Engineering & IT Graduate Outcomes Table

Faculty of Engineering and Information Technologies

The Engineering/IT Graduate Outcomes Table defines the general progression of learning attainment for Engineering and IT programs offered at the University of Sydney`s Faculty of Engineering and Information Technologies. The progression encompasses seven key learning domains and five levels of attainment in each domain. The progression provides framework for defining overall minimum attainment level for each Engineering and IT program offered in the faculty and the expected minimum attainment of each unit of study contributing to these programs. The graduate outcomes table encompasses the engineering competencies specified in the Engineers Australia Stage 1 Competency Standards for Professional Engineer</a>, which are the primary model for the outcome descriptors provided. The Engineering/IT Graduate Outcomes Table is subject to ongoing revision and refinement along with the courses and units of study that it serves. It was last updated in January 2013.

  Level 1 Level 2 Level 3 Level 4 Level 5
1) Design
Ability to work both creatively and systematically in developing effective, sustainable solutions to complex practical problems. [Eng.Aust Stage 1 Competencies 2.1, 2.3, 3.3]
Intuitive design. Undertaking elementary design tasks. Can produce intuitive solutions to given design problems. Methodical design. Can apply a systematic approach to given design tasks. Engages with elements of a systems design cycle in working to clearly specified requirements. Full cycle design. Can work through a full design cycle under some supervision. Fluent design. Can proficiently complete full design cycle to given brief, meeting general technical specifications or performance criteria. Design process leadership. Leads and executes a whole systems design cycle, working to independently determined user requirements.
2) Engineering/IT Specialisation
In-depth proficiency in applying the tools, methods, principles, technical knowledge and conceptual frameworks of a specific engineering/IT discipline to engineering/IT problems at varied levels of complexity. [Eng.Aust Stage 1 Competencies 1.3, 1.4, 2.1, 2.2]
Raw specialist. Knowing basic theoretical concepts and principles, major technical areas of the discipline and relevant types of situations, techniques, tools and materials. Practiced specialist. Can do routine specialist tasks, working to well-defined requirements.. Competently applies standard theories, principles, tools & materials in routine context. Broad specialist. Competently addresses complex problems requiring broad range of discipline knowledge, under some supervision. Comprehensive specialist. Can solve complex systemic problems, requiring thorough knowledge of the discipline. Leading specialist. Can solve complex systemic problems, requiring advanced knowledge of the discipline.
3) Maths/Science Methods and Tools
Mastery of the principles, methods and tools of scientific and mathematical analysis and investigation that underpin engineering and IT practice [Eng.Aust Stage 1 Competencies 1.1,1.2,2.2]
General maths/science background. Generally able to use the fundamental mathematical & scientific concepts, tools and techniques required for engineering/IT modelling and analysis. Thorough maths/science background. Thoroughly mastering the fundamental mathematical & scientific concepts, tools and techniques required for engineering/IT modelling and analysis. Basic modelling & analysis. Selects and applies investigative methods, models and tools with general understanding of their underlying principles, operating parameters and procedural requirements. Independent modelling & analysis. Selects and applies investigative methods, models and tools with thorough consideration of limitations potentially affecting the potential accuracy of the results. Advanced modelling & analysis. Constructs or adapts investigative methods, models and tools with thorough consideration of limitations potentially affecting the potential accuracy of the results.
4) Information Seeking
Ability to search, evaluate and manage information from varied sources, to identify personal and professional information needs and take charge of ongoing professional development. [Eng.Aust Stage 1 Competencies 1.4,3.4]
Basic information seeking. Can answer well-defined questions using standard knowledge resources. Able to formulate library queries, locate sources, evaluate reliability, and extract and synthesise relevant content. Broad information seeking. Can answer loosely-defined questions, using wide-ranging knowledge resources, both academic and professional. Basic requirements analysis. Can identify implicit & explicit information requirements in a given project brief, recognise gaps, ask necessary questions and seek out missing details. Extended requirements analysis. Can identify & monitor changing information and knowledge needs of self & others. Can recognise personal limits and seek additional expertise as required. Professional knowledge leadership. Can identify & monitor learning & knowledge needs of an engineering/IT organisation. Can recognise limits of existing knowledge in the engineering/IT field and undertake additional research as required.
5) Communication
Proficiency in organising, presenting and discussing professional ideas and issues in oral, written and graphic formats. [Eng.Aust Stage 1 Competencies 3.2]
General descriptive reporting. With basic understanding of format and audience requirements. Able to present common engineering/IT concepts & issues in written, spoken and graphic forms, using standard professional communication tools and formats, both computer and paper-based. Thorough descriptive reporting. With thorough consideration of format and audience requirements. Fluent presentation of engineering/IT concepts and issues to professional and non-professional audiences, using a varied range of professional communication tools and formats, Basic analytical reporting. With basic consideration of theoretical and methodological issues. Able to interpret and discuss engineering/IT issues and situations involving uncertainty (where information is incomplete, ambiguous, conflicting). In-depth analytical reporting. With extensive consideration of theoretical and methodological issues. Able to interpret and discuss issues and situations involving uncertainly and consideration of broad theoretical/practical context. Complex analytical reporting. With extensive consideration of complex systemic relations & interactions among issues. Able to interpret and discuss complex engineering/IT design and operational issues and situations involving multiple dimensions, components and perspectives.
6) Professional Conduct
Conducting oneself professionally and exercising appropriate values, standards and judgement, consistent with requirements of economic, social and environmental sustainability. [Eng.Aust Stage 1 Competencies 1.5, 1.6, ,3.1, 3.3, 3.5, 3.6
Professional awareness. Aware of broad professional context including the codes of practice, professional standards and legislative and statutory requirements and the principles of economic, social and environmental sustainability. Professional engagement. Engages with professional context issues, including professional codes and principles, in undertaking assigned engineering tasks. Professional reflection. Exercises sound critical judgement, at general level, on professional context and conduct issues. Professional decision-making. Exercises sound critical judgement in undertaking broad-ranging professional roles and responsibilities. Professional leadership. Exercises sound critical judgement in undertaking a complex engineering/IT leadership role.
7) Project and Team Skills
Ability to manage the complex team roles and responsibilities involved in the conception, design, construction and operation of technical systems & processes. [Eng.Aust Stage 1 Competencies 1.5; 2.1; 2.2; 2.4]
Project basics. Broad appreciation of key aspects of project work and team effectiveness, including scope and planning, time, cost, quality, risk, procurement, human resources, team dynamics, communication and cross-cultural skills. Project process engagement. Engages with standard project tools and methodologies, reflecting on their limits and capabilities. Undertaking well-defined project tasks within pre-defined project context on a small team scale. Small project proficiency. Proficiently applies standard project management tools & methods for assigned project activities on a small team scale. Small project leadership. Proficient across all facets of project development & delivery. Successfully leads project activities on a small team scale. Complex project leadership. Proficiently leads complex engineering/IT projects in a multi-disciplinary team environment.