Career Preferences for Undergraduate Chemical Engineering Students: Results of an International Survey
References (7)
- et al.
U.S. engineering career trends
ASEE Prism
(1998) Prepare for a different future!
Chemical Engineering Progress
(2001)- Grandy, J., 1992, Graduate enrollment decisions of undergraduate science and engineering majors: a survey of GRE test...
Cited by (8)
Bridging the academia-industry gap in the food sector through collaborative courses and internships
2023, Education for Chemical EngineersCitation Excerpt :Recently, Prado (2021) has reported the numbers for this industry in America, Europe and Asia, and has revealed the relevance of this industry for Chemical Engineers to develop their careers. In this paper, it is cited a survey conducted by Shallcross (2006) who concluded that the number of undergraduate chemical engineers who marked food and beverage industry as their first preference for employment on graduation was higher than petrochemical, and pulp and paper industries. Another interesting result of this survey was that the food and beverage industry was the second choice between female chemical engineer students, which is a remarkable information considering the interest of higher education institutions on increasing the enrolment of female students and other minority groups in engineering studies (Prado, 2021).
A new food engineering elective course for chemical engineering students
2021, Education for Chemical EngineersCitation Excerpt :Traditionally, most chemical engineer programs offer elective classes more focused on petrochemical industry. Applied examples in core engineering courses (e.g. fluid mechanics, heat transfer, and kinetics) are also almost exclusively focused on this industry (Shallcross, 2006). However, an interesting survey conducted in 2006 in seven different countries, revealed that in some places such as Australia, New Zealand, United States, and Vietnam, the number of undergraduate chemical engineers who marked food and beverage industry as their first preference for employment on graduation was higher than petrochemical, and pulp and paper industries (Shallcross, 2006).
Revamping of teaching-learning methodologies in laboratory subjects of the Chemical Engineering undergraduate degree of the University of Barcelona for their adjustment to the Bologna process
2014, Education for Chemical EngineersCitation Excerpt :In many countries, less than 25% of the recent graduates are employed in the conventional chemical and petroleum industries. Most of the graduates are recruited in a broad array of industries, not essentially chemical, that have discovered very recently the suitability of hiring chemical engineers (Prausnitz, 2001; Shallcross, 2006). Chemical Engineering (ChE) must change as the world is changing, stimulated by developments in such as technology, politics, social institutions, i.e. by changes in the way that people think, feel and choose to live their lives, by their ethics and beliefs, by their attitudes and expectations (Prausnitz, 2001).
Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES
2008, Education for Chemical EngineersHearing you loud and clear: The student voice as a driver for curriculum change in a chemical engineering degree course (WIP)
2019, ASEE Annual Conference and Exposition, Conference ProceedingsResearching graduate destinations using LinkedIn: an exploratory analysis of South African chemical engineering graduates
2018, European Journal of Engineering Education