Nyamapfene, A; (2018) The Transition from Professional Engineering Practice to Academic Practice: A Case Study. In: 2017 7th World Engineering Education Forum (WEEF). (pp. pp. 494-498). IEEE: Kuala Lumpur, Malaysia.

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Abstract

Engineering schools in the UK are increasingly adopting learner-centred, authentic learning approaches such as problem and project based learning to address the perceived lack of employability skills in engineering graduates. These methods are labour- and capital-intensive, and these demands for workready graduates are taking place in a period of real cuts in perunit student funding from government. To address these funding gaps, universities are increasingly focussing on securing research funding, leading to a preference for research active academics at the expense of academics with industrial experience. To plug these skills gaps, engineering schools are increasingly reliant on practitioners to teach on industry-focussed talks. However, the integration of practitioners into academic environments has not been smooth. In this paper I adopt a theoretical framework inspired by Bourdieu and Archer to identify the constraints faced by practitioners when they move into academic roles.

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