SEMM 4902

Professional Engineering Practice

Associate Prof. Ir. Dr. Shabudin Bin Mat, CEng, P.ENG

Head of Aeronautical Laboratory
Department of Aeronautical, Automotive and Ocean
Engineering
Faculty of Mechanical Engineering
Universiti Teknologi Malaysia (016 754 2904)
Chapter 1
Introduction
 Introduction
 What do we think about Engineering
profession?
◦ Engineering is an important and learned
profession
◦ As members of this profession, engineers are
expected to exhibit the highest standards of
honesty and integrity
◦ Engineering has a direct and vital impact on the
quality of life for all people
Definition of Profession
 In the highest sense, a profession is an
occupation that has the following six
distinguishing marks:
◦ A body of knowledge and art
◦ An educational process
◦ A standard of personal qualification for
admission
◦ A standard of conduct
◦ A formally recognized status
◦ Organizations of the profession
 In short a profession;
◦ comprises a group of people selected through
an education process.
◦ having the authority that stems from the fact
that the profession alone has the knowledge
and skills, that are needed by members of the
public or by the public at large.
Professionalism
 The expression of ideas by which our
profession should strive to serve the
community.
 Professionalism is a way of thinking and
living rather than an accumulation of
learning.
 Professionalism cannot be taught by
stating a code of ethics or by memorizing
a set of rules.
The Professional Man

 The characters/marks of a professional man

are:
◦ Professional activity
 responsible, special skills
◦ Motivation for services
◦ Motivation for self-expression
 joy & pride in the work to be done
 self-imposed standards
◦ Recognition of social duty
 standards of profession
 public understanding
 public service Unique
Profession
Engineering as a system
Engineering Professional
Education Bodies

Engineering as a system
(set of practices)

Culture of Laws regulating the

Cooperation work of engineers
 Engineering Education In Malaysia

 During the pre-independent era, only 2

institutions offering engineering courses :
◦ University Malaya
◦ Technical College which has since been
upgraded to the present UTM
History of UTM
 The early history of the Technical School goes
back to 1904 when personnel for the Public
Works Department and the Survey and Land
Offices were much needed for the development
of mining towns in the Federated Malay States.
 The main objective of establishing a technical
school was to train local personnel to man the
on-growing infrastructure such as cart-road and
railway lines from the mining centers - Taiping in
Larut, Kuala Lumpur in Selangor and Seremban
Sungai Ujung - to the Straits of Malacca
 The early years of the 1900 saw Federated
Malay States and the economic centers
especially in the tin industry.
 Rapid construction of cart-roads and railway
lines was undertaken to replace the
navigated rivers between 10 to 35 miles
from the Straits of Malacca.
 To meet the needs, a grant of £30,000.00
from a philanthropist for the establishment
of a technical school in Kuala Lumpur was
made in 1904.
 This institution of higher learning began in
1904 as a class for technical studies at the
Kuala Lumpur City Council building.
 In 1906, the class became the Technical
School, based at the Batu Lane Malay
School.
 It was later moved to the Museum
building at Bukit Nanas
 In 1925, the Public Works Department
opened the Technical School in Jalan
Brickfields (Jalan Tun Sambanthan), Kuala
Lumpur to train technical staff of the
Public Works Department and the Survey
and Land Offices.
 In 1930, the Kuala Lumpur Technical
School was further expanded at its new
site in High Street, i.e. the present Jalan
Bandar
 In 1941, it was recommended that the
Technical School be upgraded to the status
of a college.
 However, with the advent of the Second
World War, the suggestion could only be
implemented in 1946, during which the
institution became known as the Technical
College, Kuala Lumpur.
 The Technical College then offered three
year Diploma courses in the field of Civil,
Mechanical and Electrical Engineering,
Architecture, Town and Country Planning,
Land Surveying and Quantity Surveying
 The construction of the new Technical College
in Jalan Gurney (Jalan Semarak/Jalan Sultan Yahya
Petra) Kuala Lumpur began in 1951. It became
fully operational in march 1955.
 ln 1960 a milestone was reached when
engineering courses at degree level were
offered.
 Students pursuing the courses had to sit for
professional examinations conducted by the
Institution of Civil Engineers, Institution of
Mechanical Engineers and the Institution of
Electrical Engineers, United Kingdom. The rate
of success was most encouraging
 In 1967, another milestone was reached when
the Planning Committee for Higher Learning
decided to upgrade the Technical College to the
level of Institute of Technology with university
status from 1969 onwards.
 However it was only on 14th March 1972 that
the decision was implemented with the
establishment of the Institut Teknologi
Kebangsaan (National Institute of Technology)
under Section 6(1) of the University and
College Act, 1971.
 On 1st April 1975 the journey from school to
university was completed when the institute
finally became Universiti Teknologi Malaysia
 Universiti Teknologi Malaysia now comprises two
campuses,
◦ The l8-hectare Jalan Gurney (Jalan Semarak/Jalan
Sultan Yahya Petra) campus in Kuala Lumpur
◦ The campus in Skudai which spans 1,777 hectares.
The Skudai campus now serves as the main campus
for the universiti. The first phase of the constructor of
the new Skudai campus was completed in 1985 with
two faculties; the Faculty of Built Environment and the
Faculty of Surveying commencing their courses here
for the 1985/86 academic session.
 ◦ The Skudai campus was officiated 1st
Muharam 1406 (16th September 1985) by His
Royal Highness, the then Yang Di Pertuan
Agong, Sultan Iskandar as Chancellor of the
university
 Nowadays, there are so many higher
institutions that offer engineering be it at
local universities or local twinning with
foreign universities.
 Current Engineering Education
 The current engineering education system
aims to produce graduates who have a
strong scientific base, are innovative,
technically and professionally competent,
multi-skilled and well respected.
 The competencies required of engineers
vary across many domains.
 The graduate may be required to exclusively
perform engineering duties or play a wider
role that may include business, financial or
supervisory duties.
 Engineering responsibilities may include a
combination of maintenance, inspection,
regulatory manufacturing, design, research
and development.
 Employers range from very small
organizations with very few engineers to
large organizations with many engineers.
 It is not possible for universities to provide
graduates with technical competence for all
possible situations.
 The usual approach is to provide a strong
foundation in mathematics and the relevant
basic sciences, upon which is built the
foundation of the engineering discipline.
 Advanced training is provided in some selective
areas in the form of options or electives.
 This produces graduates with diverse
specializations to address different job
requirements and also produces graduates with
a strong foundation that are able to follow
advances in science and engineering and align
themselves accordingly.
 Additional subject are included in the curricula
to enhance specific abilities and to provide
background in general areas so that they are
aware of and can fit into the environment they
operate in.
 Some of these are languages, civilizations, moral
and human education; management, law, safety,
economics, finance innovation, creativity,
entrepreneurship, professionalism and ethics.
 Graduates also need to possess the correct
attitudes necessary for soft skills.
 The skills include creativity, communication skills
interpersonal skills, ability to work in a team
especially interdisciplinary teams.
 The right attitudes include professionalism,
willingness to participate concern for the
environment and the need to take Into account
the social, ethical and moral consequences of their
decisions.
 UTM graduate attributes:
◦ communication skills
◦ team-working
◦ problem solving
◦ adaptability
◦ life-long learning
◦ self-esteem
◦ ethics
 Universities produce graduates with the
potential to become engineers and it is
the workplace and the established
engineering professionals that convert
them into engineers.
Laws regulating the work of
engineers

 Registration of Engineers Act. 1967

(Registration of Engineers Regulations
1990 and 2015 amendments) .
 Industrial Relations Act. 1967
 Factories and Machinery Act, 1967
 Occupational Safety and Health Act. 1994
Professional Bodies
 The three major Professional Engineering
bodies to which engineers may be
affiliated are:
1. The Board of Engineer, which is a statutory
body governed by the Engineer's Act. 1967
and with which an Engineer must be
registered before he can be employed or
practice as an Engineer
2. The Institution of Engineers, Malaysia, which
is a learned society registered under the
Society's Act. Membership is voluntary but
the professional standards set by IEM for
membership are accepted by BEM as
qualifications for registration as a
Professional Engineer and as a result most
Professional Engineers are members of IEM.
3. The Association of Consulting engineers,
Malaysia, a company not for profit and
limited by guarantee comprising
members who are Consulting Engineers
and with the objective of promoting the
interest of Consulting Engineers and
Consulting Engineering as a profession.