Engineering) BTech (Bachelor of Technology) BSc (Bachelor of Science) MSc Degree MEng (Master’s Degree) BEng Honours

Respondents 46.5% 23.3% 14.0% 9.3% 4.7% 2.3%

Future Participation Only receive the results. Full participation. Only participate in electronic surveys. No further participation.

Respondents 51.2% 23.3% 18.6% 7.0%

Years in Industry 4 - 10 years 0 - 3 years 11 - 20 years 20 + years

Respondents 41.9% 23.3% 23.3% 11.6%

98

Appendixes

5.2. Discipline Profile Table 48: Detailed Discipline Profile of Industry and Respondents Engineering Discipline Mechanical Civil Electric/Electronical Industrial Chemical Computer Metallurgical Telecommunications Mining Software

Namibian Estimated Population t= % 275 17.4 % 698 44.3 % 461 29.3 % 23 1.5 % 41 2.6 % n/a n/a 15 1.0 % 1 0.1 % 50 3.2 % n/a n/a

Respondents n= % 36 28.3% 32 25.2% 30 23.6% 17 13.4% 4 3.1% 2 1.6% 2 1.6% 2 1.6% 1 0.8% 1 0.8%

99

Appendixes

5.2.1. Mechanical Engineering Discipline Respondent Profile

Mechanical Engineering (28.3%)

Industry Consulting Construction Engineering Education Mining Agriculture Manufacturing Logistics Energy Project Management Water Automotive Highest Degree BTech (Bachelor of Technology) BEng (Bachelor of Engineering) BSc (Bachelor of Science) PhD (Doctoral Degree) MEng (Master’s Degree) BEng Honours Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation. Years in Industry 0 - 3 years 4 - 10 years 11 - 20 years 20 + years

Respondents 30.6% 16.7% 11.1% 11.1% 5.6% 5.6% 5.6% 5.6% 2.8% 2.8% 2.8% Respondents 41.7% 27.8% 16.7% 5.6% 5.6% 2.8% Respondents 52.8% 22.2% 13.9% 11.1% Respondents 41.7% 38.9% 11.1% 8.3%

100

Appendixes

5.2.2. Civil Engineering Discipline Respondent Profile Industry

Civil Engineering (24.4%)

Construction

Respondents 54.8%

Consulting

29.0%

Government

6.5%

Agriculture

3.2%

Energy

3.2%

Water

3.2% Highest Degree

Respondents

BEng (Bachelor of Engineering)

41.9%

BTech (Bachelor of Technology)

29.0%

BSc (Bachelor of Science)

16.1%

MEng (Master’s Degree)

9.7%

MSc Degree

3.2%

Future Participation

Respondents

Only receive the results.

51.6%

Full participation.

22.6%

Only participate in electronic surveys.

19.4%

No further participation.

6.5%

Years in Industry

Respondents

11 - 20 years

41.9%

0 - 3 years

22.6%

4 - 10 years

19.4%

20 + years

16.1%

101

Appendixes

5.2.3. Electric/Electronical Engineering Discipline Respondent Profile

Electric/Electronic Engineering (23.6%)

Industry Consulting Construction Operations Energy Project Management Mining Industrial Automation Communication Engineering Education Highest Degree BTech (Bachelor of Technology) BEng (Bachelor of Engineering) BSc (Bachelor of Science) MEng (Master’s Degree) Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation. Years in Industry 4 - 10 years 11 - 20 years 0 - 3 years 20 + years

Respondents 23.3% 20.0% 16.7% 13.3% 10.0% 6.7% 3.3% 3.3% 3.3% Respondents 33.3% 26.7% 20.0% 20.0% Respondents 46.7% 36.7% 13.3% 3.3% Respondents 63.3% 20.0% 16.7% 0.0%

102

Appendixes

5.2.4. Other Engineering Discipline Respondent Profile

Other Engineering (23.6%)

Industry Consulting Construction Mining Engineering Education Communication Services Software Food and Drink Project Management Highest Degree BEng (Bachelor of Engineering) BSc (Bachelor of Science) MEng (Master’s Degree) PhD (Doctoral Degree) BTech (Bachelor of Technology) MSc Degree Future Participation Only receive the results. Full participation. No further participation. Only participate in electronic surveys. Years in Industry 4 - 10 years 0 - 3 years 20 + years 11 - 20 years

Respondents 26.7% 23.3% 13.3% 10.0% 10.0% 6.7% 3.3% 3.3% 3.3% Respondents 43.3% 16.7% 16.7% 13.3% 6.7% 3.3% Respondents 46.7% 26.7% 16.7% 10.0% Respondents 36.7% 33.3% 20.0% 10.0%

103

Appendixes

5.3. Degree Profile Table 49: Detailed Profile of Engineering Degrees Engineering Discipline BEng (Bachelor of Engineering) BTech (Bachelor of Technology) BSc (Bachelor of Science)

Namibian Estimated Population t= % 634 40.3 % 380 24.1 % 562 35.6 %

Respondents n= 55 45 27

% 43.3 35.4 21.3

104

Appendixes

5.3.1. BEng (Bachelor of Engineering) Degree Respondent Profile

BEng (Bachelor of Engineering) (28.3%)

Engineering Discipline Civil Mechanical Industrial Electric/Electronical Chemical Metallurgical Structural Industry Construction Consulting Energy Mining Agriculture Industrial Automation Project Management Industrial Automation Water Engineering Education Government Manufacturing Future Participation Only receive the results. Full participation. Only participate in electronic surveys. No further participation. Years in Industry 4 - 10 years 0 - 3 years 11 - 20 years 20 + years

Respondents 29.5% 22.7% 20.5% 18.2% 4.5% 2.3% 2.3% Respondents 38.6% 29.5% 6.8% 6.8% 2.3% 2.3% 2.3% 2.3% 2.3% 2.3% 2.3% 2.3% Respondents 45.5% 27.3% 15.9% 11.4% Respondents 40.9% 31.8% 15.9% 11.4%

105

Appendixes

BTech (Bachelor of Technology) (28.3%)

5.3.2. BTech (Bachelor of Technology) Degree Respondent Profile Engineering Discipline Mechanical Electric/Electronical Civil Industrial Telecommunications Industry Consulting Construction Project Management Mining Communication Engineering Education Energy Agriculture Manufacturing Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation. Years in Industry 4 - 10 years 11 - 20 years 0 - 3 years 20 + years

Respondents 41.7% 27.8% 25.0% 2.8% 2.8% Respondents 41.7% 25.0% 8.3% 5.6% 5.6% 5.6% 2.8% 2.8% 2.8% Respondents 38.9% 30.6% 19.4% 11.1% Respondents 52.8% 25.0% 16.7% 5.6%

106

Appendixes

BSc (Bachelor of Science) (17.3%)

5.3.3. BSc (Bachelor of Science) Degree Respondent Profile Engineering Discipline Mechanical Electric/Electronical Civil Industrial Computer Metallurgical Industry Construction Mining Operations Consulting Logistics Communication Services Future Participation Only receive the results. Full participation. Only participate in electronic surveys. No further participation. Years in Industry 0 - 3 years 4 - 10 years 11 - 20 years 20 + years

Respondents 27.3% 27.3% 22.7% 9.1% 9.1% 4.5% Respondents 27.3% 18.2% 18.2% 13.6% 9.1% 9.1% 4.5% Respondents 45.5% 40.9% 9.1% 4.5% Respondents 59.1% 18.2% 13.6% 9.1%

107

Appendixes

Post Graduate Degrees (17.7%)

5.3.4. Post Graduate Degree Respondent Profile Engineering Discipline Electric/Electronical Mechanical Industrial Civil Chemical Telecommunications Software Mining Industry Engineering Education Construction Consulting Energy Agriculture Automotive Government Mining Operations Project Management Services Software Water Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation. Years in Industry 4 - 10 years 11 - 20 years 20 + years 0 - 3 years

Respondents 24.0% 20.0% 20.0% 16.0% 8.0% 4.0% 4.0% 4.0% Respondents 20.0% 16.0% 16.0% 12.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% Respondents 52.0% 32.0% 8.0% 8.0% Respondents 36.0% 28.0% 20.0% 16.0%

108

Appendixes

5.4. Industry Experience Profile Table 50: Detailed Profile of Engineering Experience Engineering Discipline 0 - 3 years 4 - 10 years 11 - 20 years 20 + years

Namibian Estimated Population t= % 11 8.7 % 44 34.6 % 40 31.5 % 32 25.2 %

Respondents n= 37 50 26 14

% 29.1 % 39.4 % 20.5 % 11.0 %

109

Appendixes

4 – 10 Years of Experience (39.4%)

5.4.1. Experience, 4 – 10 Years Respondent Profile Engineering Discipline Electric/Electronical Mechanical Civil Industrial Chemical Telecommunications Software Industry Construction Consulting Mining Operations Project Management Engineering Education Communication Energy Manufacturing Government Food and Drink Software Industrial Automation Highest Degree BTech (Bachelor of Technology) BEng (Bachelor of Engineering) MEng (Master’s Degree) BSc (Bachelor of Science) MSc Degree PhD (Doctoral Degree) Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation.

Respondents 38.0% 28.0% 12.0% 10.0% 6.0% 4.0% 2.0% Respondents 28.0% 22.0% 10.0% 6.0% 6.0% 6.0% 4.0% 4.0% 4.0% 4.0% 2.0% 2.0% 2.0% Respondents 38.0% 36.0% 14.0% 8.0% 2.0% 2.0% Respondents 48.0% 30.0% 14.0% 8.0%

110

Appendixes


5.4.2. Experience, 0 – 3 Years Respondent Profile Engineering Discipline Mechanical Civil Electric/Electronical Industrial Metallurgical Computer Chemical Industry Construction Consulting Mining Engineering Education Communication Energy Logistics Services Operations Project Management Automotive Water Agriculture Highest Degree BEng (Bachelor of Engineering) BSc (Bachelor of Science) BTech (Bachelor of Technology) MEng (Master’s Degree) BEng Honours Future Participation Full participation. Only receive the results. Only participate in electronic surveys. No further participation.

Respondents 40.5% 18.9% 13.5% 13.5% 5.4% 5.4% 2.7% Respondents 24.3% 21.6% 13.5% 5.4% 5.4% 5.4% 5.4% 5.4% 2.7% 2.7% 2.7% 2.7% 2.7% Respondents 37.8% 35.1% 16.2% 8.1% 2.7% Respondents 43.2% 40.5% 8.1% 8.1%

111

Appendixes

5.4.3. Experience, 11 – 20 Years Respondent Profile


Engineering Discipline Civil Electric/Electronical Mechanical Industrial Industry Consulting Construction Engineering Education Energy Agriculture Project Management Operations Water Highest Degree BTech (Bachelor of Technology) BEng (Bachelor of Engineering) MEng (Master’s Degree) BSc (Bachelor of Science) PhD (Doctoral Degree) MSc Degree Future Participation Only receive the results. Full participation. No further participation. Only participate in electronic surveys.

Respondents 50.0%5 23.1% 15.4% 11.5% Respondents 34.6% 34.6% 7.7% 7.7% 3.8% 3.8% 3.8% 3.8% Respondents 34.6% 26.9% 15.4% 11.5% 7.7% 3.8% Respondents 53.8% 19.2% 15.4% 11.5%

112

Appendixes

5.4.4. Experience, 20+ Years Respondent Profile

20+ Years of Experience (11.0%)

Engineering Discipline Civil Industrial Mechanical Structural Mining Industry Consulting Construction Agriculture Engineering Education Energy Highest Degree BEng (Bachelor of Engineering) PhD (Doctoral Degree) BTech (Bachelor of Technology) MEng (Master’s Degree) BSc (Bachelor of Science) Future Participation Only receive the results. Only participate in electronic surveys. Full participation. No further participation.

Respondents 35.7% 28.6% 21.4% 7.1% 7.1% Respondents 50.0% 28.6% 7.1% 7.1% 7.1% Respondents 37.8% 35.1% 16.2% 8.1% 2.7% Respondents 35.7% 35.7% 21.4% 7.1%

113

Appendixes

Appendix 6 - Survey Results #

Skills

Category

Score

SD

1

Problem Solving


95.0%

11.9%

2

Professionalism


90.6%

16.1%

3

Technical Knowledge

Technical Skills

90.3%

15.7%

4


Communication

88.5%

18.4%

5

Analytical Thinking


86.4%

17.9%

6

Integrity

Personal Skills

86.1%

18.4%

7

Engineering Design

Technical Skills

85.8%

21.9%

8

Project Management


85.8%

18.5%

9

Quality Awareness

Personal Skills

85.8%

17.5%

10

Attention to Detail

Personal Skills

85.6%

18.0%

11

Accountability

Personal Skills

85.0%

19.5%

12

Responsible

Personal Skills

85.0%

19.0%

13


Communication

85.0%

20.8%

14

Critical Thinking


84.8%

18.1%

15

Autonomy

Personal Skills

84.5%

19.5%

16

Self-Motivated

Personal Skills

84.5%

18.6%

17


Technical Skills

84.5%

18.1%

18

Logical Thinking


83.5%

17.2%

19

Mathematical Skill

Technical Skills

82.9%

20.9%

20


Communication

82.7%

18.2%

21


Personal Skills

81.9%

19.5%

22

Positive Attitude

Personal Skills

81.6%

20.4%

23

Self-Discipline

Personal Skills

81.6%

19.0%

24

Teamplayer


81.1%

22.0%

25

Punctual

Personal Skills

80.6%

20.7%

26


Communication

80.6%

19.4%

27

Conceptual Thinking


80.3%

17.9%

28


Technical Skills

80.3%

21.5%

29


Communication

79.5%

20.9%

30

Self Confidence

Personal Skills

79.0%

21.7%

31


Technical Skills

78.0%

18.8%

32

Resourceful

Personal Skills

78.0%

21.0%

33

Life Long Learning

Personal Skills

77.4%

21.3%

114

Appendixes 34

Flexibility

Personal Skills

77.2%

20.4%

35

Innovative

Personal Skills

77.2%

20.4%

36



76.4%

22.2%

37

Practical Skills

Technical Skills

75.9%

22.4%

38

Leadership Skills


75.3%

23.0%

39

Technical Expertise

Technical Skills

75.1%

22.9%

40

Decision Management


74.8%

20.8%

41

Task Management

Personal Skills

74.8%

22.4%

42

Systems Analysis


71.7%

24.4%

43

Systems Thinking


71.1%

24.2%

44



68.5%

20.6%

45


Communication

68.5%

23.0%

46


Technical Skills

68.5%

23.4%

47

Service Orientated


67.5%

25.3%

48


Communication

66.4%

23.5%

49

Systems Management


62.7%

27.9%

50

Customer Orientated


58.5%

26.0%

51


Technical Skills

58.5%

29.5%

52

Business Skills


52.5%

24.9%

53

Teaching


52.5%

24.9%

54



51.7%

26.0%

55

Entrepreneurship


45.9%

28.3%

#

Category

Score

SD/R

1

Personal Skills

80.8%

12.0%

2

Communication

75.9%

12.9%

3

Technical Skills

75.1%

11.3%

4


71.9%

15.1%

5


69.8%

14.4%

115

Appendixes

6.1. Industry Skill Results 6.1.1. Consulting Industry Skill Results (n=51) #

Skills

Category

Score

SD/R

%4

1

Problem Solving


94.2%

12.7%

82.5%

2

Engineering Design

Technical Skills

92.4%

17.7%

82.5%

3

Professionalism


88.9%

18.0%

70.2%

4

Technical Knowledge

Technical Skills

88.9%

15.7%

66.7%

5


Communication

87.1%

19.5%

64.9%

6

Project Management


86.5%

18.6%

63.2%

7

Integrity

Personal Skills

86.5%

18.6%

63.2%

8

Attention to Detail

Personal Skills

86.0%

17.6%

59.6%

9

Accountability

Personal Skills

85.4%

17.7%

57.9%

10

Quality Awareness

Personal Skills

85.4%

17.7%

57.9%

11

Analytical Thinking


84.8%

17.7%

56.1%

12

Logical Thinking


84.2%

17.8%

54.4%

13

Responsible

Personal Skills

84.2%

18.8%

56.1%

14

Self-Motivated

Personal Skills

84.2%

18.8%

56.1%

15

Critical Thinking


82.5%

18.8%

50.9%

16


Communication

81.9%

22.6%

54.4%

17

Autonomy

Personal Skills

81.9%

19.8%

50.9%

18


Personal Skills

81.9%

19.8%

50.9%

19

Positive Attitude

Personal Skills

81.9%

18.8%

49.1%

20

Punctual

Personal Skills

81.9%

19.8%

50.9%

21

Mathematical Skill

Technical Skills

81.9%

21.7%

52.6%

22


Technical Skills

81.3%

18.7%

47.4%

23


Communication

80.1%

17.5%

42.1%

24

Self-Discipline

Personal Skills

80.1%

18.6%

43.9%

25

Life Long Learning

Personal Skills

78.4%

20.2%

42.1%

26


Communication

77.8%

18.0%

36.8%

27

Self Confidence

Personal Skills

77.8%

20.1%

40.4%

28

Conceptual Thinking


77.2%

15.5%

31.6%

29

Teamplayer


77.2%

22.6%

43.9%

30

Innovative

Personal Skills

76.6%

17.6%

33.3%

31

Flexibility

Personal Skills

75.4%

21.2%

36.8%

32

Resourceful

Personal Skills

75.4%

18.2%

31.6%

33


Communication

74.9%

21.0%

35.1%

34


Technical Skills

74.9%

22.8%

36.8%

35


Technical Skills

74.3%

17.7%

28.1%

116

Appendixes 36

Decision Management


73.1%

23.7%

35.1%

37



73.1%

23.7%

35.1%

38

Task Management

Personal Skills

70.8%

23.4%

31.6%

39

Technical Expertise

Technical Skills

70.8%

21.7%

28.1%

40

Systems Analysis


70.2%

25.5%

33.3%

41

Leadership Skills


70.2%

24.7%

31.6%

42

Systems Thinking


68.4%

26.1%

31.6%

43

Service Orientated


67.8%

24.9%

28.1%

44

Practical Skills

Technical Skills

67.8%

20.7%

19.3%

45


Communication

67.3%

22.9%

22.8%

46



67.3%

22.9%

22.8%

47


Technical Skills

66.1%

22.9%

22.8%

48


Communication

62.0%

22.9%

15.8%

49

Customer Orientated


61.4%

24.8%

17.5%

50

Business Acumen


55.6%

26.0%

14.0%

51

Systems Management


55.0%

27.6%

17.5%

52


Technical Skills

53.2%

27.1%

15.8%

53

Teaching


49.7%

23.5%

5.3%

54

Entrepreneurship


48.0%

29.3%

12.3%

55



47.4%

25.7%

5.3%

#

Category

Score

SD/R

1

Personal Skills

80.8%

12.0%

2

Communication

75.9%

12.9%

3

Technical Skills

75.1%

11.3%

4


71.9%

15.1%

5


69.8%

14.4%

117

Appendixes

6.2. Discipline Skill Results 6.2.1. Mechanical Engineering Discipline Skill Results (n=36) #

Skills

Category

Score

SD/R

%4

1

Problem Solving


96.3%

10.5%

88.9%

2


Communication

92.6%

13.9%

77.8%

3

Professionalism


92.6%

13.9%

77.8%

4

Technical Knowledge

Technical Skills

88.9%

17.6%

69.4%

5

Analytical Thinking


88.0%

16.0%

63.9%

6


Communication

88.0%

19.5%

69.4%

7

Engineering Design

Technical Skills

87.0%

22.6%

69.4%

8

Project Management


86.1%

18.2%

61.1%

9

Attention to Detail

Personal Skills

86.1%

18.2%

61.1%

10

Critical Thinking


86.1%

18.2%

61.1%

11

Logical Thinking


85.2%

16.6%

55.6%

12

Self-Motivated

Personal Skills

84.3%

20.0%

58.3%

13

Teamplayer


84.3%

22.9%

61.1%

14

Mathematical Skill

Technical Skills

83.3%

20.0%

55.6%

15

Accountability

Personal Skills

83.3%

18.4%

52.8%

16

Autonomy

Personal Skills

83.3%

18.4%

52.8%

17


Communication

83.3%

16.7%

50.0%

18


Technical Skills

83.3%

20.0%

55.6%

19

Self-Discipline

Personal Skills

82.4%

20.0%

52.8%

20


Communication

81.5%

21.4%

52.8%

21


Communication

81.5%

16.6%

44.4%

22


Personal Skills

80.6%

22.7%

50.0%

23

Integrity

Personal Skills

80.6%

21.3%

50.0%

24

Positive Attitude

Personal Skills

80.6%

22.7%

52.8%

25

Quality Awareness

Personal Skills

80.6%

18.2%

44.4%

26

Responsible

Personal Skills

80.6%

21.3%

50.0%

27

Conceptual Thinking


79.6%

19.7%

44.4%

28

Flexibility

Personal Skills

78.7%

23.8%

47.2%

29

Self Confidence

Personal Skills

78.7%

22.4%

47.2%

30

Punctual

Personal Skills

77.8%

19.2%

38.9%

31


Technical Skills

77.8%

23.6%

47.2%

32


Technical Skills

76.9%

19.0%

36.1%

33

Leadership Skills


75.9%

23.1%

41.7%

34

Life Long Learning

Personal Skills

75.9%

24.4%

41.7%

35



75.0%

19.8%

33.3%

118

Appendixes 36

Innovative

Personal Skills

75.0%

25.3%

41.7%

37

Task Management

Personal Skills

74.1%

22.4%

36.1%

38

Practical Skills

Technical Skills

74.1%

17.8%

27.8%

39

Decision Management


73.1%

22.0%

33.3%

40

Technical Expertise

Technical Skills

73.1%

23.3%

36.1%

41

Resourceful

Personal Skills

72.2%

22.9%

27.8%

42


Technical Skills

71.3%

25.0%

33.3%

43



70.4%

15.3%

16.7%

44

Systems Analysis


69.4%

22.7%

27.8%

45


Communication

66.7%

23.6%

22.2%

46

Systems Thinking


66.7%

22.2%

19.4%

47

Service Orientated


65.7%

25.4%

22.2%

48


Communication

63.9%

24.1%

16.7%

49


Technical Skills

62.0%

31.6%

30.6%

50

Systems Management


57.4%

29.0%

19.4%

51

Customer Orientated


55.6%

30.4%

13.9%

52

Business Acumen


54.6%

25.0%

8.3%

53



53.7%

26.4%

8.3%

54

Teaching


52.8%

31.8%

16.7%

55

Entrepreneurship


44.4%

27.2%

5.6%

#

Category

Score

SD/R

1

Personal Skills

79.7%

13.7%

2

Communication

79.6%

10.1%

3

Technical Skills

77.8%

13.5%

4


73.5%

12.8%

5


71.2%

10.4%

119

Appendixes

6.2.2. Civil Discipline Skill Results #

Skills

Category

Score

SD/R

%4

1

Engineering Design

Technical Skills

94.4%

12.4%

80.6%

2

Problem Solving


93.3%

13.3%

77.4%

3

Professionalism


90.0%

15.3%

67.7%

4

Project Management


88.9%

17.9%

67.7%

5

Quality Awareness

Personal Skills

88.9%

15.7%

64.5%

6

Technical Knowledge

Technical Skills

87.8%

16.1%

61.3%

7

Integrity

Personal Skills

87.8%

16.1%

61.3%

8


Communication

85.6%

22.2%

61.3%

9

Responsible

Personal Skills

85.6%

18.6%

58.1%

10

Mathematical Skill

Technical Skills

84.4%

20.6%

58.1%

11

Accountability

Personal Skills

83.3%

24.0%

58.1%

12

Self-Motivated

Personal Skills

82.2%

18.7%

48.4%

13

Attention to Detail

Personal Skills

82.2%

18.7%

48.4%

14

Punctual

Personal Skills

81.1%

22.2%

51.6%

15


Communication

81.1%

18.6%

45.2%

16

Positive Attitude

Personal Skills

80.0%

22.1%

48.4%

17

Analytical Thinking


80.0%

20.4%

45.2%

18


Communication

80.0%

25.2%

51.6%

19


Technical Skills

80.0%

16.3%

38.7%

20

Logical Thinking


80.0%

16.3%

38.7%

21

Autonomy

Personal Skills

78.9%

21.9%

41.9%

22

Teamplayer


78.9%

21.9%

45.2%

23

Critical Thinking


78.9%

20.2%

41.9%

24


Personal Skills

77.8%

17.9%

35.5%

25

Self-Discipline

Personal Skills

77.8%

17.9%

35.5%

26

Innovative

Personal Skills

76.7%

17.5%

32.3%

27

Resourceful

Personal Skills

76.7%

19.5%

35.5%

28


Communication

76.7%

21.3%

38.7%

29

Life Long Learning

Personal Skills

75.6%

22.7%

38.7%

30

Conceptual Thinking


75.6%

14.7%

25.8%

31

Flexibility

Personal Skills

74.4%

16.5%

25.8%

32

Self Confidence

Personal Skills

74.4%

20.5%

32.3%

33


Technical Skills

74.4%

22.2%

32.3%

34


Technical Skills

73.3%

18.1%

25.8%

35

Decision Management


72.2%

22.9%

29.0%

36


Communication

71.1%

20.6%

25.8%

37

Technical Expertise

Technical Skills

71.1%

18.7%

22.6%

120

Appendixes 38

Leadership Skills


70.0%

24.9%

29.0%

39



70.0%

27.7%

35.5%

40

Task Management

Personal Skills

68.9%

21.0%

22.6%

41

Practical Skills

Technical Skills

68.9%

24.2%

25.8%

42



65.6%

21.9%

16.1%

43

Service Orientated


64.4%

27.1%

25.8%

44

Systems Thinking


63.3%

24.9%

19.4%

45

Systems Analysis


62.2%

25.4%

19.4%

46


Communication

61.1%

25.9%

19.4%

47


Technical Skills

61.1%

22.9%

16.1%

48

Customer Orientated


57.8%

27.1%

19.4%

49


Communication

57.8%

22.7%

9.7%

50


Technical Skills

56.7%

28.7%

19.4%

51

Business Acumen


51.1%

23.9%

6.5%

52

Systems Management


50.0%

30.7%

19.4%

53



50.0%

26.9%

9.7%

54

Teaching


47.8%

20.5%

0.0%

55

Entrepreneurship


41.1%

26.8%

6.5%

#

Category

Score

SD/R

1

Personal Skills

80.1%

11.6%

2

Technical Skills

75.4%

10.0%

3

Communication

74.0%

13.9%

4


71.8%

15.7%

5


66.9%

14.5%

121

Appendixes

6.2.3. Electric/Electronic Discipline Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


95.6%

11.3%

86.7%

2

Technical Knowledge

Technical Skills

93.3%

13.3%

80.0%

3

Professionalism


93.3%

13.3%

80.0%

4


Technical Skills

92.2%

14.1%

76.7%

5

Integrity

Personal Skills

90.0%

15.3%

70.0%

6

Responsible

Personal Skills

90.0%

15.3%

70.0%

7

Quality Awareness

Personal Skills

88.9%

15.7%

66.7%

8

Attention to Detail

Personal Skills

88.9%

15.7%

66.7%

9

Critical Thinking


88.9%

15.7%

66.7%

10

Engineering Design

Technical Skills

87.8%

16.1%

63.3%

11

Mathematical Skill

Technical Skills

87.8%

16.1%

63.3%

12

Accountability

Personal Skills

87.8%

16.1%

63.3%

13

Autonomy

Personal Skills

87.8%

18.2%

66.7%

14

Punctual

Personal Skills

87.8%

18.2%

66.7%

15

Self-Motivated

Personal Skills

87.8%

18.2%

66.7%

16


Technical Skills

87.8%

18.2%

66.7%

17


Communication

86.7%

18.5%

63.3%

18

Analytical Thinking


86.7%

18.5%

63.3%

19


Communication

86.7%

16.3%

60.0%

20

Self-Discipline

Personal Skills

85.6%

18.6%

60.0%

21


Communication

85.6%

16.5%

56.7%

22


Communication

85.6%

16.5%

56.7%

23


Personal Skills

84.4%

18.7%

56.7%

24

Positive Attitude

Personal Skills

84.4%

18.7%

56.7%

25


Communication

84.4%

18.7%

56.7%

26

Conceptual Thinking


84.4%

16.6%

53.3%

27

Project Management


83.3%

18.8%

53.3%

28

Teamplayer


83.3%

20.6%

56.7%

29

Resourceful

Personal Skills

82.2%

20.6%

53.3%

30

Self Confidence

Personal Skills

82.2%

20.6%

53.3%

31

Logical Thinking


82.2%

18.7%

50.0%

32


Technical Skills

81.1%

18.6%

46.7%

33



81.1%

18.6%

46.7%

34

Practical Skills

Technical Skills

81.1%

23.9%

56.7%

35

Systems Thinking


80.0%

20.4%

46.7%

36

Technical Expertise

Technical Skills

80.0%

26.7%

60.0%

37

Decision Management


78.9%

18.2%

40.0%

122

Appendixes 38

Task Management

Personal Skills

78.9%

21.9%

46.7%

39

Life Long Learning

Personal Skills

78.9%

18.2%

40.0%

40

Systems Analysis


78.9%

20.2%

43.3%

41

Leadership Skills


77.8%

19.9%

40.0%

42

Flexibility

Personal Skills

77.8%

19.9%

40.0%

43

Innovative

Personal Skills

77.8%

15.7%

33.3%

44


Communication

77.8%

19.9%

40.0%

45



74.4%

18.6%

30.0%

46


Communication

71.1%

22.3%

30.0%

47

Service Orientated


70.0%

23.3%

30.0%

48

Systems Management


68.9%

22.7%

23.3%

49


Technical Skills

68.9%

24.2%

26.7%

50

Customer Orientated


58.9%

22.2%

10.0%

51

Business Acumen


51.1%

22.3%

6.7%

52

Teaching


51.1%

18.7%

3.3%

53



50.0%

26.9%

10.0%

54

Entrepreneurship


47.8%

28.1%

13.3%

55


Technical Skills

47.8%

29.4%

10.0%

#

Category

Score

SD/R

1

Personal Skills

84.8%

11.8%

2

Communication

82.5%

10.9%

3

Technical Skills

80.8%

13.0%

4


74.9%

11.9%

5


74.4%

10.7%

123

Appendixes

6.2.4. Other Discipline Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


94.4%

12.4%

83.3%

2

Technical Knowledge

Technical Skills

91.1%

14.7%

73.3%

3

Analytical Thinking


90.0%

15.3%

70.0%

4


Communication

87.8%

18.2%

66.7%

5

Autonomy

Personal Skills

87.8%

18.2%

66.7%

6

Integrity

Personal Skills

86.7%

18.5%

63.3%

7

Accountability

Personal Skills

85.6%

18.6%

60.0%

8

Quality Awareness

Personal Skills

85.6%

18.6%

60.0%

9

Attention to Detail

Personal Skills

85.6%

18.6%

60.0%

10

Professionalism


85.6%

20.5%

63.3%

11

Logical Thinking


85.6%

16.5%

56.7%

12

Project Management


84.4%

18.7%

56.7%

13


Personal Skills

84.4%

16.6%

53.3%

14

Responsible

Personal Skills

84.4%

18.7%

56.7%

15


Communication

84.4%

20.6%

60.0%

16

Critical Thinking


84.4%

16.6%

53.3%

17

Self-Motivated

Personal Skills

83.3%

16.7%

50.0%

18


Technical Skills

82.2%

18.7%

50.0%

19


Technical Skills

81.1%

18.6%

46.7%

20

Positive Attitude

Personal Skills

81.1%

16.5%

43.3%

21

Resourceful

Personal Skills

81.1%

18.6%

46.7%

22

Conceptual Thinking


81.1%

18.6%

46.7%

23


Technical Skills

81.1%

18.6%

46.7%

24

Self Confidence

Personal Skills

80.0%

22.1%

50.0%

25

Self-Discipline

Personal Skills

80.0%

18.5%

43.3%

26


Communication

80.0%

20.4%

46.7%

27

Practical Skills

Technical Skills

80.0%

22.1%

50.0%

28



78.9%

20.2%

43.3%

29

Innovative

Personal Skills

78.9%

20.2%

43.3%

30

Life Long Learning

Personal Skills

78.9%

18.2%

40.0%

31


Communication

78.9%

21.9%

46.7%

32


Communication

78.9%

20.2%

43.3%

33

Mathematical Skill

Technical Skills

76.7%

24.6%

43.3%

34

Leadership Skills


76.7%

23.0%

43.3%

35

Task Management

Personal Skills

76.7%

23.0%

43.3%

36

Flexibility

Personal Skills

76.7%

19.5%

36.7%

37

Teamplayer


76.7%

21.3%

40.0%

124

Appendixes 38

Systems Analysis


76.7%

26.0%

46.7%

39

Punctual

Personal Skills

75.6%

21.0%

36.7%

40

Systems Thinking


75.6%

25.7%

43.3%

41

Technical Expertise

Technical Skills

75.6%

21.0%

36.7%

42

Engineering Design

Technical Skills

74.4%

28.1%

50.0%

43

Decision Management


74.4%

18.6%

30.0%

44

Systems Management


74.4%

20.5%

33.3%

45


Communication

72.2%

21.2%

30.0%

46


Technical Skills

72.2%

19.4%

26.7%

47


Communication

68.9%

19.1%

20.0%

48

Service Orientated


68.9%

24.2%

30.0%

49


Technical Skills

66.7%

24.3%

26.7%

50



63.3%

24.9%

23.3%

51

Customer Orientated


61.1%

21.2%

13.3%

52

Teaching


57.8%

24.2%

13.3%

53

Business Acumen


52.2%

28.1%

10.0%

54



52.2%

23.9%

6.7%

55

Entrepreneurship


51.1%

30.7%

13.3%

#

Category

Score

SD/R

1

Personal Skills

81.9%

12.3%

2

Communication

78.7%

14.6%

3

Technical Skills

78.1%

11.7%

4


73.8%

13.8%

5


73.5%

12.4%

125

Appendixes

6.3. Degree Skill Results 6.3.1. BEng (Bachelor of Engineering) Degree Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


93.9%

12.9%

81.8%

2

Professionalism


91.7%

14.4%

75.0%

3


Communication

90.2%

19.6%

75.0%

4

Integrity

Personal Skills

88.6%

17.3%

68.2%

5

Project Management


87.9%

18.9%

68.2%

6

Quality Awareness

Personal Skills

87.9%

16.0%

63.6%

7

Technical Knowledge

Technical Skills

86.4%

17.9%

61.4%

8

Autonomy

Personal Skills

86.4%

17.9%

61.4%

9


Communication

86.4%

16.4%

59.1%

10

Accountability

Personal Skills

85.6%

21.8%

63.6%

11

Responsible

Personal Skills

85.6%

19.3%

61.4%

12


Communication

85.6%

19.3%

61.4%

13

Attention to Detail

Personal Skills

85.6%

19.3%

61.4%

14

Analytical Thinking


84.8%

18.1%

56.8%

15

Logical Thinking


84.8%

16.6%

54.5%

16

Resourceful

Personal Skills

83.3%

16.7%

50.0%

17

Self-Motivated

Personal Skills

83.3%

19.5%

54.5%

18

Engineering Design

Technical Skills

82.6%

20.7%

54.5%

19

Punctual

Personal Skills

82.6%

18.1%

50.0%

20


Communication

82.6%

18.1%

50.0%

21


Technical Skills

82.6%

19.4%

52.3%

22

Critical Thinking


81.8%

18.1%

47.7%

23


Personal Skills

81.1%

19.3%

47.7%

24

Self-Discipline

Personal Skills

81.1%

19.3%

47.7%

25

Teamplayer


81.1%

20.6%

50.0%

26

Positive Attitude

Personal Skills

80.3%

19.2%

45.5%

27

Conceptual Thinking


80.3%

19.2%

45.5%

28



79.5%

21.6%

47.7%

29

Innovative

Personal Skills

79.5%

20.4%

45.5%

30

Life Long Learning

Personal Skills

79.5%

20.4%

45.5%

31


Communication

78.8%

21.4%

45.5%

32


Technical Skills

77.3%

21.0%

40.9%

33

Mathematical Skill

Technical Skills

76.5%

23.1%

40.9%

34

Leadership Skills


75.8%

22.9%

40.9%

35

Flexibility

Personal Skills

75.8%

19.3%

34.1%

126

Appendixes 36


Technical Skills

75.0%

17.6%

29.5%

37

Task Management

Personal Skills

75.0%

21.5%

36.4%

38

Self Confidence

Personal Skills

75.0%

22.6%

38.6%

39

Decision Management


74.2%

21.2%

34.1%

40

Practical Skills

Technical Skills

72.7%

25.9%

38.6%

41

Technical Expertise

Technical Skills

70.5%

23.8%

31.8%

42



68.9%

18.0%

18.2%

43

Systems Thinking


68.9%

26.0%

31.8%

44

Systems Analysis


68.2%

27.5%

34.1%

45


Communication

64.4%

22.9%

20.5%

46

Systems Management


63.6%

25.4%

22.7%

47

Service Orientated


62.9%

26.8%

22.7%

48


Technical Skills

62.1%

24.2%

18.2%

49


Communication

60.6%

22.8%

13.6%

50

Customer Orientated


57.6%

27.9%

18.2%

51


Technical Skills

53.8%

28.6%

15.9%

52

Teaching


53.0%

22.8%

4.5%

53

Business Acumen


50.0%

24.1%

6.8%

54



46.2%

22.7%

2.3%

55

Entrepreneurship


42.4%

26.9%

6.8%

#

Category

Score

SD/R

1

Personal Skills

82.1%

11.6%

2

Communication

78.4%

12.2%

3

Technical Skills

73.9%

12.1%

4


73.7%

13.0%

5


69.9%

12.3%

127

Appendixes

6.3.2. BTech (Bachelor of Technology) Degree Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


96.3%

10.5%

88.9%

2

Professionalism


91.7%

14.4%

75.0%

3

Technical Knowledge

Technical Skills

90.7%

14.9%

72.2%

4


Communication

89.8%

15.4%

69.4%

5

Mathematical Skill

Technical Skills

88.9%

15.7%

66.7%

6

Responsible

Personal Skills

88.9%

17.6%

69.4%

7


Technical Skills

88.9%

15.7%

66.7%

8

Engineering Design

Technical Skills

88.0%

21.0%

72.2%

9

Project Management


88.0%

17.8%

66.7%

10

Attention to Detail

Personal Skills

88.0%

16.0%

63.9%

11

Positive Attitude

Personal Skills

87.0%

18.0%

63.9%

12

Self-Motivated

Personal Skills

87.0%

19.7%

66.7%

13

Integrity

Personal Skills

86.1%

18.2%

61.1%

14

Punctual

Personal Skills

86.1%

18.2%

61.1%

15

Analytical Thinking


86.1%

18.2%

61.1%

16


Communication

86.1%

18.2%

61.1%

17

Teamplayer


86.1%

21.3%

66.7%

18

Critical Thinking


85.2%

18.3%

58.3%

19

Accountability

Personal Skills

84.3%

16.6%

52.8%

20

Quality Awareness

Personal Skills

84.3%

18.4%

55.6%

21

Self Confidence

Personal Skills

84.3%

20.0%

58.3%

22

Self-Discipline

Personal Skills

83.3%

20.0%

55.6%

23


Technical Skills

82.4%

20.0%

52.8%

24

Autonomy

Personal Skills

81.5%

22.8%

52.8%

25


Personal Skills

81.5%

22.8%

52.8%

26

Logical Thinking


81.5%

18.3%

47.2%

27

Resourceful

Personal Skills

80.6%

18.2%

44.4%

28


Communication

80.6%

19.8%

47.2%

29


Communication

80.6%

18.2%

44.4%

30

Conceptual Thinking


80.6%

18.2%

44.4%

31


Communication

79.6%

19.7%

44.4%

32

Decision Management


77.8%

19.2%

38.9%

33

Task Management

Personal Skills

77.8%

22.2%

44.4%

34

Life Long Learning

Personal Skills

77.8%

22.2%

41.7%

35


Technical Skills

77.8%

24.8%

47.2%

36

Leadership Skills


76.9%

22.0%

41.7%

37

Innovative

Personal Skills

76.9%

20.5%

36.1%

128

Appendixes 38

Technical Expertise

Technical Skills

76.9%

23.3%

44.4%

39

Flexibility

Personal Skills

75.9%

23.1%

38.9%

40



75.0%

21.3%

36.1%

41

Practical Skills

Technical Skills

75.0%

19.8%

33.3%

42


Communication

74.1%

21.0%

33.3%

43

Systems Analysis


74.1%

22.4%

36.1%

44


Technical Skills

74.1%

22.4%

36.1%

45

Systems Thinking


73.1%

22.0%

33.3%

46

Service Orientated


72.2%

22.9%

33.3%

47



67.6%

21.5%

19.4%

48


Communication

67.6%

21.5%

22.2%

49


Technical Skills

64.8%

32.3%

36.1%

50

Customer Orientated


63.9%

24.1%

16.7%

51

Systems Management


61.1%

27.8%

25.0%

52

Business Acumen


55.6%

27.2%

13.9%

53

Teaching


55.6%

23.6%

8.3%

54



52.8%

27.6%

11.1%

55

Entrepreneurship


51.9%

28.8%

16.7%

#

Category

Score

SD/R

1

Personal Skills

83.0%

13.4%

2

Technical Skills

80.7%

12.8%

3

Communication

79.8%

11.8%

4


76.2%

13.3%

5


72.6%

12.7%

129

Appendixes

6.3.3. BSc (Bachelor of Science) Degree Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


93.9%

12.9%

81.8%

2

Technical Knowledge

Technical Skills

93.9%

12.9%

81.8%

3


Communication

89.4%

21.0%

77.3%

4


Communication

89.4%

15.5%

68.2%

5

Professionalism


89.4%

15.5%

68.2%

6

Critical Thinking


89.4%

15.5%

68.2%

7


Communication

87.9%

18.9%

68.2%

8


Communication

87.9%

16.0%

63.6%

9

Engineering Design

Technical Skills

86.4%

25.9%

72.7%

10

Analytical Thinking


86.4%

19.2%

63.6%

11

Mathematical Skill

Technical Skills

84.8%

21.9%

63.6%

12

Project Management


84.8%

16.6%

54.5%

13

Accountability

Personal Skills

84.8%

19.4%

59.1%

14

Self-Motivated

Personal Skills

84.8%

16.6%

54.5%

15

Logical Thinking


84.8%

16.6%

54.5%

16


Technical Skills

84.8%

19.4%

59.1%

17

Responsible

Personal Skills

83.3%

19.5%

54.5%

18


Communication

83.3%

19.5%

54.5%

19

Attention to Detail

Personal Skills

83.3%

16.7%

50.0%

20


Technical Skills

83.3%

16.7%

50.0%

21


Personal Skills

81.8%

16.6%

45.5%

22

Integrity

Personal Skills

81.8%

19.4%

50.0%

23

Quality Awareness

Personal Skills

81.8%

16.6%

45.5%

24

Conceptual Thinking


81.8%

16.6%

45.5%

25

Autonomy

Personal Skills

80.3%

16.4%

40.9%

26

Flexibility

Personal Skills

80.3%

16.4%

40.9%

27

Life Long Learning

Personal Skills

80.3%

19.2%

45.5%

28

Self-Discipline

Personal Skills

80.3%

19.2%

45.5%

29

Practical Skills

Technical Skills

80.3%

19.2%

45.5%

30

Positive Attitude

Personal Skills

78.8%

23.7%

50.0%

31

Teamplayer


78.8%

25.7%

50.0%

32


Technical Skills

77.3%

15.5%

31.8%

33

Punctual

Personal Skills

77.3%

23.3%

45.5%

34

Self Confidence

Personal Skills

77.3%

21.0%

40.9%

35



75.8%

17.9%

31.8%

36

Leadership Skills


74.2%

19.9%

31.8%

37

Task Management

Personal Skills

74.2%

22.3%

36.4%

130

Appendixes 38

Innovative

Personal Skills

74.2%

19.9%

31.8%

39



72.7%

19.2%

27.3%

40

Technical Expertise

Technical Skills

72.7%

21.6%

31.8%

41


Communication

71.2%

28.9%

36.4%

42


Communication

71.2%

25.2%

31.8%

43

Systems Analysis


71.2%

20.8%

27.3%

44

Service Orientated


69.7%

26.4%

31.8%

45

Decision Management


68.2%

18.7%

18.2%

46

Resourceful

Personal Skills

68.2%

27.5%

27.3%

47

Systems Thinking


68.2%

23.5%

22.7%

48


Technical Skills

66.7%

24.6%

22.7%

49

Systems Management


63.6%

31.6%

27.3%

50

Business Acumen


54.5%

21.4%

4.5%

51

Customer Orientated


54.5%

25.7%

9.1%

52


Technical Skills

54.5%

29.4%

18.2%

53



53.0%

27.8%

13.6%

54

Teaching


48.5%

26.1%

9.1%

55

Entrepreneurship


43.9%

25.4%

4.5%

#

Category

Score

SD/R

1

Communication

82.9%

13.7%

2

Personal Skills

79.6%

12.1%

3

Technical Skills

78.5%

12.8%

4


72.0%

12.7%

5


71.7%

10.6%

131

Appendixes

6.3.4. Post Graduate Degree Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


96.0%

10.8%

88.0%

2

Technical Knowledge

Technical Skills

93.3%

13.3%

80.0%

3

Autonomy

Personal Skills

89.3%

18.2%

72.0%

4

Analytical Thinking


89.3%

15.5%

68.0%

5

Engineering Design

Technical Skills

88.0%

20.8%

72.0%

6

Quality Awareness

Personal Skills

88.0%

18.6%

68.0%

7

Professionalism


88.0%

20.8%

72.0%

8

Accountability

Personal Skills

85.3%

19.0%

60.0%

9

Integrity

Personal Skills

85.3%

19.0%

60.0%

10

Critical Thinking


85.3%

19.0%

60.0%

11


Technical Skills

85.3%

16.5%

56.0%

12


Communication

84.0%

19.1%

56.0%

13

Mathematical Skill

Technical Skills

84.0%

19.1%

56.0%

14


Personal Skills

84.0%

16.7%

52.0%

15

Attention to Detail

Personal Skills

84.0%

19.1%

56.0%

16

Self-Motivated

Personal Skills

82.7%

16.7%

48.0%

17


Technical Skills

82.7%

19.1%

52.0%

18

Logical Thinking


82.7%

16.7%

48.0%

19

Technical Expertise

Technical Skills

82.7%

19.1%

52.0%

20

Self-Discipline

Personal Skills

81.3%

16.5%

44.0%

21

Project Management


80.0%

18.9%

44.0%

22

Responsible

Personal Skills

80.0%

18.9%

44.0%

23

Self Confidence

Personal Skills

80.0%

21.1%

48.0%

24

Flexibility

Personal Skills

78.7%

20.8%

44.0%

25

Positive Attitude

Personal Skills

78.7%

20.8%

44.0%

26


Communication

78.7%

24.7%

48.0%

27

Practical Skills

Technical Skills

78.7%

20.8%

44.0%

28

Conceptual Thinking


78.7%

16.0%

36.0%

29


Technical Skills

77.3%

20.5%

40.0%

30

Decision Management


77.3%

22.5%

40.0%

31


Communication

77.3%

22.5%

44.0%

32

Innovative

Personal Skills

76.0%

20.0%

36.0%

33

Teamplayer


76.0%

20.0%

36.0%

34


Communication

74.7%

19.5%

32.0%

35

Systems Analysis


74.7%

23.6%

36.0%

36

Systems Thinking


74.7%

23.6%

36.0%

37

Leadership Skills


73.3%

26.7%

40.0%

132

Appendixes 38



73.3%

26.7%

40.0%

39

Resourceful

Personal Skills

73.3%

21.1%

32.0%

40


Technical Skills

73.3%

18.9%

28.0%

41

Punctual

Personal Skills

72.0%

22.5%

32.0%

42


Communication

70.7%

19.6%

24.0%

43

Task Management

Personal Skills

70.7%

23.7%

32.0%

44

Life Long Learning

Personal Skills

70.7%

21.7%

28.0%

45


Communication

69.3%

18.7%

20.0%

46

Service Orientated


66.7%

23.1%

24.0%

47



65.3%

24.0%

24.0%

48


Communication

65.3%

22.1%

16.0%

49

Systems Management


62.7%

28.8%

24.0%

50


Technical Skills

61.3%

24.4%

16.0%

51



58.7%

25.4%

12.0%

52

Customer Orientated


56.0%

24.4%

12.0%

53

Business Acumen


50.7%

25.2%

4.0%

54

Teaching


50.7%

28.5%

16.0%

55

Entrepreneurship


45.3%

31.1%

8.0%

#

Category

Score

SD/R

1

Technical Skills

80.7%

9.5%

2

Personal Skills

80.0%

13.1%

3

Communication

74.3%

12.8%

4


72.4%

13.2%

5


70.5%

15.0%

133

Appendixes

6.4. Industry Experience Skill Results 6.4.1. Experience, 4 – 10 Years, Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


96.0%

10.8%

88.0%

2

Professionalism


93.3%

13.3%

80.0%

3

Integrity

Personal Skills

90.7%

15.0%

72.0%

4

Responsible

Personal Skills

90.7%

15.0%

72.0%

5


Communication

90.0%

15.3%

70.0%

6

Technical Knowledge

Technical Skills

90.0%

16.7%

72.0%

7

Quality Awareness

Personal Skills

90.0%

15.3%

70.0%

8

Self-Motivated

Personal Skills

90.0%

16.7%

72.0%

9

Analytical Thinking


90.0%

16.7%

72.0%

10

Accountability

Personal Skills

89.3%

16.9%

70.0%

11

Critical Thinking


89.3%

15.5%

68.0%

12

Autonomy

Personal Skills

88.7%

19.6%

70.0%

13

Project Management


88.0%

16.0%

64.0%

14

Positive Attitude

Personal Skills

88.0%

17.3%

66.0%

15

Attention to Detail

Personal Skills

88.0%

17.3%

66.0%

16


Technical Skills

88.0%

17.3%

66.0%

17


Personal Skills

86.7%

16.3%

60.0%

18


Communication

86.7%

18.9%

64.0%

19

Self-Discipline

Personal Skills

86.0%

17.8%

60.0%

20

Resourceful

Personal Skills

85.3%

17.8%

58.0%

21

Logical Thinking


85.3%

17.8%

58.0%

22

Punctual

Personal Skills

84.7%

20.2%

60.0%

23

Self Confidence

Personal Skills

84.7%

21.3%

62.0%

24

Teamplayer


84.7%

20.2%

60.0%

25


Technical Skills

84.7%

19.1%

58.0%

26


Communication

83.3%

21.3%

58.0%

27


Communication

83.3%

19.1%

54.0%

28

Conceptual Thinking


83.3%

18.0%

52.0%

29

Engineering Design

Technical Skills

82.7%

23.3%

60.0%

30

Mathematical Skill

Technical Skills

82.0%

21.3%

52.0%

31


Communication

82.0%

20.2%

52.0%

32

Decision Management


81.3%

19.0%

48.0%

33

Practical Skills

Technical Skills

81.3%

23.2%

56.0%

34

Leadership Skills


80.0%

21.1%

48.0%

35



80.0%

18.9%

44.0%

134

Appendixes 36

Technical Expertise

Technical Skills

80.0%

24.0%

54.0%

37

Flexibility

Personal Skills

79.3%

18.7%

42.0%

38


Technical Skills

78.7%

18.6%

40.0%

39

Innovative

Personal Skills

78.7%

19.7%

42.0%

40

Task Management

Personal Skills

78.0%

22.7%

46.0%

41

Life Long Learning

Personal Skills

77.3%

19.4%

38.0%

42

Systems Thinking


74.0%

21.4%

32.0%

43

Systems Analysis


73.3%

23.1%

34.0%

44



72.7%

20.8%

30.0%

45


Communication

72.7%

23.7%

36.0%

46


Technical Skills

72.0%

20.4%

26.0%

47


Communication

69.3%

22.9%

26.0%

48

Service Orientated


68.7%

26.2%

32.0%

49

Systems Management


68.7%

25.3%

30.0%

50

Customer Orientated


66.0%

23.6%

22.0%

51


Technical Skills

60.7%

29.6%

24.0%

52

Business Acumen


55.3%

23.7%

10.0%

53

Teaching


54.0%

23.0%

8.0%

54



53.3%

24.9%

8.0%

55

Entrepreneurship


44.7%

31.0%

14.0%

#

Category

Score

SD/R

1

Personal Skills

85.5%

10.5%

2

Communication

81.0%

12.7%

3

Technical Skills

80.1%

12.7%

4


76.6%

11.3%

5


74.6%

9.9%

135

Appendixes

6.4.2. Experience, 0 – 3 Years, Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


96.4%

10.4%

89.2%

2


Communication

93.7%

13.1%

81.1%

3

Technical Knowledge

Technical Skills

92.8%

13.7%

78.4%

4

Professionalism


92.8%

13.7%

78.4%

5

Project Management


88.3%

17.7%

67.6%

6


Communication

88.3%

19.3%

70.3%

7

Attention to Detail

Personal Skills

87.4%

16.2%

62.2%

8

Engineering Design

Technical Skills

86.5%

23.8%

70.3%

9


Communication

85.6%

16.5%

56.8%

10

Teamplayer


85.6%

21.3%

62.2%

11

Critical Thinking


84.7%

19.9%

59.5%

12

Logical Thinking


84.7%

16.6%

54.1%

13

Autonomy

Personal Skills

83.8%

18.4%

54.1%

14

Self-Motivated

Personal Skills

83.8%

18.4%

54.1%

15

Analytical Thinking


83.8%

19.9%

56.8%

16


Communication

83.8%

16.7%

51.4%

17


Technical Skills

83.8%

18.4%

54.1%

18



82.9%

18.4%

51.4%

19

Mathematical Skill

Technical Skills

82.0%

19.9%

51.4%

20

Life Long Learning

Personal Skills

82.0%

24.0%

56.8%

21

Quality Awareness

Personal Skills

82.0%

18.3%

48.6%

22

Responsible

Personal Skills

82.0%

19.9%

51.4%

23

Self Confidence

Personal Skills

82.0%

19.9%

51.4%

24

Self-Discipline

Personal Skills

82.0%

19.9%

51.4%

25

Conceptual Thinking


82.0%

18.3%

48.6%

26

Positive Attitude

Personal Skills

81.1%

22.6%

54.1%

27

Punctual

Personal Skills

81.1%

21.3%

51.4%

28


Communication

81.1%

19.8%

48.6%

29

Task Management

Personal Skills

79.3%

19.5%

43.2%

30


Personal Skills

79.3%

23.7%

48.6%

31

Flexibility

Personal Skills

79.3%

22.4%

45.9%

32

Integrity

Personal Skills

79.3%

21.0%

45.9%

33


Technical Skills

78.4%

15.9%

35.1%

34

Practical Skills

Technical Skills

78.4%

20.8%

43.2%

35


Technical Skills

78.4%

22.2%

45.9%

36

Leadership Skills


77.5%

20.6%

40.5%

37

Innovative

Personal Skills

77.5%

24.6%

45.9%

136

Appendixes 38

Accountability

Personal Skills

74.8%

22.5%

35.1%

39

Systems Analysis


73.0%

26.7%

40.5%

40

Systems Thinking


73.0%

26.7%

37.8%

41

Resourceful

Personal Skills

72.1%

23.9%

29.7%

42

Technical Expertise

Technical Skills

72.1%

22.6%

32.4%

43



71.2%

17.6%

21.6%

44


Communication

71.2%

22.1%

27.0%

45

Decision Management


70.3%

17.0%

18.9%

46


Communication

70.3%

24.2%

29.7%

47


Technical Skills

70.3%

26.6%

35.1%

48

Service Orientated


64.9%

25.6%

21.6%

49

Systems Management


59.5%

29.1%

21.6%

50


Technical Skills

58.6%

34.1%

29.7%

51

Teaching


54.1%

24.9%

8.1%

52

Business Acumen


53.2%

25.1%

8.1%

53

Customer Orientated


51.4%

28.6%

8.1%

54



51.4%

28.6%

13.5%

55

Entrepreneurship


45.0%

27.1%

8.1%

#

Category

Score

SD/R

1

Communication

82.0%

10.4%

2

Personal Skills

80.5%

13.5%

3

Technical Skills

78.1%

12.5%

4


74.7%

11.5%

5


71.4%

12.0%

137

Appendixes

6.4.3. Experience, 11 – 20 Years, Skill Results #

Skills

Category

Score

SD/R

%4

1

Problem Solving


93.6%

13.1%

80.8%

2

Accountability

Personal Skills

87.2%

16.2%

61.5%

3

Engineering Design

Technical Skills

85.9%

18.9%

61.5%

4

Technical Knowledge

Technical Skills

85.9%

16.5%

57.7%

5

Mathematical Skill

Technical Skills

84.6%

21.1%

61.5%

6

Professionalism


84.6%

19.0%

57.7%

7

Integrity

Personal Skills

82.1%

19.0%

50.0%

8

Quality Awareness

Personal Skills

82.1%

19.0%

50.0%

9

Project Management


79.5%

20.8%

46.2%

10

Responsible

Personal Skills

79.5%

20.8%

46.2%

11


Communication

79.5%

18.7%

42.3%

12


Technical Skills

79.5%

16.2%

38.5%

13

Autonomy

Personal Skills

78.2%

20.6%

42.3%

14

Analytical Thinking


78.2%

15.9%

34.6%

15


Communication

78.2%

24.4%

46.2%

16

Critical Thinking


78.2%

18.4%

38.5%

17

Logical Thinking


78.2%

15.9%

34.6%

18


Communication

76.9%

25.8%

46.2%

19


Personal Skills

76.9%

17.9%

34.6%

20


Communication

76.9%

22.2%

42.3%

21

Attention to Detail

Personal Skills

76.9%

20.2%

38.5%

22


Technical Skills

76.9%

17.9%

34.6%

23


Technical Skills

74.4%

21.3%

34.6%

24

Conceptual Thinking


74.4%

16.8%

26.9%

25

Resourceful

Personal Skills

73.1%

20.7%

30.8%

26

Self-Motivated

Personal Skills

73.1%

18.5%

26.9%

27

Innovative

Personal Skills

71.8%

15.2%

19.2%

28

Punctual

Personal Skills

71.8%

20.0%

26.9%

29

Self-Discipline

Personal Skills

71.8%

17.8%

23.1%

30

Flexibility

Personal Skills

69.2%

18.3%

19.2%

31


Communication

69.2%

20.5%

23.1%

32

Teamplayer


69.2%

20.5%

23.1%

33

Life Long Learning

Personal Skills

67.9%

19.6%

19.2%

34

Positive Attitude

Personal Skills

67.9%

17.2%

15.4%

35

Systems Analysis


67.9%

21.6%

23.1%

36

Technical Expertise

Technical Skills

67.9%

19.6%

19.2%

37

Decision Management


66.7%

22.6%

19.2%

138

Appendixes 38

Self Confidence

Personal Skills

66.7%

20.7%

19.2%

39

Systems Thinking


66.7%

22.6%

23.1%

40

Leadership Skills


65.4%

25.3%

23.1%

41

Service Orientated


65.4%

23.5%

23.1%

42

Practical Skills

Technical Skills

64.1%

20.5%

11.5%

43



62.8%

16.9%

7.7%

44



60.3%

24.5%

15.4%

45

Task Management

Personal Skills

60.3%

18.5%

7.7%

46


Technical Skills

60.3%

20.7%

11.5%

47


Communication

59.0%

21.3%

7.7%

48


Communication

53.8%

20.8%

3.8%

49


Technical Skills

52.6%

24.8%

11.5%

50

Systems Management


51.3%

28.1%

11.5%

51

Customer Orientated


47.4%

21.0%

3.8%

52



46.2%

24.6%

3.8%

53

Business Acumen


44.9%

22.5%

0.0%

54

Entrepreneurship


44.9%

22.5%

0.0%

55

Teaching


44.9%

27.6%

11.5%

#

Category

Score

SD/R

1

Personal Skills

73.9%

11.9%

2

Technical Skills

73.2%

10.6%

3

Communication

70.5%

12.5%

4


65.7%

12.5%

5


64.6%

14.7%

139

Appendixes

6.4.4. Experience, 20+ Years, Skill Results #

Skills

Category

Score

SD/R

%4

1

Engineering Design

Technical Skills

95.2%

11.7%

85.7%

2

Integrity

Personal Skills

95.2%

11.7%

85.7%

3

Analytical Thinking


95.2%

11.7%

85.7%

4

Technical Knowledge

Technical Skills

92.9%

13.7%

78.6%

5

Accountability

Personal Skills

92.9%

13.7%

78.6%

6


Communication

90.5%

15.1%

71.4%

7

Problem Solving


90.5%

15.1%

71.4%

8

Quality Awareness

Personal Skills

88.1%

16.0%

64.3%

9

Self-Motivated

Personal Skills

88.1%

16.0%

64.3%

10

Attention to Detail

Personal Skills

88.1%

16.0%

64.3%

11

Mathematical Skill

Technical Skills

85.7%

20.8%

64.3%

12

Positive Attitude

Personal Skills

85.7%

16.5%

57.1%

13

Professionalism


85.7%

20.8%

64.3%

14

Project Management


83.3%

20.9%

57.1%

15

Autonomy

Personal Skills

83.3%

16.7%

50.0%

16

Life Long Learning

Personal Skills

83.3%

16.7%

50.0%

17

Responsible

Personal Skills

83.3%

20.9%

57.1%

18

Self-Discipline

Personal Skills

83.3%

16.7%

50.0%

19


Communication

83.3%

20.9%

57.1%

20


Technical Skills

83.3%

20.9%

57.1%

21

Logical Thinking


83.3%

16.7%

50.0%

22


Technical Skills

81.0%

20.8%

50.0%

23


Personal Skills

81.0%

16.5%

42.9%

24

Innovative

Personal Skills

81.0%

16.5%

42.9%

25

Punctual

Personal Skills

81.0%

16.5%

42.9%

26


Communication

81.0%

16.5%

42.9%

27

Critical Thinking


81.0%

16.5%

42.9%

28

Decision Management


78.6%

23.9%

50.0%

29

Task Management

Personal Skills

78.6%

23.9%

50.0%

30

Flexibility

Personal Skills

78.6%

20.3%

42.9%

31


Communication

78.6%

16.0%

35.7%

32

Teamplayer


78.6%

23.9%

50.0%

33

Technical Expertise

Technical Skills

78.6%

20.3%

42.9%

34



76.2%

23.3%

42.9%

35

Resourceful

Personal Skills

76.2%

15.1%

28.6%

36

Conceptual Thinking


76.2%

15.1%

28.6%

37


Technical Skills

76.2%

29.4%

50.0%

140

Appendixes 38

Service Orientated


73.8%

22.5%

35.7%

39

Self Confidence

Personal Skills

73.8%

18.6%

28.6%

40


Communication

73.8%

13.7%

21.4%

41

Customer Orientated


71.4%

21.3%

28.6%

42

Leadership Skills


71.4%

24.7%

35.7%

43

Systems Management


71.4%

24.7%

35.7%

44

Practical Skills

Technical Skills

71.4%

17.2%

21.4%

45


Communication

69.0%

19.8%

21.4%

46

Systems Analysis


69.0%

26.6%

35.7%

47


Technical Skills

66.7%

25.2%

28.6%

48


Communication

64.3%

19.8%

14.3%

49

Systems Thinking


64.3%

26.6%

28.6%

50


Technical Skills

61.9%

21.3%

14.3%

51



57.1%

26.5%

14.3%

52

Teaching


57.1%

23.3%

7.1%

53



57.1%

23.3%

7.1%

54

Business Acumen


54.8%

29.8%

14.3%

55

Entrepreneurship


54.8%

29.8%

14.3%

#

Category

Score

SD/R

1

Personal Skills

83.6%

10.7%

2

Technical Skills

79.3%

11.8%

3

Communication

77.2%

12.1%

4


74.7%

16.7%

5


71.8%

16.5%

141

Essential Skills of Graduate Engineers: The Case of Namibia

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