T.L.J. Ferris, A Technician is Half an Engineer Proceedings of AaeE Conference 29 September to 1 October 2003 Copyright © 2002 1 A Technician is Half an Engineer – Overseas Students and Advanced Standing in Engineering Degrees Timothy L.J. Ferris University of South Australia, Mawson Lakes, Australia timferris@ieee.org Abstract: This paper presents a discussion of the curricula issues associated with the current contextual issue of competition between Universities for overseas students, the desire of prospective overseas students to save money through minimization of the time spent enrolled in an Australian university, and the expectation of significant advanced standing to be granted on the basis of completion of a diploma level qualification. The author’s interest in this issue follows from involvement in marketing activities, and responsibilities as a Program Director. Keywords: curriculum, advanced standing, overseas students Introduction Australian engineering degree programs are four year awards recognized by Institution of Engineers Australia, IEAust (IEAust, 1999) as the academic basis of the status of engineer. Industry requires diverse qualifications ranging from unskilled labor to postgraduate qualifications. Most Universities educate only at the Bachelor degree level and above, and TAFE and others train at the lower levels. The Dawkins policy (Dawkins, 1988) emphasized efficiency in Australian education through, inter alia, provision of program articulation allowing upgrading from paraprofessional to professional status with minimal, or zero, time loss compared with standard entry degree education. Dawkins’ policy was predicated on the view that such a transition is ‘efficient’ for both the government and students. Dawkins’ view of curriculum Dawkins (Dawkins, 1988) regarded the levels of professional recognition as stepping stones along a single path, seeing the various professional levels as different exit points in personnel development. But in engineering a technician is not an engineer who knows a bit less, but a person involved in the practical work of building unusual systems, requiring more than process and trade skills, system and factory maintenance. Engineers conceive, architect, analyze, and effect all the system life cycle processes. The skills of technicians and engineers are different, demanding different educational strategies (Harris et al, 1995). Thus, good technician education, traditionally the Associate Diploma, is not a shortened Bachelor of Engineering, but is different in kind, and thus raises an objection to Dawkins’ curricula assumptions.