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The development of professional engineers for the workforce is one of the aims of engineering education, which benefits from the complementary efforts of engineering students, faculty, and employers. Typically, current research on engineering competencies needed for practice in the workplace is focused on the experiences and perspectives of practicing engineers. This study aimed to build on this work by including the perspectives and beliefs of engineering faculty about preparing engineering students, as well as the perspectives and beliefs of engineering students about preparing for the workplace. The overall question of the research was, “What and how do engineering students learn about working in the energy sector?” Additional questions asked practicing engineers, “What is important to learn about your work and how did you learn what was important when you started in this industry? For engineering faculty, we asked, “What is important for students to learn as they prepare for work as professionals in the energy industry?” We anticipated that the findings of triangulating these three samples would help us better understand the nature of the preparation of engineering students for work by exploring the connections and disconnections between engineering education in school and engineering practice in the workplace. The aim was to map out the complex ecosystem of professional learning in the context of engineering education and practice. The core concept framing this study is the development of competence for engineering practice—including the education of students in the context of higher education and the practical learning of newly hired engineers on the job. Initial findings of the work-in-progress describe the nature of instruction and learning in higher education, learning in the workplace, along with comparisons and contrasts between the two. As of this point, we have initially mapped the learning ecosystem in the workplace based on in-depth, qualitative interviews with 12 newly hired engineers in the target energy company. In addition, we are analyzing interviews with two managers in the company and three other experienced leaders in the energy industry (this sample is currently in process and will include interviews with more participants). Currently, we are analyzing and mapping the learning and experiences of students in their studies of energy engineering and the instructional goals of engineering faculty teaching and mentoring these students. The map of the higher education ecosystem will connect with the workplace ecosystem to portray a more longitudinal map of the learning and development of professional competence of engineering students preparing for their career in the energy sector. The findings of the analysis of the workplace emphasized the importance of the social and relational systems in the workplace, while very preliminary indications from the educational context (students and faculty) indicate initial awareness of the social context of energy practice and policy. There are also indications of the nature of important cultural differences between higher education and industry. We continue to collect data and work on the analysis of data with the aim of mapping out the larger learning and experience ecosystem that leading to professional competence. 

This study is a work-in-progress investigating the experiences most salient to newly hired engineers in an electric power utility as they began new jobs. The study is based on an inductive, qualitative design using semi-structured interviews with 12 newly hired engineers. It was the process of integrating and developing the individual’s competencies to better match the requirements of the job (i.e., socialization or onboarding) that was an indicator of job performance—and the focus of this study. The characteristics of this competency matching during the first year of their new employment was related to the newly hired engineers’ education (for the new graduates), and job experiences (for experienced hires)--both acquired from their schooling and previous work. The interviews of newly hired engineers provided in-depth reports of their experiences developing and refining their technical competencies, as well as their professional competencies within the organization. These experiences clearly portray the complexities of how the newcomers worked out the requirements of integrating into the organization. The new hires reported that many of the requirements of the job were not clearly defined or presented; rather, they often learned through trial-and-error. Initial findings indicate that the learning experiences of these newcomers cluster around four content areas of learning aided by facilitating processes in the development of competence.The findings of this study corroborate and elaborate on previous work done on the preparation and transition of engineering graduates from school-to-work, and provide new insights into the process of integrating individual competencies into job requirements. The contribution of this work highlights how newcomers learned about their new jobs and what competencies they drew upon from their education, as well as how they applied their competencies to the practice of engineering. This included various types of formal, informal, incidental and social learning building upon their previous educational and work experiences, self-directed learning on the job, and the mentoring obtained from more experienced insiders. The implications of this work inform the development of professional engineers broadly for STEM careers, and specifically for the energy industry, which is part of the increasing interdisciplinarity and convergence of a wide range of technical fields. 

This study is a work-in-progress investigating the experiences most salient to newly hired engineers in an electric power utility as they began new jobs. The study is based on an inductive, qualitative design using semi-structured interviews with 12 newly hired engineers. It was the process of integrating and developing the individual’s competencies to better match the requirements of the job (i.e., socialization or onboarding) that was an indicator of job performance—and the focus of this study. The characteristics of this competency matching during the first year of their new employment was related to the newly hired engineers’ education (for the new graduates), and job experiences (for experienced hires)--both acquired from their schooling and previous work. The interviews of newly hired engineers provided in-depth reports of their experiences developing and refining their technical competencies, as well as their professional competencies within the organization. These experiences clearly portray the complexities of how the newcomers worked out the requirements of integrating into the organization. The new hires reported that many of the requirements of the job were not clearly defined or presented; rather, they often learned through trial-and-error. Initial findings indicate that the learning experiences of these newcomers cluster around four content areas of learning aided by facilitating processes in the development of competence.The findings of this study corroborate and elaborate on previous work done on the preparation and transition of engineering graduates from school-to-work, and provide new insights into the process of integrating individual competencies into job requirements. The contribution of this work highlights how newcomers learned about their new jobs and what competencies they drew upon from their education, as well as how they applied their competencies to the practice of engineering. This included various types of formal, informal, incidental and social learning building upon their previous educational and work experiences, self-directed learning on the job, and the mentoring obtained from more experienced insiders. The implications of this work inform the development of professional engineers broadly for STEM careers, and specifically for the energy industry, which is part of the increasing interdisciplinarity and convergence of a wide range of technical fields.