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首页> 外文期刊>European journal of engineering education >Development of an engineering identity in the engineering curriculum in Dutch higher education: an exploratory study from the teaching staff perspective
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Development of an engineering identity in the engineering curriculum in Dutch higher education: an exploratory study from the teaching staff perspective

机译：在荷兰高等教育的工程学课程中开发工程学的身份：从教职员工的角度进行探索性研究

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摘要

How do engineering students develop a professional identity during the course of the curriculum? What are the development mechanisms and important conditions? In an exploratory study among teachers the authors tried to find out whether the development of engineering identity can be understood by using the theoretical models of Ibarra and Sullivan. The results showed that the development of engineering identity is boosted during the internship in industry in the third year. Furthermore, the theoretical models could be recognised in the findings and four interaction types in internships, with significant differences in effect on identity development, could be identified if two dimensions were used: (1) industry supervisors' perception of students; (2) the professional responsibility awarded. Some recommendations for curriculum improvement could be made; for example, introducing projects into the curriculum to stimulate identity development from the start. Further research is required on students' preparation for internships.
机译：工科学生在课程过程中如何发展职业身份？有哪些发展机制和重要条件？在教师之间的探索性研究中，作者试图找出是否可以通过使用Ibarra和Sullivan的理论模型来理解工程特性的发展。结果表明，在第三年的工业实习期间，工程标识的发展得到了促进。此外，如果使用两个维度，可以在研究结果中识别出理论模型，并且可以识别出实习中的四种互动类型，这对身份发展的影响显着不同：（1）行业主管对学生的看法； （2）授予专业职责。可以提出一些改进课程的建议；例如，将项目引入课程中以从一开始就促进身份发展。需要进一步研究学生的实习准备。

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