grand challenges for engineering - 3ds academy · knowledge of fundamentals (e.g., calculus)...

GRAND CHALLENGES FOR ENGINEERING

IN THE EYES OF 21ST CENTURY STUDENTSNew Findings from an Ongoing Global Survey | 4th Edition 2017

IN PARTNERSHIP WITH:

Eight years after its first edition, we are pleased to present the fourth global survey on student perceptions of the Grand Challenges for Engineering defined by the US National Academy of Engineering. As in previous years, the survey aims to trigger conversations and raise awareness regarding these global challenges. Noticeable variations in findings

show that overall viewpoints are sensitive to political, social, and physical changes that have occurred recently worldwide.

RESPONDENTS IN 2017

AVERAGE AGE: 20.629% WOMEN68

COUNTRIES

GRAND CHALLENGES ARE COPYRIGHT NAE

Ability to Work in a Team

Up-to-Date Knowledge

Creativity

Responsibility & Ethics

Practical Experience

Effective Communicator

Ability to Take Risks

Knowledge of Fundamentals (e.g., Calculus)Ability to Apply Digital Technologies

Multicultural Sensitivity

Knowledge of Multiple Engineering DisciplinesTechnical Intuition

Knowledge of Theory

Technical Prowess

Understanding of Non-Engineering Disciplines

60%

22%

16%

62%

35%

International Student Exchange Programs

Advanced Research Projects in Your University

Internships within Companies

Engineering/Project-Based Competitions on Related Fields

Summer Schools

MOOC (Massive Open Online Courses)

Being a Full-time Employee

Projects or Research in Cooperation with Students from Other Universities

31%DISAGREE

8%STRONGLY DISAGREE

9%STRONGLY

AGREE

52%AGREE



Creativity








Knowledge of Theory

Technical Prowess


60%

22%

16%

62%

35%





Summer Schools




31%DISAGREE

8%STRONGLY DISAGREE

9%STRONGLY

AGREE

52%AGREE

Please Rank the Following Learning Opportunities According to their Relevance for Acquiring Specific/Additional Skills to Address the Global Challenges

Do You Feel that Your Educators Possess the Appropriate Awareness and Knowledge to Address Grand Challenges?

Variations in findings are indicated on the graphs by the following symbols:Increased ; Greatly increased ; Decreased ; Greatly decreased ; Unchanged

NEW



Creativity








Knowledge of Theory

Technical Prowess


60%

22%

16%

62%

35%





Summer Schools




31%DISAGREE

8%STRONGLY DISAGREE

9%STRONGLY

AGREE

52%AGREE

Which of the Following Areas, from a Geo-Economic Point of View, are Best Positioned to Contribute to Solving These Challenges?

Blue circles indicate the percentage of students in regions who believe this region is well placed to address the challenges. Blue arrows point to the area which is best placed to address the challenges.

91%

National/State/Provincial Governments

Make Solar Energy Economical

Educational Institutions

International Organizations (UN)

Private Businesses

Non-Governmental Organizations/Charities

Social Scientists

Medical Professionals

Urban Planners/City Managers

Military/Police

Artists

Restore & ImproveUrban Infrastructure

Provide Access to Clean Water

OCEANIA



Prevent Nuclear Terror

Restore and Improve Urban Infrastructure

Provide Energy from Fusion

Advance Health Informatics

Develop Carbon Sequestration Methods

Engineer Better Medicines

Manage the Nitrogen Cycle

Secure Cyberspace

Enhance Virtual Reality

Reverse-Engineer the Brain

Engineer the Tools of Scientific Discovery

Advance Personalized Learning



ASIA/MIDDLE EAST




AFRICA




SOUTH AMERICA

Develop CarbonSequestration Methods



NORTH AMERICA




EUROPE


Please Rank the Challenges That, in Your Mind, Will Drive the Largest Number of Jobs in the 21st CenturyStakeholders considered likely to be capable of addressing the Grand Challenges appear in a remarkably stable order since 2010.

91%





Private Businesses


Social Scientists

Medical Professions

Military/Police


Artists



OCEANIA

Develop Carbon SequestrationMethods

Provide Access to Water








Secure Cyberspace







MIDDLE EAST/ASIA


AFRICA




SOUTH AMERICA




NORTH AMERICA



Restore and Improve UrbanInfrastructure



EUROPE


Please Rank the Following Professional Domains According to their Importance for Addressing the ChallengesSince 2010, Grand Challenges related to climate change moved up a total of 17 ranks, possibly reflecting the growing importance of the subject in global public debate.

While North American and European students see their continents best placed to address the Grand Challenges, Latin American and African students look to Europe for this role, just as Asian students look to North America. These perceptions remain almost unchanged since 2010.



Creativity








Knowledge of Theory

Technical Prowess


60%

22%

16%

62%

35%





Summer Schools




31%DISAGREE

8%STRONGLY DISAGREE

9%STRONGLY

AGREE

52%AGREE

How Needed Are the Following Skills to Address Grand Challenges?

Please Rank the Following Challenges by Their Potential to Re-Shape/Transform our Future

91%





Private Businesses


Social Scientists

Medical Professions

Military/Police


Artists



OCEANIA


Provide Access to Water








Secure Cyberspace







MIDDLE EAST/ASIA


AFRICA




SOUTH AMERICA




NORTH AMERICA



Restore and Improve UrbanInfrastructure



EUROPE


In 2010, “Making Solar Energy Economical” was perceived as the overall top Challenge due to its potential to re-shape/transform our future. In 2017, it was superseded by “Provide Access to Clean Water.”

The need for social skills moved up 29 ranks. Exploring the sociological reasons behind such a trend may be an interesting research topic to determine whether proactive policies actually influence students’ perceptions.

ACADEMY.3DS.COM

We have chosen to compare the outcomes of this year’s survey with the 2010 findings as the time span between the two is long enough to observe changing (and unchanging) perceptions, and because the questionnaire itself has not been revised since that year. This survey is intended to sustain the conversation about the Grand Challenges and should not be seen as science.

Since 2010, however, social skills are now seen as significantly more relevant than technical know-how to address the Grand Challenges and students expect more jobs to be driven by Challenges relating to climate change.

These key trends observed in the survey raise two potential research questions:

· What are the external factors that influence how students determine their own hierarchies regarding the impact of the Grand Challenges on future jobs?

· What determines how students perceive the skills needed to address the Grand Challenges?

About SPEEDThe Student Platform for Engineering Education Development (SPEED) is a global, non-profit student organization that functions as an interdisciplinary network of engineering students, who aspire to provide opinion and create an impact on future developments of engineering education and its effect on the society and environment.

About BESTBEST (Board of European Students of Technology) is a network that aims to develop students from varied technological backgrounds by working in an international and multicultural environment. Currently, entering its 29th year of existence, 3300 students from 32 countries in Europe work together to deliver the best quality services to more than 1,000,000 future professionals in technological fields.

Avneet Hira [email protected]

Gustavo Fonseca [email protected]

WORLDSPEED.ORG

BEST.EU.ORG

This study has been conducted with assistance from SPEED and BEST.

Based on the U.S. National Academy of Engineering (NAE) Grand Challenges

An Initiative of Dassault Systèmes

Supported by :

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grand challenges for engineering - 3ds academy · knowledge of fundamentals (e.g., calculus)...

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