Embedding a Management System for Engineering Education (MaSEE) into Curricula

Bernadette Foley, Tiffany Gill, Edward Palmer, Stephanie Eglinton-Warner, Bouchra Senadji, Elisa MARTINEZ MARROQUIN

Research output: A Conference proceeding or a Chapter in BookConference contribution

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Context: The Management System for Engineering Education (MaSEE) project has been developed to address the varying level of knowledge regarding key management system processes, with which graduates enter the profession, as identified by industry. The MaSEE project promotes problem-based learning and assessment, which integrates peer feedback and experiential learning in context and closely simulates authentic professional practices. Stakeholders informing the project and its outcomes include: industry, educators and students. Purpose:
This paper outlines the activities leading to the development of MaSEE. It provides an overview of resources, pedagogy, and examples of how it can be embedded into engineering curricula. It also explores how the use of defined processes enable diverse internal and external perspectives to be considered within engineering practice. Approach: This study has received funding from the Australian Government Department of Education and Training and uses an action research approach to develop, trial and refine teaching resources that enable adapted industry management system processes to be used as learning and teaching tools within the engineering curriculum. Each process is aligned with established pedagogy, with resources to support implementation and assessment. The processes include meeting minutes, design verification, design review, document control, risk assessment, project planning and request for information. Results: Outcomes from project activities have indicated a positive correlation between the use of the adapted processes and improved student learning. The analysis in this paper has also identified the potential for MaSEE resources to aid the development of professional communication skills, and to appreciate diverse perspectives. Conclusions: This project provides the opportunity to improve the teaching of engineering undergraduates and provide them with skills that are translatable to industry and address the diverse range of workplace scenarios. In addition, educators are provided with a set of tools and a sound pedagogy to support their teaching.
Original languageEnglish
Title of host publication29th Annual Conference of the Australasian Association for Engineering Education
Subtitle of host publicationAAEE 2018
Place of PublicationAustralia
PublisherEngineers Australia
Number of pages6
ISBN (Print)9781925627367
Publication statusPublished - 2018
Event29th Australasian Association for Engineering Education Conference 2018 - Waikato University & Institute of Technology, Hamilton, New Zealand
Duration: 9 Dec 201812 Dec 2018


Conference29th Australasian Association for Engineering Education Conference 2018
Abbreviated titleAAEE 2018
Country/TerritoryNew Zealand
Internet address


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