Is (self-directed) learning the key skill for tomorrow's engineers?

Abstract

This paper shows how a study in educational sciences focused on the concept of ‘competence’ can bring about changes in the pedagogical methods used when training engineers. Instead of using personality traits to understand innovators, a PhD study focused on practices and competencies revealed that, amongst other things, self-directed learning skills are of prime importance in the success of innovation processes. This led the teaching staff of a French engineering school to set up a project aimed at integrating self-directed learning into the curriculum. Applied to English language learning, the system described here is based on an alternation between active and reflexive phases. It also provides students with continuous support, thus transforming the role of the teachers into facilitators. Consequently, the development of students’ linguistic skills requires an evolution in teachers’ professional competencies.

Keywords:

• Self-directed learning
• Engineering education
• Competencies
• Foreign language learning
• Educational sciences

About the authors

Raphaël Bary is a lecturer in Educational Sciences at the National School of Industrial Engineering (Nancy, France). After studying communication and education, he has worked in engineering education for the past 8 years. He is in charge of training in personal development, experiential learning and creativity. His research agenda focuses on self-directed learning, autonomous learning and skills acquisition, especially in the field of innovation and entrepreneurship. He received his doctorate in Educational Sciences from the National Polytechnic Institute of Lorraine (Nancy).

Michael Rees is the Head of Foreign Languages at the National School of Industrial Engineering (Nancy, France). After 3 years working with students at the Nancy School of Mines, setting up a self-directed learning system, he joined a Nancy University research laboratory to work on implementing language learning systems within businesses. He subsequently founded and managed a language services company for 9 years before joining ENSGSI as Head of Foreign Languages. He is also in charge of the second year industrial projects and is developing courses in intercultural management.