By Adam R. Phillips, Ph.D., P.E., M.ASCE, and Homero Murzi Ph.D.
The best engineers seek out learning opportunities and challenge their skills throughout their careers. This study explores the concept of lifelong learning and skills development in the civil engineering workforce.
Civil engineering is rapidly evolving as research discoveries, technology, and regulations revolutionize the state of practice. In general, advances in materials and analysis fuel code and technology changes. One example of this is ASCE/SEI 7-22 Minimum Design Loads and Associated Criteria for Buildings and Other Structures, released in December 2021, compared with ASCE 7-10, which was released in 2013. The latest updates have significantly changed how site class is defined, how seismic design response spectra are generated, and what is allowed for site-specific, nonlinear response history analysis.
Additionally, research surrounding mass timber structures has focused on new materials that civil engineers need to analyze and design for. These and other examples demonstrate why professional engineers need the ability to adapt to industry changes by acquiring new skills and updating existing ones — a process academics call lifelong learning.
While numerous studies have analyzed the development of lifelong learning skills among undergraduate students, only some have examined the lifelong learning skills of civil engineering practitioners with a range of professional experience. Past studies showed that the most common themes upon entering the workforce were communication, teamwork, and discipline-specific technical skills (Mazzurco et al., 2020). Since communication and teamwork have been studied by others across a range of disciplines, we set out to focus our study on the discipline-specific technical and professional skills that are learned in civil engineering practice.
The study sought to determine what skills and knowledge were required, learned, and improved upon throughout a civil engineering career and how practitioners acquired that knowledge. We also wanted to know if civil engineering professionals’ skills, knowledge, and learning modes varied across career paths or experiences. We conducted our study using a qualitative method of semistructured interviews.
Methods
We conducted 19 interviews with civil engineering practitioners at five Pacific Northwest firms. Data from the interviews were analyzed using a methodology called thematic analysis, which is a qualitative research methodology that systematically identifies and organizes patterns across interview data (Clarke et al., 2015; Froehle et al., 2022).
Participants had a range of work experience: five with less than five years of experience, seven with 5-20 years of experience, and seven with more than 20 years of experience.
Additionally, there was a range of primary job responsibilities: five entry-level engineers, three senior engineers, six project managers, one mid-career non-managing technical expert, and four vice presidents.
All participants had at least a bachelor’s degree in civil engineering, 11 had master’s degrees, and one had a doctorate. The five company profiles ranged from 200 to 10,000 or more employees.
The interviews followed a semistructured format: Interviewees answered a core set of questions, but follow-up questions differed among interviewees and provided context for participant responses.
The first two main questions encouraged participants to think about the daily tasks they performed and their career progression. These questions primed participants to think about knowledge they used on a frequent basis and skills they used for their current and past job roles.
For question 3, the interviewer inquired about knowledge or specific skills that were challenging to learn on the job. Their answers determined which skills were readily used during the engineers’ workdays, where they learned those skills, what they felt well prepared for, and what skills they learned after graduation. Question 3 and its follow-up sub-questions constituted most of the interview.
Question 4 identified participants’ perceptions of lifelong learning in professional practice in relation to mandatory professional development hours that are required in some states for P.E. licensure. A typical follow-up question was whether participants thought PDHs should be required.
The final two questions sought to determine whether participants identified additional skills or knowledge that they would need in the future to meet their professional goals. We wanted to know if they had made plans for that learning or felt confident in their abilities to acquire those skills.
A thorough explanation of the study methods and a full description of the study findings can be found in “Understanding lifelong learning and skills development: Lessons learned from practicing civil engineers” (Froehle).
Summary of Findings
One finding in this study was the complex array of knowledge and skills required for successful civil engineering careers. In school, the focus of engineer training is on a relatively small set of skills mostly focused on math, engineering analysis, and engineering design. However, in practice, the skills that were described as required for a civil engineering career were much broader than that. We classified this knowledge and these skills into larger generalized themes, which we described by a set of detailed code words. This provided a taxonomy of the civil-engineering-specific knowledge and skills needed for lifelong learning, which are presented in the table below.