The­o­ries vs greasy hands

The Star Malaysia - Star2 - - COURSE FOCUS -

THE field of en­gi­neer­ing has con­trib­uted im­mensely to hu­man civil­i­sa­tion. A great deal of our suc­cess as hu­mans comes from our abil­ity to solve prob­lems through cre­ative and in­no­va­tive ideas.

The field of en­gi­neer­ing has paved the way for us to make th­ese ideas a re­al­ity, be it in ar­chi­tec­tural mar­vels or the ma­nip­u­la­tion of mol­e­cules and re­ac­tions in chem­i­cals.

En­gi­neers were never known to con­form to one form of stereo­type. Gen­er­ally, you have in­di­vid­u­als who are a lit­tle more hands- on and skill- ori­ented while there are oth­ers who are book­worms and con­stantly in­ter­ested in ex­plor­ing new dis­cov­er­ies ev­ery day.

When pur­su­ing a higher education in en­gi­neer­ing, you will have to iden­tify your strengths, per­son­al­ity and skill ori­en­ta­tion to choose a branch of en­gi­neer­ing that meets your in­ter­est.

A great deal of con­fu­sion ex­ists about the dif­fer­ences be­tween en­gi­neer­ing and en­gi­neer­ing tech­nol­ogy. Many as­sume that both branches are the same.

How­ever, though en­gi­neers and en­gi­neer­ing tech­nol­o­gists may find them­selves work­ing to­gether on projects, they of­ten spe­cialise in dif­fer­ent fields.

The education, train­ing and ca­reer path­way of each of th­ese oc­cu­pa­tions are also dif­fer­ent with dif­fer­ent en­try re­quire­ments, and each presents its own unique chal­lenges.

Dis­cov­ery and de­vel­op­ment

En­gi­neer­ing uses math­e­mat­ics and sci­ence to de­velop new and in­no­va­tive so­lu­tions. Prospec­tive stu­dents who are look­ing to pur­sue an en­gi­neer­ing course will be trained to work with con­cep­tual de­sign func­tions and anal­y­sis as well as the in­te­gra­tion of mul­ti­ple sys­tems.

If you would like to pur­sue the field of en­gi­neer­ing, you must have the pas­sion for re­search and de­vel­op­ment. Even though en­gi­neers are in charge of projects and do re­quire tech­ni­cal skills, en­gi­neers are urged to be cre­ative to pro­vide so­lu­tions.

A lot of times, en­gi­neers are re­quired to con­sult on projects and de­liver pre­sen­ta­tions. Con­fi­dence and some back­ground in pub­lic speak­ing or de­bate will come in use­ful.

Prior to en­rolling in an en­gi­neer­ing course, a po­ten­tial stu­dent must have a strong back­ground in ba­sic and ad­di­tional math­e­mat­ics, es­pe­cially in cal­cu­lus, ge­om­e­try and trigonom­e­try.

A strong foun­da­tion in physics and chem­istry in sec­ondary school is re­quired to meet the cur­ricu­lum stan­dards in univer­sity.

Get­ting down and dirty

En­gi­neer­ing tech­nol­ogy is when knowl­edge in sci­ence, math­e­mat­ics and tech­ni­cal skills are put to the test in the sup­port and ap­pli­ca­tion of cur­rent en­gi­neer­ing ac­tiv­i­ties.

En­gi­neer­ing tech­nol­ogy grad­u­ates are com­pe­tent in the scopes of pro­duc­tion en­gi­neer­ing, de­sign ca­pac­ity, op­er­a­tion ser­vices and man­age­ment, and dis­tri­bu­tion and sales.

Stu­dents who pur­sue an education in en­gi­neer­ing tech­nol­ogy are usu­ally in­di­vid­u­als who have learnt tech­ni­cal skills through life ex­pe­ri­ences.

In­di­vid­u­als who have the po­ten­tial to make it big in the field of en­gi­neer­ing tech­nol­ogy are those who con­stantly keep them­selves busy tin­ker­ing around.

You can spot them hang­ing around work­shops tak­ing apart mo­tor­cy­cles and cars and putting them back to­gether again. En­gi­neer­ing tech­nol­o­gists are known to be very hands- on with their work.

In­di­vid­u­als in­ter­ested in en­rolling in an en­gi­neer­ing tech­nol­ogy course should have ad­e­quate knowl­edge in math­e­mat­ics es­pe­cially in ge­om­e­try, trigonom­e­try, pre­cal­cu­lus and al­ge­bra.

As for the sci­ence sub­jects, prospec­tive stu­dents need to be com­pe­tent in ei­ther chem­istry or physics, de­pend­ing on the sub- spe­cial­i­sa­tion of their en­gi­neer­ing tech­nol­ogy course.

Do what you want

Choos­ing the right course de­pends on your in­ter­ests. Skill- based education op­tions of­ten earn an un­de­served bad rep­u­ta­tion as a path­way for those who are not high per­form­ers in academics.

How­ever, what mat­ters most is what you are good at and how you can lev­er­age on your skills. So when de­cid­ing whether to pur­sue en­gi­neer­ing or en­gi­neer­ing tech­nol­ogy, ask your­self if you see your­self be­ing hands- on at work or if you see your­self dis­cov­er­ing some­thing new ev­ery day.

En­gi­neers and en­gi­neer­ing tech­nol­o­gists may work on projects to­gether, but there are dif­fer­ences within their job scopes and re­quire­ments.

En­gi­neer­ing and en­gi­neer­ing tech­nol­ogy have sim­i­lar­i­ties and dif­fer­ences. This ta­ble will help you fig­ure out which one suits you best.

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