An analysis of engineering students' risk perception to support process safety learning process

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Education for Chemical Engineers Pub Date : 2023-01-01 DOI:10.1016/j.ece.2022.10.003
Rafael Amaya-Gómez , Vivian Dumar , Mauricio Sánchez-Silva , Maria Alejandra Torres-Cuello , Alba Avila , Felipe Muñoz
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引用次数: 2

Abstract

Multidisciplinary teams often undertake engineering projects beyond their original discipline involving different kinds of risks. Risk perception is an inherent and embedded part of the decision-making process, which depends on the personal background and instinctive attitudes or behaviors. Process safety and risk analysis training for engineers, and education for engineering students, provide valuable tools seeking safer workplaces; however, personnel’s risk perception is commonly neglected. This paper analyzes the risk perception and appetite of undergraduate engineering students in Colombia based on a survey strategy and a weighted-approach following a Factor Analysis. The survey considered financial, social, physical, and professional risks, and four main reasons for risk-taking or risk-avoiding actions. The Factor Analysis allows us to classify the students tendency as risk-averse o risk-prone, and propose didactic teaching planning using a modular toolbox for process safety education, based on skills identified for junior engineers in Colombian Oil & Gas Industry. A total of 465 engineering students from 12 Colombian universities completed the survey in 2016. The results suggest that risk perception depends on the location, possible risk training, and accessible information. The obtained factors allow describing the students’ overall risk profiles, which can serve as an input for refining the content and curriculum content of current engineering programs regarding process safety. Improving the training of risk management in the engineering curriculum will benefit upcoming multidisciplinary teams in high-risk industries.

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工科学生的风险感知分析,以支持过程安全学习过程
多学科团队经常承担超出其原始学科的工程项目,涉及不同类型的风险。风险感知是决策过程中固有的和嵌入的一部分,它取决于个人的背景和本能的态度或行为。为工程师提供过程安全和风险分析培训,为工程专业学生提供教育,为寻求更安全的工作场所提供宝贵的工具;然而,人员的风险感知往往被忽视。本文基于调查策略和因子分析后的加权方法,分析了哥伦比亚工科本科生的风险感知和偏好。该调查考虑了财务、社会、身体和职业风险,以及冒险或规避风险行为的四个主要原因。因子分析使我们能够将学生的倾向分为风险厌恶型和风险倾向型,并根据哥伦比亚石油公司初级工程师的技能,使用模块化工具箱提出教学计划,用于过程安全教育。天然气工业。2016年,来自哥伦比亚12所大学的465名工科学生完成了这项调查。结果表明,风险感知取决于地点、可能的风险培训和可获得的信息。获得的因素允许描述学生的整体风险概况,这可以作为精炼当前工程项目关于过程安全的内容和课程内容的输入。改善工程课程中的风险管理培训将有利于未来高风险行业的多学科团队。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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