Engineering & IT Graduate Outcomes Table 2018

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 eight 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, 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 Nov 2017.

  Level 1 Level 2 Level 3 Level 4 Level 5
1) 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 [EA: 1.1, 1.2]
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 accuracy of the results. Advanced modelling & analysis. Constructs or adapts investigative methods, models and tools with thorough consideration of limitations potentially affecting the accuracy of the results.
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. [EA: 1.3, 1.4, 2.1, 2.2]
Raw specialist. Recall/know basic theoretical concepts and principles, major technical areas of the discipline and relevant types of situations, techniques, tools and materials. Practiced specialist. Complete routine specialist tasks, working to well-defined requirements. Apply standard theories, principles, tools & materials in routine context. Broad specialist. Competently address complex problems requiring broad range of discipline knowledge, under some supervision. Comprehensive specialist. Solve complex systemic problems, requiring thorough knowledge of the discipline working with a high level of autonomy & initiative. Leading specialist. Solve complex systemic problems, requiring advanced knowledge of the discipline.
3) Problem Solving and Inventiveness
Respond effectively to a range of non-routine & complex problems; apply different strategies to develop & implement innovative ideas. [EA: 2.1, 3.3(a,b)]
Solve routine or well defined problems. Understand problem formulation and definition, and the nature of innovation and creativity. Address non-routine or open-ended problems using structured approach. Analyse problems & identify opportunities whilst employing creative thinking and/or systems thinking methodologies. Justify creative solutions to non-routine & complex problems/opportunities. Use a structured process of inquiry & evidence based research to clarify reasoning and decisions; experiment with different (systems) methodologies or thinking approaches & strategies for innovation. Assess complex problems, potential opportunities & innovation using different creative (systems) thinking approaches. Critically analyse complex problems; evaluate different systems thinking approaches; assess problem/opportunities & determine the kinds of innovation required. Identify opportunities through creative (system) thinking approaches. Analyse complex, multilayered problems & identify potential novel opportunities; creatively use different system thinking approaches; comprehensively justify solutions & decisions.
4) Design
Ability to work both creatively and systematically in developing effective, sustainable solutions to complex practical problems. [EA: 2.3]
Intuitive design. Execute a simple design task; translate requirements into a design concept and/or virtual/physical model using standard design methodology. Methodical design. Apply a systematic approach to design tasks. Engage with elements of a systems design cycle in working to clearly specified requirements. Full cycle design. Understand the impact of high uncertainty and/or context on the design cycle & the benefit of systems design/engineering framework. Fluent design. Proficiently complete full design cycle to given brief, meeting general technical specifications or performance criteria. Design process leadership. Lead and execute a whole systems design cycle, working to independently determined user requirements.
5) Interdisciplinary, Inclusiveness, Influence
Apply disciplinary skills in interdisciplinary contexts displaying culturally aware interpersonal effectiveness, synthesizing different perspectives at different levels to communicate convincingly and produce effective solutions. [EA: 2.3, 3.3(c)]
Discipline awareness. Demonstrate open, transparent communication to foster understanding when working across disciplines; demonstrate effective visual communication and cross-cultural skills for multi-disciplinary design task. Interdisciplinary awareness. Demonstrate & reflect on communication & persuasion skills in different interdisciplinary contexts; use critical thinking and an understanding of fundamental differences in perspectives of disciplines relevant to specific projects to determine appropriate communication strategy. Interdisciplinary contexts & systems. Understand the integration of system components to accomplish specific set of objectives in interdisciplinary contexts. Evaluate design solutions from multiple perspectives including ecological, social sustainability, cultural values, as well as, economic risk & safety, and technical perspectives. Systems & interdisciplinary solutions. Apply holistic/systems thinking to explore likely & alternative futures, while translating across disciplines & integrating multiple perspectives; understand whole system and ways to minimize problems and optimize designs. Interdisciplinary & systems evaluation. Address complex problems at different levels, synthesizing information, using multiple sources of expertise to address significant social problems.
6) Communication and Inquiry/ Research
Proficiency managing research for communication outputs. Find, interpret, evaluate & manage research; organise, present and discuss professional ideas and issues in oral, written and graphic formats using digital tools. [EA: 1.4, 3.2, 3.4]
Research, Interpret and communicate information. Conduct inquiry/research within prescribed parameters to respond to tasks & communicate using a report or other format and using referencing conventions. Discuss common engineering/IT concepts & issues. Synthesise content and create audience-specific presentations. Conduct inquiry/research for open-ended or defined task; evaluate sources; synthesise relevant content. Adapt communication for format and audience needs & confidently use discipline specific language & concepts. Present evaluations and interpretations of theoretical issues and concepts. Clarify requirements to determine inquiry/research needs; evaluate & interpret data; manage research. Use information for basic analytical reporting & show understanding of discipline theoretical and methodological issues; interpret and discuss situations involving uncertainty, ambiguity, conflicting information. Analyse and discuss theoretical issues and concepts within a broad context of research. Demonstrate in-depth analytical reporting with evaluation of theoretical and methodological issues; source & evaluate demonstrating advanced information & digital literacy skills; interpret and discuss issues and situations involving uncertainty and within a broad theoretical/practical context. Independently interpret and report on comprehensive inquiry/research with high level of proficiency. Apply inquiry/research & communication skills to address complex analytical reporting, engineering/IT design & information needs & limits using a wide variety of communication outputs, sensitive to contextual factors.
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. [EA: 2.4, 3.6]
Project basics. Broad comprehension 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. Engage with standard project tools and methodologies, reflecting on their limits and capabilities. Undertake well-defined project tasks within pre-defined project context on a small team scale. Small project proficiency. Proficiently apply standard project management tools & methodologies for assigned project activities on a small team scale. Small project leadership. Proficient across all facets of project development & delivery. Lead project activities on a small team scale to successful completion at a professional standard. Complex project leadership. Lead complex engineering/IT projects in a multi-disciplinary team environment, throughout the project lifecycle.
8) Professional Effectiveness and Ethical Conduct
Conducting oneself professionally and exercising appropriate values, standards and judgement, consistent with requirements of economic, social and environmental sustainability. [EA 1.5, 1.6, 3.1, 3.5]
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. Engage with professional context issues, including professional codes and principles, in undertaking assigned engineering tasks. Professional reflection. Exercise sound critical judgement, at general level, on professional context and conduct issues. Professional decision-making. Exercise sound critical judgement in undertaking broad-ranging professional roles and responsibilities. Professional leadership. Exercise sound critical & ethical judgement in undertaking a complex engineering/IT leadership role.