Authors
Tania Machet, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia; Keith Willey, Faculty of Engineering, University of Technology Sydney, Australia; Jeremy Lindeck, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia; David Lowe, School of Computer Science, Faculty of Engineering, University of Sydney, Australia; Tom Goldfinch, School of Civil Engineering, Faculty of Engineering, University of Sydney, Australia; Anthony Kadi, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering, University of Technology Sydney, Australia
Synopsis
This chapter presents a comparative review of whole-of-degree approaches to embedding transferable competencies and skills in accredited engineering programmes at the University of Sydney (USYD) and the University of Technology Sydney (UTS). This analysis draws on two decades of experience in programmes enrolling 6,500-8,000 students. It examines sustained, coherent, and durable approaches to embedding transferable competencies and skills over time. The discussion identifies four design principles: curriculum-wide embedding, progressive scaffolding, authentic contextualisation, and evidence-informed assessment. It analyses how these principles are enacted through contrasting structural models: UTS’s dedicated five-unit core sequence and USYD’s distributed integrated units combined with a co-curricular professional engagement framework. While structurally different, both models achieve programme-level outcomes, including curriculum coherence, institutional resilience, and long-term sustainability. Beyond curriculum design, the chapter highlights governance and change management as central to success. It identifies persistent challenges such as alignment drift, stakeholder resistance, and resource sustainability. The study presents insights related to programme governance, coordination, and continuous improvement. The chapter demonstrates that sustained institutional commitment and explicit governance structures — rather than any single structural model – are critical to embedding transferable competencies and skills without compromising technical excellence.
Author Biographies
Tania Machet, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia
Machet, Tania (0000-0003-1963-898X) is a Senior Lecturer in the School of Professional Practice and Leadership at the University of Technology (UTS), Sydney, Australia. She is committed to developing students’ capacity to manage complexity and advancing diversity and women in STEM. She received the 2024 Australian Council of Engineering Deans National Award as a lead facilitator of the AAEE Research School team.
Keith Willey, Faculty of Engineering, University of Technology Sydney, Australia
Willey, Keith (0000-0003-1478-0346) held educational innovation leadership roles at University of Technology Sydney (UTS) and the University of Sydney (USYD), Australia. He is a Professor (now retired) and multiple award-winning engineering educator and researcher interested in collaborative and authentic feedback, learning, and assessment. He is a PFHEA, National Teaching Fellow, and lead developer of the self- and peer assessment tool SPARKPLUS.
Jeremy Lindeck, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia
Lindeck, Jeremy (0000-0002-1724-7291) is a Lecturer in the School of Professional Practice and Leadership in the Faculty of Engineering and IT at the University of Technology (UTS), Sydney, Australia. His research interests include team formation, generative AI, and work-integrated learning. He coordinates the Professional Practice Program and a core first-year subject for IT students.
David Lowe, School of Computer Science, Faculty of Engineering, University of Sydney, Australia
Lowe, David (0000-0002-6777-8955) is Professor of Software Engineering at the University of Sydney, Australia. He is passionate about engineering education, particularly student engagement with professional practice. He is a Principal Fellow of the HEA and received the 2019 Australian Council of Engineering Deans National Award for Engineering Education Excellence.
Tom Goldfinch, School of Civil Engineering, Faculty of Engineering, University of Sydney, Australia
Goldfinch, Tom (0000-0001-5506-136X) is an Associate Professor in Engineering Education at the University of Sydney, Australia, with 70+ peer-reviewed papers in engineering education on sociocultural aspects of engineering education and practice, project-based learning, and mechanics. He served as AAEE president, (2016-18), associate editor for the Journal of Engineering Education, and on multiple conference technical committees.
Anthony Kadi, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering, University of Technology Sydney, Australia
Kadi, Anthony (0009-0003-8626-6183) has a BE in electrical engineering and a ME in telecommunications engineering from the University of Technology Sydney, Australia (UTS). He has a strong interest in engineering education, particularly in the area of development of professional practice. He is a fellow of the Higher Education Academy.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Machet, T., Willey, K., Lindeck, J., Lowe, D., Goldfinch, T., & Kadi, A. (2026). Embedding Transferable Competencies and Skills in Engineering Curricula: A Comparative Case Study of the University of Sydney and the University of Technology Sydney. In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 743-762). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.93
