Formulation of Guidelines on Personal Attributes and Professional Competencies for Graduate Mining Engineers

Increasingly, consideration is being given to the nominal `outcomes' of degree courses in engineering, including mining engineering. These are concerned not only with knowledge and technical understanding but also with capabilities in the professional application of engineering principles to problem solving, multi-disciplinary teamwork, communication and life-long learning. This paper discusses concepts of education, professional formation and training and the associated development of competencies in applying knowledge, understanding and technical insights and skills to new situations. In developing guidelines on preferred attributes and competencies in graduate mining engineers, a survey was conducted of a range of industry personnel involved in selecting graduate mining engineers. The results not only clarified the spectrum of competencies sought but also provided valuable detailed views to assist in defining a mining engineering curriculum. Considering a greater concern with the development of more `well-rounded' graduates, the implications are discussed with regard to teaching and assessment activities and the time demands on academic staff when a `coaching' role is emphasised. In line with international and Australian moves in engineering education, notions on education of mining engineering graduates in Australia are under review. The results will provide continuing challenges to all involved.