These days, apparently, “tech” is ubiquitous.
Technology will save us?
Yet technology, the word, now means much less than it used to: it has been slimmed down to mean mobile phones, apps and gadgets. I asked a few friends: they said tech means an electrical gadget like a phone. Is an electric toaster technology? Oh no, they said, it’s too simple, too ancient. So “tech” has to be complex? “Ah, yes!”
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And will continue to be expensive.
The Australian National Broadband Network will cost us 40 billion dollars or more. Here is one of the reasons why it will continue costing us even more tens of billions, way into the future.
Before reading this, please see the post of December 7, 2017, where I have released a comprehensive guide for engineers, students and educators on value creation in engineering enterprises…..
In my last post, I wrote a brief explanation about value and value creation, noting that “value” has many different meanings.
In this post I will summarize what Bill Williams and I think is a new theory of engineering value creation, the subject of my address to the International Conference on Engineering Education Research (iCEER 2016) in Sydney on November 24.
On repeated occasions, surveys in Australia and elsewhere report business leaders complaining about graduates without appropriate skills. Most recently, Dr Simon Eassom has proclaimed this in an article ‘What will the Uber university look like?’ in the Australian Campus Review newspaper. He thinks that traditional universities could be swept aside just like Uber is transforming the taxi industry in many countries using new technology.
Recently I wrote about two factors that could explain this: the implicit privileging of writing about all other forms of communication and implicit relegation of collaboration throughout our education system. Graduates, therefore, tend to have weak skills in listening, seeing and reading, even drawing and visual communication, all of which are critical for engineering and most other professions. Especially for engineers, it is unlikely that they know how to collaborate effectively since this is rarely if ever taught. Even though students practice teamwork in many group projects, in the absence of explicit teaching and assessment, bad team behaviours will be reinforced just as much as good ones. And teamwork is different from effective collaboration in a technical context such as engineering.
In our research, we observed that young engineers rarely practiced effective collaboration techniques. Some older engineers developed remarkably effective skills but without being able to explain them.
This helps to explain why the reputation of graduates is so low, particularly in the minds of business employers. And it is not just engineers, apparently, that are said to have terrible communication and collaboration skills.
My research on engineers provides some novel answers that lie deep within the structure of our education systems. There are some other factors that have emerged from this research affecting not just engineers, but all graduates.
In this post I will describe the third of these factors: the implicit devaluation of ideas about money in universities.