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Yet the academy’s and the profession-in-action differ in their fundamental purposes. This paper proposes that design studies effectively resolve the dilemma in professional engineering education by building a learning framework grounded in mechanical engineering design teaching. 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J. Engng Ed. Vol. 18, No. 3, pp. 256±263, 2002 0949-149X/91 $3.00+0.00  \nPrinted in Great Britain. \\# 2002 TEMPUS Publications.  \nPractising Practice by Design*  \nJ. E. HOLT  \nDepartment of Mechanical Engineering, University of Queensland 4072, Australia. E-mail: [CarolandTim@bigpond.com](CarolandTim@bigpond.com)  \nThere is a compelling case for cultural change in the engineering profession if it is to continue to have an important and central role in the technological world it has helped create. Such a change must begin in the educational experiences that shape and prepare students of engineering for professional practice. But any change to better equip graduates for practice has to recognise and address the reality that, at heart, the fundamental purposes of the academy and the profession-inaction are different. This paper proposes that studies in design are an effective and productive way of addressing this central dilemma in professional engineering education. It draws on reflected experience in teaching mechanical engineering design at the University of Queensland to set up a framework for learning design. It is argued that, in professional education, the academy must be committed to the requirements of life outside and that the disciplines informing the proper practices of academe and of the profession share a common purpose. Both enquiry and application are important in every activity of life. This paper, therefore, constructs a map of the relationship between practice as performance in academe and the profession. It transforms the map to apply specifically to design, defining two distinct but contiguous regions featuring problem-solving and problem-setting. A learning experience/time path is charted on this map to plot the directions a design-as-preparation journey needs to follow. At each phase of this journey, the general approaches adopted at the University of Queensland are related. The paper concludes with reflections of some recently graduated students as they end one journey and prepare to start another.  \nINTRODUCTION  \nTHE MOST COMMON path to professional engineering practice is through a four-year baccalaureate degree programme at a tertiary institution. While there are variants on this ideaÐthreeyear programmes, sandwich courses (periods at university interspersed with time in industry) and part-time courses, for exampleÐpreparation for practice in engineering mostly takes place in an academic setting, removed from the workplace. The dilemma in education arises simply and starkly from this separation. The would-be engineer learns about engineering and seeks to gain the special knowledge and skills judged necessary to engage in it in an environment that purposefully differs from that of professional practice. It is not the purpose of the academy to do engineering. And, while it is true that the practising engineer learns by doing, the purpose of industry  \nemployment is not to teach but to engineer.  \nThis difference in purpose is clearly evident to those different groups who attend the academy. The majority of each year's graduates of engineering schools seek and find employment in industry. A small percentage of each group may embark on postgraduate studies immediately and therefore remain in academe, but most are eager to depart that familiar environment to take up the challenges of an engineering career outside the academy; that  \n* Accepted 3 December 2001 .  \nhas been their goal throughout the course, and that was their reason for studying engineering in the first place. To most students, their time at the university is to prepare them for employment asa professional engineer. Their interactions with lecturers and tutors are more or less continually conditioned by this expectation. To students, the university experience is something of a rite of passage, leading to induction into another world. It is an experience limited in time, sometimes interesting, sometimes pleasurable, often to be simply end","cbCainVPB2NGMJwf","https://ap.wps.com/l/cbCainVPB2NGMJwf","pdf",134041,"English","# Introduction","[{\"question\":\"What does the paper do across the learning journey phases?\",\"answer\":\"It charts a learning experience/time path on the map and, at each phase, relates the general approaches used at the University of Queensland to the required directions for design-as-preparation.\"}]","Practising Practice by Design | PDF"]