Mark Symes

Reskilling the manufacturing workforce and developing capabilities for the future

Abstract Australia needs a stronger workforce over the next three to five years with more qualified engineers and associated professionals with the high-level skills capable of delivering the needs of the advanced manufacturing and maritime industries. Australia’s graduation rates in science, technology, engineering and mathematics fields are low by international comparison, providing challenges in meeting qualified workforce needs. With a focus on Tasmania, this paper identified the mismatch between current skills and future needs from a literature review, and through semi-structured interviews with companies in these industries, qualitative data on future skills were determined. The results clearly indicate that there is a need for Vocational Education and Training and Higher Education to be flexible in their course offerings, work with industry to ensure that it is delivering consistent and quality learning outcomes, thus creating a culture of communication and collaboration underpinned by mutual understanding of industry and education and training sector needs, possibilities and constraints.

Interpersonal variables and their impact on the perceived validity of peer assessment in engineering PBL

Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes