Reality Shock – Reducing the Risk

Purpose – It has been identified that one of the most difficult transitions a person may make is between education and full time employment. This can result in what has been described by Kramer (1974) as ‘Reality Shock’. Ensuring students leave their organisations with the key competencies needed to succeed and thrive in the workplace is a key issue facing educators. It is vital that key stakeholder needs are adequately determined, that curriculum content reflects these ‘real world’ needs, and graduates leave with these requirements having been met. Once determined, appropriate learning activities can then be tailored to ensure theoretical and practical requirements can be incorporated to most effectively deliver the key competencies required
Design/Methodology –  This paper discusses the unique New Zealand (NZ) context within which an international benchmarking study determining the ‘leadership competencies’ required of engineering graduates is being undertaken. The need for this study and how it will be conducted are considered.
Practical Implications –  A number of practical applications are expected. These may include improvements to the design and delivery of Engineering Degrees at the participating Universities, and enabling new graduates to ‘hit the ground running’ as more active early workplace contributors Longer term, it is hoped there will be a reduced risk of new employees leaving industry early in their employment career due to ‘reality shock’.
Originality/Value –  The results of this study would be of value to both academics and practitioners who are involved in the design and delivery of engineering education.

Ver artigo

Engineers, leadership competencies, reality shock, work readiness.