Cultivation theory is a social theory which examined the long-term effects of television on American audiences.
Developed by George Gerbner and Larry Gross of the University of Pennsylvania, cultivation theory derived from several large-scale research projects as part of an overall research project entitled 'Cultural Indicators'. The purpose of the Cultural Indicators project was to identify and track the 'cultivated' effects of television on viewers. They were "concerned with the effects of television programming (particularly violent programming) on the attitudes and behaviors of the American public" (Miller, 2005, p. 281).
Gerbner and Gross (1976) assert that the overall concern about the effects of television on audiences stemmed from the unprecedented centrality of television in American culture. They posited that television as a mass medium of communication had formed in to a common symbolic environment that bound diverse communities together, socializing people in to standardized roles and behaviours. They compared the power of television to the power of religion, saying that television was to modern society what religion once was in earlier times.
Contents
[hide]
• 1 Definition
• 2 Testing the theory
o 2.1 Content analysis
o 2.2 Cultural indicators analysis
o 2.3 Cultivation analysis
• 3 Critiques and extensions
o 3.1 Weak and limited effects
o 3.2 Nature of television viewing
o 3.3 The cultivation effect
• 4 See also
• 5 References
[edit] Definition
According to Miller (2005: 282), cultivation theory was not developed to study "targeted and specific effects (e.g., that watching Superman will lead children to attempt to fly by jumping out the window) [but rather] in terms of the cumulative and overarching impact [television] has on the way we see the world in which we live". Hence the term 'Cultivation Analysis'.
Gerbner, Gross, Morgan, & Signorielli (1986) argued that while religion or education had previously been greater influences on social trends and mores, now "[t]elevision is the source of the most broadly shared images and messages in history...Television cultivates from infancy the very predispositions and preferences that used to be acquired from other primary sources ... The repetitive pattern of television's mass-produced messages and images forms the mainstream of a common symbolic environment" (pp. 17 – 18).
Cultivation theory in its most basic form, then, suggests that exposure to television, over time, subtly "cultivates" viewers' perceptions of reality. This cultivation can have an impact even on light viewers of TV, because the impact on heavy viewers has an impact on our entire culture. Gerbner and Gross (1976) say "[t]elevision is a medium of the socialization of most people into standardized roles and behaviors. Its function is in a word, enculturation" (p. 175).
Stated most simply, the central hypothesis explored in cultivation research is that those who spend more time watching television are more likely to perceive the real world in ways that reflect the most common and recurrent messages of the television world, compared with people who watch less television, but are otherwise comparable in terms of important demographic characteristics (Gerbner, Gross, Morgan, Signorielli, & Shanahan, 2002).
Gerbner et al. (1986) go on to argue the impact of television on its viewers is not unidirectional, that the "use of the term cultivation for television's contribution to conception of social reality... (does not) necessarily imply a one-way, monolithic process. The effects of a pervasive medium upon the composition and structure of the symbolic environment are subtle, complex, and intermingled with other influences. This perspective, therefore, assumes an interaction between the medium and its publics" (p. 23).
Cultivation Theory (George Gerbner, 1960’s) is a top down, linear, closed communication model.
It regards audiences as passive, presenting ideas to society as a mass with meaning open to little or no interpretation. The ideas presented to a passive audience are often accepted, therefore influencing large groups into conforming behind ideas, meaning that the media exerts a significant influence over audiences. This audience is seen as very vulnerable and easily manipulated.
Cultivation Theory looks at media as having a long term passive effect on audiences, which starts off small at first but has a compound effect, an example of this is body image and the bombardment of images.
An advantage of this theory is that it is easy to apply to a wide range of texts and to a wide range of audience members, a disadvantage however is that it doesn’t look at the background, ethnicity, gender etc. of audiences.
In 1968 Gerbner conducted a survey to demonstrate this theory. From his results he placed television viewers into three categories; light viewers (less than 2 hours a day), medium viewers (2–4 hours a day) and heavy viewers (more than 4 hours a day). He found that heavy viewers held beliefs and opinions similar to those portrayed on television rather than the real world which demonstrates the compound effect of media influence.
An advantage to this study is that surveys are able to ask specific detailed questions and can be applied over different demographic groups. Disadvantages to this study is that survey questions can be interpreted incorrectly resulting in inaccurate answers and that participants of the survey may or may not be doing the survey voluntarily which could influence how they respond to the survey and the type of people being surveyed
Gerbner created the cultivation theory as one part of a three part research strategy, called Cultural Indicators. The concept of a cultural "indicator" was developed by Gerbner in order to be a more common idea of a social indicator. The first part of this strategy is known as the institutional process analysis. This investigates how the flow of media messages is produced and managed, how decisions are made, and how media organizations function. Ultimately, ias asked; What are the processes, pressures, and constraints, that influence and underline the production of mass media content? The second part of this strategy is known as message system analysis, which has been used since 1967 to track the most stable and recurrent images in media content. This is in terms of violence, race & ethnicity, gender, and occupation. It asked what are the dominant patterns of images, messages, and facts, values and lessons, expressed in media messages? The final part of the research study is the cultivation analysis. This asked what is the relationship between attention to these messages and audiences' conceptions of social reality? (Morgan, p. 70) and (Shanahan and Morgan p. 6 -7).
[edit] Testing the theory
Research about the effects of TV began with the investigation in the studies mentioned above and has been most often tested "through a comparison of the content of television and the beliefs people hold about the nature of the world" (Miller, 2005, 283).
Gerbner et al. (1976) say "Instead of asking what communication 'variables' might propagate what kinds of individual behavior changes, we want to know what types of common consciousness whole systems of messages might cultivate" because "the world of TV drama consists of a complex and integrated system of characters, events, actions, and relationships whose effects cannot be measured with regard to any single element or program seen in isolation" (p. 181).
Gerbner et al. (1976) say, "We believe that the key to the answer rests in a search for those assumptions about the 'facts' of life and society that television cultivates in its more faithful viewers. That search requires two different methods of research" (p. 181). They are content analysis and cultural indicators analysis.
[edit] Content analysis
The first step in cultivation research is content analysis: in short, the process of studying the subject matter on TV. For example, in 1969, Gerbner and his colleagues "began to chart the content of prime-time and weekend children's television programming, and Gerbner et al. (1986, p. 25) noted that 2,105 programs, 6,055 major characters, and 19,116 minor characters had been analyzed by 1984. Significantly, Gerbner et al. (pp. 25 - 26) noted the following patterns: " (Miller, 2005, pp. 283 – 284)
• Men outnumbered women three to one on television
• Older people and younger people are underrepresented on television
• Blacks and Hispanics are underrepresented on [American] television
• Seventy percent of television characters are "middle class"
• Crime is 10 times as rampant in the "television world"
[edit] Cultural indicators analysis
The second step in cultivation research is the cultural indicators analysis: the process of "assessing individuals' beliefs about what the world is like" (Miller, 2005, p. 284). This analysis involves surveys of individuals using factual questions about the world. "For example, an analysis of perceptions about violence might ask respondents about the likelihood of being a victim of violent crime. The forced-choice answer to these questions would include both a 'television response' (e.g., a 1 out of 10 chance of being a victim) and a 'non-television response' (e.g., a much smaller chance closer to the actual likelihood of being a victim)" (Miller, 2005, 284).
Miller (2005) says a separate measure (often at a different point in time) would be used to assess the overall viewing habits of the individual (p. 283).
[edit] Cultivation analysis
The final step in cultivation research is cultivation analysis: "a comparison between light television viewers and heavy television viewers. If heavy television viewers tended to provide answers that were more in line with the television response, researchers would have support for the cultivation hypothesis" (Miller, 2005, p. 283).
According to Michael Morgan, "a cultivation analysis should always begin by identifying the most common and stable patterns in television content, emphasizing the consistent images, portrayals, and values that cut across program genres. This is accomplished either by conducting a message system analysis or by examining existing content studies. In general system analysis illuminates four dimensions of content: existence (what is in the symbolic world?), priorities (what is important?), values (what is right or wrong, good, or bad, etc?), and relationships (what is related to what else, and how?). These dimensions illuminate the symbolic functions of how things work in the world of storytelling.
Once those patterns are identified, the goal is to ascertain of those who spend time watching television are more likely to perceive the real world in ways that reflect those particular messages and lessons. That is, cultivation analysts develop hypothesis about what heavy viewers would be expected to think about some topic or issue, if they think about it in terms of the way it is presented on television. (Morgan, p. 73)"
[edit] Critiques and extensions
The main critiques of cultivation theory include:
[edit] Weak and limited effects
"Some of the earliest (and continuing) critiques of cultivation theory noted the relatively small effects that were found for cultivation processes and the fact that these effects were further diminished when controlling for a number of relevant demographic variables (e.g., age, gender, education). For example...Hirsch (1980) concluded that 'across most of the attitude items reported by the Annenberg group...the effect of television viewing is clearly minimal when the responses of nonviewers and extreme viewers are analyzed separately'...(and) a recent analysis of cultivation research (Morgan Shanahan, 1997) found an average effect size for cultivation effects to be only .01" (Miller, 2005, p. 286).
Gerbner et al. (1986) respond by saying, "If , as we argue, the messages are so stable, the medium is so ubiquitous, and accumulated total exposure is what counts, then almost everyone should be affected. Even light viewers live in the same cultural environment as most others who do watch television. It is clear, then, that the cards are stacked against finding evidence of effects. Therefore, the discovery of a systematic pattern of even small but pervasive differences between light and heavy viewers may indicate far-reaching consequences" (p. 21).
Gerbner et al. (1986) continue by suggesting that evidence of even the smallest effects can make a difference when he says "after all, a single percentage point difference in ratings is worth millions of dollars in advertising revenue..." (p. 21).
One of Gerbner's main faults with the theory is that, in his defense of it, he has thrown out the empirical notion of falsifiability. If he has a counter-argument for every challenge to Cultivation Theory and doesn't explain what data could prove it false, then it cannot be a theory in the true social scientific sense.
Two ways "in which cultivation theorists have extended their theory to account for small effects and differences in effects among subgroups" (Miller, 2005, p. 286) are the concepts of mainstreaming and resonance, added to the theory.
• Mainstreaming "means that television viewing may absorb or override differences in perspective and behavior that stem from other social, cultural, and demographic influences. It represents the homogenization of divergent views and a convergence of disparate viewers (p. 31)" (Miller, 2005, 286).
• Resonance "is another concept proposed to explain differential cultivation effects across groups of viewers. The concept suggests that the effects of television viewing will be particularly pronounced for individuals who have had related experience in real life. That is for a recent mugging victim or someone who lives in a high crime neighborhood, the portrayal of violence on television will resonate and be particularly influential" (Miller, 2005, 286).
[edit] Nature of television viewing
Critics also question the part of the theory that says "Compared to other media, television provides a relatively restricted set of choices for a virtually unrestricted variety of interests and publics. Most of its programs are by commercial necessity designed to be watched by nearly everyone in a relatively nonselective fashion" (Gerbner et al, 1986, p. 19).
This suggestion has been met with opposition, especially since the widespread use of cable television, TiVo, and the like.
Several critics have suggested that changes in these assumptions might lead to better predictions about the cultivation effect. (Miller, 2005)
[edit] The cultivation effect
Miller (2005) says "Several critics have been levied against the link between viewing patterns and resultant views of the world" (p. 287). They have suggested the extension of cultivation theory by differentiating between first-order and second-order cultivation effects.
• "First-order cultivation effects refer to the effects of television on statistical descriptions about the world" (Miller, 2005, p. 287). For example, "a first-order effect would suggest that heavy viewers would overestimate the likelihood of being the victim of a crime" (Miller, 2005, p. 287).
• "Second-order cultivation effects refer to effects on beliefs about the general nature of the world" (Miller, 2005, p. 287). For example, "a second-order effect would suggest that heavy viewers would be more likely to view the world as a mean or scary place" (Miller, 2005, p. 287).
"Cultivation theorists have appreciated this distinction but never developed the implications of the distinctions on a theoretical level" (Miller, 2005, p. 287).
"In more recent years, the discussions regarding cultivation theory have been somewhat more measured and more concerned with extending the theory in a useful way (e.g., Hawkins & Pingree, 1980; Potter, 1993) (Miller, 2005, p. 286).
Tuesday, August 3, 2010
Engineering Technology
An engineering technologist, also called engologist or ingologist, is a specialist devoted to the implementation and extension of existing technology within a field of engineering. Technologists often support engineers in a wide variety of projects by applying basic engineering principles and technical skills. The work of technologists is usually focused on the portion of the technological spectrum closest to product improvement, manufacturing, construction, and engineering operational functions.
Internationally, the Sydney Accord is an agreement signed in 2001 acknowledging the academic equivalence of accredited engineering technology programs in the signatory nations. In some countries, only individuals who have graduated from an accredited curriculum in engineering technology and have a significant amount of work experience in their field may become registered technologists. A technologist's recognition may be in the form of a certification or a professional registration.
Nature of work
Technologists are employed in a large and wide-array of industries including: manufacturing, construction, industrial, maintenance, and even management. They may be hired as technology/technical managers, depending on the technologist's educational emphasis on management preparation. Entry-level positions such as product design, testing, development, systems engineering, field engineering, technical operations, and quality control are all common positions for engineering technology graduates.
In general, the work of engineering technologists focuses on the relatively practical application of engineering principles, whereas the work of engineers emphasizes the theoretical aspects of mathematical, scientific and engineering principles. The National Society of Professional Engineers describes the difference between engineering and engineering technology:
"The distinction between engineering and engineering technology emanates primarily from differences in their educational programs. Engineering programs are geared toward development of conceptual skills, and consist of a sequence of engineering fundamentals and design courses, built on a foundation of complex mathematics and science courses. Engineering technology programs are oriented toward application, and provide their students introductory mathematics and science courses, and only a qualitative introduction to engineering fundamentals. Thus, engineering programs provide their graduates a breadth and depth of knowledge that allows them to function as designers. Engineering technology programs prepare their graduates to apply others' designs."[1]
The Accreditation Board for Engineering and Technology describes the difference between engineering and engineering technology as: "Engineering and technology are separate, but intimately related professions. Here are some of the ways they differ:
• Engineering undergraduate programs include more mathematics work and higher level mathematics than technology programs.
• Engineering undergraduate programs often focus on theory, while technology programs usually focus on application.
• Once they enter the workforce, engineering graduates typically spend their time planning, while engineering technology graduates spend their time making plans work.
• At ABET, engineering and engineering technology programs are evaluated and accredited by two separate accreditation commissions using two separate sets of accreditation criteria.
• Graduates from engineering programs are called engineers, while graduates of technology programs are often called technologists.
• Graduates from engineering technology programs are often hired as engineers.
• Some U.S. state boards of professional engineering licensure will allow only graduates of engineering programs—not engineering technology programs—to become licensed engineers."[2]
The engineering graduate typically requires a period of 'internship' since engineering programs stress fundamentals. The engineering technology graduate, however, is prepared to immediately begin technical assignments since technology programs stress current industrial practices and design procedures.[3]
Education and accreditation
Beginning in the 1950s and 1960s, some post-secondary institutions began offering degrees in engineering technology. This was to address a need within the scientific, manufacturing, and engineering communities, as well as other industries, for professionals with hands-on and applications-based engineering knowledge. Depending on the institution, associate and/or bachelor degrees are offered, with some institutions also offering advanced degrees in technology.
In general, an engineering technologist receives a broad range of applied science and applied mathematics training, as well as the fundamentals of engineering in the student's area of focus. Engineering Technology programs typically include instruction in various engineering support functions for research, production, and operations, and applications to specific engineering specialties.[4][5] Information technology is primarily involved with the management, operation, and maintenance of computer systems and networks, along with an application of technology in diverse fields such as architecture, engineering, graphic design, telecommunications, computer science and network security. A technologist is also expected to have had some coursework in ethics.
International technology organizations from eight nations have signed a mutual recognition agreement called the Sydney Accord. The Sydney Accord represents an understanding that the academic awards of technologists can be recognized in all signatory states. The recognition of the Sydney Accord for technologists can be compared to the Washington Accord for engineers and the Dublin Accord for engineering technicians. The Engineering Technologist Mobility Forum is an international forum held by signatories of the Sydney Accord to explore mutual recognition for experienced engineering technologists and to remove artificial barriers to the free movement and practice of engineering technologists amongst their countries.
Graduates acquiring an associate's degree or lower typically find careers as engineering technicians. According to the United States Bureau of Labor Statistics: "Many 4-year colleges offer bachelor’s degrees in engineering technology, but graduates of these programs often are hired to work as technologists or applied engineers, not technicians."[6] Technicians typically hold a two year associates degree, while technologists usually hold bachelors degrees.
Canada
In Canada, the new occupational category of Technologist was established in the 1960s in conjunction with an emerging system of community colleges and technical institutes. It was designed to effectively bridge the gap between the increasingly theoretical nature of engineering degrees and the predominately practical approach of technician and trades programs. Provincial associations may certify individuals as Certified Engineering Technologist (C.E.T.), Registered Engineering Technologist, Applied Science Technologist (AScT) or Technologue Professionel [T.P.]. These provincial associations also are constituent members of the Canadian Council of Technicians and Technologists (CCTT) which nationally accredits technology programs across Canada through its Canadian Technology Accreditation Board (CTAB). Nationally accredited Engineering Technology programs range from 2 to 3 years in length, depending on province, with 2 year programs leading to a C.Tech. certification and 3 year programs usually leading to a AScT, CET or RET certification.
United States
In the United States, Engineering Technology programs are accredited through the Technology Accreditation Commission (TAC) of ABET (formerly the Accreditation Board for Engineering and Technology) or via The Association of Technology, Management, and Applied Engineering (ATMAE). ABET has been accrediting Engineering Technology programs in the United States since 1946, with a current total of over 600 programs at over 230 institutions. In response to heavy demand, ABET began accrediting Engineering Technology programs internationally in 2007. Depending on the institution, associate and/or bachelor degrees are offered, with a few institutions also offering advanced degrees. The type, length, and quality of education offered can vary greatly depending on the educational institution and the specialty pursued within Engineering Technology. ATMAE programs in Engineering Technology require a management core.
In the United States the hierarchy of educational structure and acknowledgement start at the US Department of Education or The Council for Higher Education Accreditation (CHEA). The U.S Department of Education acknowledges regional and national accreditations and CHEA recognizes specialty accreditations. Two technology accreditations are currently recognized by CHEA: The Association of Technology, Management, and Applied Engineering (ATMAE) and the Accreditation Board for Engineering and Technology (ABET). Specifically CHEA recognizes ABET internationally and in the U.S. for accrediting engineering technology programs at the associate and baccalaureate level and it recognizes ATMAE in the U.S. only for accrediting non-engineering (i.e. engineering technology, engineering management, applied engineering, operations management, technology management, and specialized technology/technical degrees) associate, baccalaureate and master's level degree programs in industrial technology.
The Technology Accreditation Commission (TAC) of Accreditation Board for Engineering and Technology was admitted as a provisional member of International Technology Accords in 2007, and it signed the Sydney Accord in 2009.
Certification
Professional certification is the registration of engineering technologists to assure their qualification within their countries or territories. The Sydney Accord and the Engineering Technologist Mobility Forum (ETMF) are two international efforts to improve cross border recognition for technologists.
A certified engineering technologist is usually required apprentice for a term before being able to apply for certification through a local governing body. In that time the technologist must have completed tasks which directly apply to their area of study.
North America
In Canada, the regulated title for technologists is called Certified Engineering Technologist. Technology program certification is done through the Canadian Technology Accreditation Board (CTAB), often in conjunction with provincial associations that are affiliated with the Canadian Council of Technicians and Technologists. Graduated technologists are certified by their provincial bodies.
In the United States, technologist certification requires a bachelor's degree in an engineering technology program accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC/ABET). One may also obtain a degree from an institution accredited through The Association of Technology, Management, and Applied Engineering (formerly known as the National Association of Industrial Technology). Technologist registration in the United States is conducted by many independent societies and organizations. The lack of a unified registration for Technologist has left the profession in disarray. A government sponsored registration is opposed by the NCEES and NSPE. As a result, a true technologist registration has been prevented from maturing and the profession is often not seen as an independent field separate from design engineering. However, this status could change in the future now that the United States' ABET accreditation signed the Sydney Accord in June 2007. Sydney Accord nations have a distinct role for Technologist that is separate from the status of Technician or design engineering.
The National Institute for Certification in Engineering Technologies (NICET) awards certification at two levels depending on work experience: the Associate Engineering Technologist (AT) and the Certified Engineering Technologist (CT). The Association of Technology, Management, and Applied Engineering (ATMAE) awards two levels of certification in Technology Management: (1) Certified Technology Manager (CTM) and (2) Certified Senior Technology Manager (CSTM). ATMAE also awards two levels of certification in Manufacturing Specialist: (1) Certified Manufacturing Specialist (CMS) and (2) Certified Senior Manufacturing Specialist (CSMS). While the CTM and CMS certification are obtained through examination, the CSTM and CSMS require industry experience and continuous improvement via the obtainment of professional development units (PDUs).
Incorporated Engineer (UK)
In the United Kingdom, an Incorporated Engineer is a professional registered by the Engineering Council. The title Incorporated Engineer (IEng) is protected by civil law. Incorporated Engineers are recognized internationally through the Sydney Accord academic agreement as Engineering Technologists and in Europe under the Directive 2005/36/EC.[7] [8] [9] [10] The professional title for engineers in the United Kingdom as recognized in the Washington Accord is the Chartered Engineer.
Incorporated Engineers currently require an IEng accredited Bachelors or honours degree in engineering or technology, or a Higher National Certificate or Diploma or a Foundation Degree in engineering or technology, plus appropriate further learning to degree level or an NVQ4 or SVQ4 which has been approved for the purpose by a licensed engineering institution. The academic requirements must be accompanied by the appropriate experience in employment. In addition to the experience and academic requirements, the engineering candidate must have three references that vouch for the performance of the individual being considered for professional recognition. There are a number of alternative ways to achieve I Eng status for those that do not have the necessary qualifications for applicants that can clearly show they have achieved the same level as those with qualifications. These ways include:
• Writing a technical report, based upon their experience, and demonstrate their knowledge and understanding of engineering principles.
• Taking Engineering Council examinations through the City and Guilds of London Institute.
• Following a work-based learning programme
• Taking an academic programme specified by the institution to which they are applying.
Europe
The State-Certified Engineer BVT is a European Union certificate for professional Technologist. It is granted by a German organisation, the Bundesverband höherer Berufe der Technik, Wirtschaft und Gestaltung e.V. ("Federal Association of higher professions for technology economy and design") or BVT. As of November 2006 the BVT has about 19,000 members in several countries.
A member of the BVT is entitled to use the initials BVT after his name. To achieve this certification a completed apprenticeship program (3.5 years) and a 2 year college diploma in engineering technology with two years relevant experience is needed.
Internationally, the Sydney Accord is an agreement signed in 2001 acknowledging the academic equivalence of accredited engineering technology programs in the signatory nations. In some countries, only individuals who have graduated from an accredited curriculum in engineering technology and have a significant amount of work experience in their field may become registered technologists. A technologist's recognition may be in the form of a certification or a professional registration.
Nature of work
Technologists are employed in a large and wide-array of industries including: manufacturing, construction, industrial, maintenance, and even management. They may be hired as technology/technical managers, depending on the technologist's educational emphasis on management preparation. Entry-level positions such as product design, testing, development, systems engineering, field engineering, technical operations, and quality control are all common positions for engineering technology graduates.
In general, the work of engineering technologists focuses on the relatively practical application of engineering principles, whereas the work of engineers emphasizes the theoretical aspects of mathematical, scientific and engineering principles. The National Society of Professional Engineers describes the difference between engineering and engineering technology:
"The distinction between engineering and engineering technology emanates primarily from differences in their educational programs. Engineering programs are geared toward development of conceptual skills, and consist of a sequence of engineering fundamentals and design courses, built on a foundation of complex mathematics and science courses. Engineering technology programs are oriented toward application, and provide their students introductory mathematics and science courses, and only a qualitative introduction to engineering fundamentals. Thus, engineering programs provide their graduates a breadth and depth of knowledge that allows them to function as designers. Engineering technology programs prepare their graduates to apply others' designs."[1]
The Accreditation Board for Engineering and Technology describes the difference between engineering and engineering technology as: "Engineering and technology are separate, but intimately related professions. Here are some of the ways they differ:
• Engineering undergraduate programs include more mathematics work and higher level mathematics than technology programs.
• Engineering undergraduate programs often focus on theory, while technology programs usually focus on application.
• Once they enter the workforce, engineering graduates typically spend their time planning, while engineering technology graduates spend their time making plans work.
• At ABET, engineering and engineering technology programs are evaluated and accredited by two separate accreditation commissions using two separate sets of accreditation criteria.
• Graduates from engineering programs are called engineers, while graduates of technology programs are often called technologists.
• Graduates from engineering technology programs are often hired as engineers.
• Some U.S. state boards of professional engineering licensure will allow only graduates of engineering programs—not engineering technology programs—to become licensed engineers."[2]
The engineering graduate typically requires a period of 'internship' since engineering programs stress fundamentals. The engineering technology graduate, however, is prepared to immediately begin technical assignments since technology programs stress current industrial practices and design procedures.[3]
Education and accreditation
Beginning in the 1950s and 1960s, some post-secondary institutions began offering degrees in engineering technology. This was to address a need within the scientific, manufacturing, and engineering communities, as well as other industries, for professionals with hands-on and applications-based engineering knowledge. Depending on the institution, associate and/or bachelor degrees are offered, with some institutions also offering advanced degrees in technology.
In general, an engineering technologist receives a broad range of applied science and applied mathematics training, as well as the fundamentals of engineering in the student's area of focus. Engineering Technology programs typically include instruction in various engineering support functions for research, production, and operations, and applications to specific engineering specialties.[4][5] Information technology is primarily involved with the management, operation, and maintenance of computer systems and networks, along with an application of technology in diverse fields such as architecture, engineering, graphic design, telecommunications, computer science and network security. A technologist is also expected to have had some coursework in ethics.
International technology organizations from eight nations have signed a mutual recognition agreement called the Sydney Accord. The Sydney Accord represents an understanding that the academic awards of technologists can be recognized in all signatory states. The recognition of the Sydney Accord for technologists can be compared to the Washington Accord for engineers and the Dublin Accord for engineering technicians. The Engineering Technologist Mobility Forum is an international forum held by signatories of the Sydney Accord to explore mutual recognition for experienced engineering technologists and to remove artificial barriers to the free movement and practice of engineering technologists amongst their countries.
Graduates acquiring an associate's degree or lower typically find careers as engineering technicians. According to the United States Bureau of Labor Statistics: "Many 4-year colleges offer bachelor’s degrees in engineering technology, but graduates of these programs often are hired to work as technologists or applied engineers, not technicians."[6] Technicians typically hold a two year associates degree, while technologists usually hold bachelors degrees.
Canada
In Canada, the new occupational category of Technologist was established in the 1960s in conjunction with an emerging system of community colleges and technical institutes. It was designed to effectively bridge the gap between the increasingly theoretical nature of engineering degrees and the predominately practical approach of technician and trades programs. Provincial associations may certify individuals as Certified Engineering Technologist (C.E.T.), Registered Engineering Technologist, Applied Science Technologist (AScT) or Technologue Professionel [T.P.]. These provincial associations also are constituent members of the Canadian Council of Technicians and Technologists (CCTT) which nationally accredits technology programs across Canada through its Canadian Technology Accreditation Board (CTAB). Nationally accredited Engineering Technology programs range from 2 to 3 years in length, depending on province, with 2 year programs leading to a C.Tech. certification and 3 year programs usually leading to a AScT, CET or RET certification.
United States
In the United States, Engineering Technology programs are accredited through the Technology Accreditation Commission (TAC) of ABET (formerly the Accreditation Board for Engineering and Technology) or via The Association of Technology, Management, and Applied Engineering (ATMAE). ABET has been accrediting Engineering Technology programs in the United States since 1946, with a current total of over 600 programs at over 230 institutions. In response to heavy demand, ABET began accrediting Engineering Technology programs internationally in 2007. Depending on the institution, associate and/or bachelor degrees are offered, with a few institutions also offering advanced degrees. The type, length, and quality of education offered can vary greatly depending on the educational institution and the specialty pursued within Engineering Technology. ATMAE programs in Engineering Technology require a management core.
In the United States the hierarchy of educational structure and acknowledgement start at the US Department of Education or The Council for Higher Education Accreditation (CHEA). The U.S Department of Education acknowledges regional and national accreditations and CHEA recognizes specialty accreditations. Two technology accreditations are currently recognized by CHEA: The Association of Technology, Management, and Applied Engineering (ATMAE) and the Accreditation Board for Engineering and Technology (ABET). Specifically CHEA recognizes ABET internationally and in the U.S. for accrediting engineering technology programs at the associate and baccalaureate level and it recognizes ATMAE in the U.S. only for accrediting non-engineering (i.e. engineering technology, engineering management, applied engineering, operations management, technology management, and specialized technology/technical degrees) associate, baccalaureate and master's level degree programs in industrial technology.
The Technology Accreditation Commission (TAC) of Accreditation Board for Engineering and Technology was admitted as a provisional member of International Technology Accords in 2007, and it signed the Sydney Accord in 2009.
Certification
Professional certification is the registration of engineering technologists to assure their qualification within their countries or territories. The Sydney Accord and the Engineering Technologist Mobility Forum (ETMF) are two international efforts to improve cross border recognition for technologists.
A certified engineering technologist is usually required apprentice for a term before being able to apply for certification through a local governing body. In that time the technologist must have completed tasks which directly apply to their area of study.
North America
In Canada, the regulated title for technologists is called Certified Engineering Technologist. Technology program certification is done through the Canadian Technology Accreditation Board (CTAB), often in conjunction with provincial associations that are affiliated with the Canadian Council of Technicians and Technologists. Graduated technologists are certified by their provincial bodies.
In the United States, technologist certification requires a bachelor's degree in an engineering technology program accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC/ABET). One may also obtain a degree from an institution accredited through The Association of Technology, Management, and Applied Engineering (formerly known as the National Association of Industrial Technology). Technologist registration in the United States is conducted by many independent societies and organizations. The lack of a unified registration for Technologist has left the profession in disarray. A government sponsored registration is opposed by the NCEES and NSPE. As a result, a true technologist registration has been prevented from maturing and the profession is often not seen as an independent field separate from design engineering. However, this status could change in the future now that the United States' ABET accreditation signed the Sydney Accord in June 2007. Sydney Accord nations have a distinct role for Technologist that is separate from the status of Technician or design engineering.
The National Institute for Certification in Engineering Technologies (NICET) awards certification at two levels depending on work experience: the Associate Engineering Technologist (AT) and the Certified Engineering Technologist (CT). The Association of Technology, Management, and Applied Engineering (ATMAE) awards two levels of certification in Technology Management: (1) Certified Technology Manager (CTM) and (2) Certified Senior Technology Manager (CSTM). ATMAE also awards two levels of certification in Manufacturing Specialist: (1) Certified Manufacturing Specialist (CMS) and (2) Certified Senior Manufacturing Specialist (CSMS). While the CTM and CMS certification are obtained through examination, the CSTM and CSMS require industry experience and continuous improvement via the obtainment of professional development units (PDUs).
Incorporated Engineer (UK)
In the United Kingdom, an Incorporated Engineer is a professional registered by the Engineering Council. The title Incorporated Engineer (IEng) is protected by civil law. Incorporated Engineers are recognized internationally through the Sydney Accord academic agreement as Engineering Technologists and in Europe under the Directive 2005/36/EC.[7] [8] [9] [10] The professional title for engineers in the United Kingdom as recognized in the Washington Accord is the Chartered Engineer.
Incorporated Engineers currently require an IEng accredited Bachelors or honours degree in engineering or technology, or a Higher National Certificate or Diploma or a Foundation Degree in engineering or technology, plus appropriate further learning to degree level or an NVQ4 or SVQ4 which has been approved for the purpose by a licensed engineering institution. The academic requirements must be accompanied by the appropriate experience in employment. In addition to the experience and academic requirements, the engineering candidate must have three references that vouch for the performance of the individual being considered for professional recognition. There are a number of alternative ways to achieve I Eng status for those that do not have the necessary qualifications for applicants that can clearly show they have achieved the same level as those with qualifications. These ways include:
• Writing a technical report, based upon their experience, and demonstrate their knowledge and understanding of engineering principles.
• Taking Engineering Council examinations through the City and Guilds of London Institute.
• Following a work-based learning programme
• Taking an academic programme specified by the institution to which they are applying.
Europe
The State-Certified Engineer BVT is a European Union certificate for professional Technologist. It is granted by a German organisation, the Bundesverband höherer Berufe der Technik, Wirtschaft und Gestaltung e.V. ("Federal Association of higher professions for technology economy and design") or BVT. As of November 2006 the BVT has about 19,000 members in several countries.
A member of the BVT is entitled to use the initials BVT after his name. To achieve this certification a completed apprenticeship program (3.5 years) and a 2 year college diploma in engineering technology with two years relevant experience is needed.
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