Understanding the Educational and Career Pathways of Engineers (2018) / Chapter Skim
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Introduction
Introduction
Pages 11-14
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From page 11... ...
That supply of engineers depends on a system that can be called the engineering education-to-workforce pathway.
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From page 12... ...
These pathways are shaped largely by market forces, although some parts are regulated by standards that define a quality engineering education, immigration quotas for engineers entering the workforce from abroad, and professional licensure for engineers in some fields of practice. Arguably, the system has worked well, because the United States has been the innovation engine of the world for the past 75 years, when US engineering expanded and evolved rapidly, leading the world in both driving and responding both to advances in technology and science and to emerging societal needs and wants.
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From page 13... ...
Once graduates enter the labor force, they can choose from a broad spectrum of career paths, involving jobs not always described as engineering jobs. While roughly 35 percent of engineering degree holders work in engineering occupations narrowly defined, another 45 percent work in engineering management, computing, and engineering-related occupations2 that draw heavily on their technical engineering skills and training (what this report calls engineering-proximate occupations)
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From page 14... ...
The chapter also examines the economic returns to an engineering degree, the dynamics of the engineering labor market, and major forces, including technological changes and globalization, that shape the market and with it the educational and career pathways of engineers. Chapter 2 reviews changing workplace demands for engineering graduates' skills and knowledge and implications for engineering education.
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