Graduate Attributes and Skill Gaps

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Graduate AttributesandSkill Gaps

• Dr. S. Jindal
• Director (IQAC)
• Geetanjali Institute of Technical Studies
• Udaipur

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Bloom's as a learning process
Bloom's Taxonomy
Bloom's Revised Taxonomy
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• You can not understand a concept if you do not
  first remember it, similarly you can not apply
  knowledge and concepts if you do not understand
  them.
• It is a continuum from Lower Order Thinking
  Skills (LOTS) to Higher Order Thinking Skills
  (HOTS).
• Before we can understand a concept we have to
  remember it
• Before we can apply the concept we must
  understand it
• Before we analyse it we must be able to apply it
• Before we can evaluate its impact we must have
  analysed it
• Before we can create we must have remembered,
  understood, applied, analysed, and evaluated.

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The 12 Graduate Attributes
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(KB) A knowledge base for engineering

• Demonstrated competence in university level
  mathematics, natural sciences, engineering
  fundamentals, and specialized engineering
  knowledge appropriate to the program.

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(PA) Problem analysis

• An ability to use appropriate knowledge and
  skills to identify, formulate, analyze, and solve
  complex engineering problems in order to reach
  substantiated conclusions

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(Inv.) Investigation

• An ability to conduct investigations of complex
  problems by methods that include appropriate
  experiments, analysis and interpretation of data
  and synthesis of information in order to reach
  valid conclusions.

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(Des.) Design

• An ability to design solutions for complex,
  open-ended engineering problems and to design
  systems, components or processes that meet
  specified needs with appropriate attention to
  health and safety risks, applicable standards,
  and economic, environmental, cultural and
  societal considerations.

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(Tools) Use of engineering tools

• An ability to create, select, apply, adapt, and
  extend appropriate techniques, resources, and
  modern engineering tools to a range of
  engineering activities, from simple to complex,
  with an understanding of the associated
  limitations.

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(Team) Individual and teamwork

• An ability to work effectively as a member and
  leader in teams, preferably in a
  multi-disciplinary setting.

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(Comm.) Communication skills

• An ability to communicate complex engineering
  concepts within the profession and with society
  at large. Such ability includes reading, writing,
  speaking and listening, and the ability to
  comprehend and write effective reports and design
  documentation, and to give and effectively
  respond to clear instructions.

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(Prof.) Professionalism

• An understanding of the roles and
  responsibilities of the professional engineer in
  society, especially the primary role of
  protection of the public and the public interest.

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(Impacts) Impact of engineering on society and
the environment

• An ability to analyze social and environmental
  aspects of engineering activities. Such ability
  includes an understanding of the interactions
  that engineering has with the economic, social,
  health, safety, legal, and cultural aspects of
  society, the uncertainties in the prediction of
  such interactions and the concepts of
  sustainable design and development and
  environmental stewardship.

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(Ethics) Ethics and equity

• An ability to apply professional ethics,
  accountability, and equity.

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(Econ.) Economics and project management

• An ability to appropriately incorporate economics
  and business practices including project, risk,
  and change management into the practice of
  engineering and to understand their limitations.

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(LL) Life-long learning

• An ability to identify and to address their own
  educational needs in a changing world in ways
  sufficient to maintain their competence and to
  allow them to contribute to the advancement of
  knowledge

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Employer Satisfaction Survey

• An Employer Satisfaction Survey was carried out
  from September to November 2009 as part of
  preparation of the Second Phase of Technical
  Education Quality Improvement Program (TEQIP-II)
  initiated by the Government of India and
  financially supported by the World Bank.
• The survey was implemented by a joint team of the
  3 -National Project Implementation Unit (NPIU),
  the Federation of Indian Chambers of Commerce and
  Industry (FICCI), and the World Bank (WB) in
  consultation with Ministry of Human Resource
  Development (MHRD), Government of India.

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• Specifically, the survey seeks answers to the
  following three questions
• Which skills do employers consider important when
  hiring new engineering graduates?
• (ii) How satisfied are employers with the skills
  of engineering graduates?
• (iii) In which important skills are the engineers
  falling short?

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SKILL GROUPED INTO THREE FACTORS SKILL GROUPED INTO THREE FACTORS SKILL GROUPED INTO THREE FACTORS
FACTOR 1 FACTOR 1 FACTOR 1
(Core Employability Skills) (Professional Skills) (Communication Skills)
Integrity Identify, formulate and solve technical/engineering problems Written communication
Self-discipline Design a system, component or process to meet desired needs Design and conduct experiments and analyse and interpret data
Reliability Use appropriate/modern tools, equipment, technologies Reading
Self-motivated Apply knowledge of mathematics, science and engineering Communication in English
Entrepreneurship Skills Custodian service Skills Technical skills
Teamwork Knowledge of contemporary issues Verbal communication
Understands and takes directions for work assignments Creativity Basic computers
Willingness to learn   Advanced computers
Flexibility    
Empathy    
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• Analysis of the employers feedback show
• The specific skills can be grouped into three
  overall groups of skills Core Employability
  Skills, Communication Skills, and Professional
  Skills.
• Although all three skills are important for
  employers, Core Employability Skills and
  Communication Skills (Soft Skills) are more
  important than Professional Skills.
• Soft skills, such as reliability and
  self-motivated have the largest skills gaps.
• 64 of employers hiring fresh engineering
  graduates are only somewhat satisfied or worse
  with the quality of engineering graduates
  skills. The typical employer is only somewhat
  satisfied with the skill set of the newly hired
  graduates.

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• The graduates have strong English Communication
  skills and this is one the most important skills
  for employability.
• The graduates lack higher-order thinking skills,
  such as analyzing, evaluating and creating. This
  is unfortunate, because these higher-order skills
  are more important than lower-order thinking
  skills. Skills such as Problem-solving and
  conducting experiments and data analysis have a
  large skill gap.
• Employers predominantly demand the same Soft
  Skills irrespective of economic sector, firm size
  and region. However, firms in different regions
  and economic sector and of different size demand
  distinct Professional Skill.

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