Points for Pursuing Engineering

I believe that earning a degree is the most important thing. I believe it is less relevant what that degree is. Student engineers will most likely be successful if they choose a subject of engineering that they are passionate about (Bourque, Dupuis, Moore, & Tripp, 1999). I was thinking about this recently because I received notification from people who are interested in the field of engineering. Engineering disciplines and degrees are consistently near the top of the list of best-paying jobs. However, peculiarly what a few young engineers and their families don’t comprehend is that since you need to peruse a certain field, for instance, mechanical designing or software engineering degree doesn’t mean you have the capacity.

Points for Pursuing Engineering

The field of engineering is an essential discipline in designing, innovation, improvement, and problem-solving. Pursuing engineering as the undergraduate degree is a the introduction of engineering principles to the young students who would love to venture into the field (Bourque, Dupuis, Moore, & Tripp, 1999). Engineering is a problem-solving process and requires creative thinking to put the solution into the feasibility and economic concepts hence the students presume it as a hard task. Considerably, engineering field has been flooded by many graduates with the degree, masters Ph.D. (Jeremi, Monica, Benjamin, Sara, & Tasha, 2014). Engineering is practiced and exercised for the innovative and problem-solving goal. Therefore, the students studying with the aim of earning from the discipline are too far not enhanced with problem-solving skills. Experience and creativity will solve the problem and put the solution in the practical context. Students who invest their effort, time, money on education and research in institution presume engineering jobs after the completion of the undergraduate program (Vest, 2008).

In this case, a few of institution offering engineering equip their students with creativity required in the profession. When the students get to the field, they ought to identify a problem and provide a solution. The predicament lies on the instructors of engineering and is not exclusively to empower engineering students to increase technical awards and certifications but also ensuring the students acquire the required skills and creativity in professional decision making (Amsden, 2001.). It is vital that the engineering students acquire knowledge as defined by the engineering professional body. On the other hand, wisdom is the intelligence like having background, information, and great judgment−the capacity to recognize the nexus of the problem to its originality and the possible solution.

In a period when the engineering profession is confronting uncommon stress and pressure to deliver more intricate solutions in a shorter time traverse, and with fewer assets, the downturn of the economy and the developing prevalence of outsourcing have made the circumstance to a point where activity is necessary (Baillie & Geraldine, 2000). Over time, design integrity has dependably been and dependably will be, at the heart of the engineering field. In many building firms, the employers have changed the span, skills, and technology in the engineering firms rendering the inexperienced students unable to cope up with the changing technology. Therefore, students must learn new abilities and extend their knowledge in the discipline, expanding the skills in complex projects that expose the students to innovation and design (Prados, Peterson, & Lattuca, 2005).

Conclusion

It can be concluded that the field of engineering is a wide and one of the most paying professions. Students with ambition and passion for engineering are advised to assume and develop the attitude to innovation. Technology is dynamic, and this prompts the leaners to adjust and cope with the emergence of technology. The field of engineering is promising and most paying. As a result, there exist many reasons to invest money, time and effort in pursuing engineering.

Reference

Amsden, A. H. (2001.). The rise of“ the rest”: challenges to the west from late-industrializing economies. USA: Oxford University Press.

Baillie, C., & Geraldine, F. (2000). Motivation and attrition in engineering students. European Journal of Engineering Education 25.2, 145-155.

Bourque, P., Dupuis, R. A., Moore, J. W., & Tripp, L. (1999). The guide to the software engineering body of knowledge. IEEE software, 16(6),, 35-44.

Jeremi, S. L., Monica, F. C., Benjamin, A., Sara, E. B., & Tasha, Z. (2014). Motivations for Pursuing an Engineering PhD and Perceptions of its Added Value: A U.S.-based Study. International Journal of Doctoral Studies Volume 9, 205-227.

Prados, J. W., Peterson, G. D., & Lattuca, L. R. (2005). Quality assurance of engineering education through accreditation: The impact of Engineering Criteria 2000 and its global influence. . Journal of Engineering Education, 94(1), , 165-184.

Vest, C. (2008). Context and challenge for twenty-first century engineering education. . Journal of Engineering education, 97(3),, 235-236.