Engineering Education: Targeted Learning Outcomes Or Accidental Competencies?

This paper presents preliminary results of research into the nature of engineering competence. Data was gathered in focus groups with participants from Australia, Germany and the US using critical incident techniques. The study has found evidence to suggest that some crucial engineering competencies are not predominantly achieved through targeted education. The first part critically analyses the history of the competency movement with special regard to the application of learning outcomes in engineering education. The two problems identified in this context are the lack of a conclusive definition of competency and the gap in the understanding of engineering competency between education and practice. On this basis, the concept of Accidental Competencies is introduced. Accidental Competencies are not achieved through intentional forms of learning but emerge from the coaction of curricular elements and other aspects of the educational process. Illustrative quotes from the focus groups are presented and analyzed with regard to Accidental Competency formation. Subsequently, a contextual model is introduced illustrating the coaction of elements surrounding the educational process in the formation of competencies. The potential advantages of the concept of Accidental Competency as a unique mode of enquiry into the nature of engineering competence are then discussed. Finally details of the direction of the further research are outlined.