Publication library

Read this guide if you're an Engineers Australia member volunteering to assist with accreditation of engineering education courses from higher education or VET providers.

Identifying avenues for increasing female participation in engineering, by understanding the motivators and barriers around entry and progression. 

Despite having one of the world’s most educated and wealthy populations, Australia remains a chronic underperformer when it comes to the commercialisation of engineering innovation.

This document provides recommendations for implementation by Australian governments, in collaboration with industry and academia, to increase productivity in the infrastructure sector and to determine how engineers can best contribute to these aspirations. 

Overseas-born engineers make up over 58 per cent of Australia’s engineering workforce but are significantly more likely than their Australian-born counterparts to be unemployed. To find out why and identify how to overcome the barriers to employment these engineers face, Engineers Australia commissioned research to identify potential barriers to employment.

This manual sets out the process and procedures you'll need to follow to have your higher education (tertiary) institution's courses accredited with Engineers Australia.

Despite considerable effort, there is still much to be done to improve girls’ participation in STEM education and careers. The Engineering for Australia Taskforce has appreciated the need to act based on four issues they have identified. This paper reviews the international research literature that not only focuses on barriers to girls’ participation in engineering, but more importantly focuses on the value of interventions to improve diverse participation in engineering.

There is no discrete definition of engineering or engineering capabilities in the Australian curriculum, unlike mathematics, science and technology. Rather, for foundation to year 10, engineering is addressed primarily across three learning areas: science, technologies and mathematics and through a specific focus on engineering principles and systems in the design and technologies strand within technologies learning area.

One of Engineers Australia’s key strategic priorities is to ‘create tomorrow’s engineers’, focusing the organisation on the future pipeline of engineers and building STEM skills capability within the workforce of tomorrow.

This is an introduction to the application by Professional Engineers of the Performance Protocol, developed and implemented as part of the PPIR (Professional Performance Innovation and Risk) Program by the Warren Centre for Advanced Engineering.

This protocol documents the essentials of performance for Professional Engineers acting in a professional capacity.

Tasmanian engineers work in a global environment and are deeply integrated into sophisticated supply chains. Importantly, engineering is a critical enabling profession that fuels innovation.

The Professional Performance, Innovation and Risk Program (PPIR Program) is an industry initiative undertaken by The Warren Centre for Advanced Engineering.

This protocol informs and guides companies and public sector entities operating as clients, suppliers or employers on the essentials in making effective use of the knowledge and experience of Professional Engineers to achieve optimum outcomes and value for money in considering and undertaking an engineering task. 

This guide was prepared to enable education institutions and industry organisations to use the Define Your Discipline (DYD) Stakeholder Consultation Process to develop practitioner-authenticated graduate capability frameworks for the programs in their discipline