FEIT graduate attributes
At the end of the degree in Engineering or Information Technology students will demonstrate developed technical knowledge (Body of Knowledge) appropriate to their field of practice, and Graduate Attributes in the following Outcomes areas.
These attributes have been developed by the faculty using the Engineering and ICT Learning and Teaching Academic Standards Statement (ALTC 2010) and the UTS Model of Learning (UTS 2011). They incorporate the accreditation requirements of faculty appropriate professional societies and the University, and recognise the professional, academic and personal needs of students, the community, employers and industry.
A. Needs, context and systems
Rationale: Engineering and IT take place within the larger context of society and the environment, which encompasses social, economic and sustainability needs. Graduates will be able to:
- Identify, interpret and analyse stakeholder needs,
- Establish priorities and goals,
- Identify constraints, uncertainties and risk of the system (social, cultural, legislative, environmental, business etc.),
- Apply principles of sustainability to create viable systems, and
- Apply systems thinking to understand complex system behavior including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.),
B. Problem solving and design
Rationale: Engineering and IT practice focuses on problem-solving and design where artifacts are conceived, created, used, modified, maintained and retired. Graduates will be able to:
- Identify and apply relevant problem solving methodologies,
- Design components, systems and/ or processes to meet required specification,
- Synthesise alternative/innovative solutions, concepts and procedures,
- Apply decision-making methodologies to evaluate solutions for efficiency, effectiveness and sustainability,
- Implement and test solution, and
- Demonstrate research skills
C. Abstraction and modelling
Rationale: Abstraction, modelling, simulation and visualization inform decision-making, and are underpinned by mathematics, as well as basic and discipline sciences. Graduates will be able to:
- Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation,
- Develop models using appropriate tools such as computer software, laboratory equipment and other devices, and
- Evaluate model applicability, accuracy and limitations.
Rationale: Graduates must have capabilities for self-organisation, self-review, personal development and lifelong learning. Graduates will be able to:
- Manage own time and processes effectively by prioritising competing demands to achieve personal goals (Manage self), and
- Reflect on personal and professional experiences to engage in independent development beyond formal education for Lifelong learning.
E. Communication and coordination
Rationale: Engineering and IT practice involves the coordination of a range of disciplinary and interdisciplinary activities to arrive at problem and design solutions. Graduates will be able to:
- Communicate effectively in ways appropriate to the discipline, audience and purpose,
- Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting, and
- Identify and apply relevant project management methodologies
F. Professional practice within global context
Rationale: Graduates must possess skills, knowledge and behaviours to operate effectively in culturally-diverse workplaces and a changing global environment. Graduates will:
- Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements,
- Appreciate ethical implications of professional practice,
- Understand cross-cultural issues (regions or workplaces), and
- Be aware of Global perspectives (needs, rules/regulations, and specifications).
Australian Learning and Teaching Council Cameron, I., Hadgraft, R. & Wright, S. 2010, Engineering and ICT Learning and Teaching Academic Standards, ALTC, Sydney. viewed 24 November 2011, <http://www.olt.gov.au/resource-engineering-ict-ltas-statement-altc-2010> Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government.
University of Technology, Sydney 2011, UTS Model of Learning, UTS, Sydney. viewed 12 March 2013, <http://www.iml.uts.edu.au/curriculum/utsmodel.html>