ASSESSING THE EDUCATIONAL GAPS IN...

ASSESSING THE EDUCATIONAL GAPS IN AERONAUTICS

AND AIR TRANSPORT

Project start Date: 01 November 2011 – Project Duration: 18 months

Contract Number: 284899

Coordination and support action

(AAT.2011.7-22)

DELIVERABLE 3.7:

ASSESSMENT FRAMEWORK

Partner Responsible: UA

Date: 30 June 2012

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Document Id: EDUCAIR_WP3_D3

Document Title: Deliverable 3: Assessment Framework

Version of the Document:

Final

Dissemination Level: Public

Work Package Allocation:

WP3

Due date of delivery: 31-05-2012 Actual Date of Submission: 30-06-2012

Authors:

(alphabetical order)

Franziska Kupfer (UA)

Els Struyf (UA)

Christa Sys (UA)

Thierry Vanelslander (UA)

Eddy Van de Voorde (UA)

Luís Campos (IST)

Konstantinos Zografos (AUEB-TRANSLOG)

Jelke van der Pal (NLR)

Juan Carlos Hernández (ULPGC)

Stefaan Ghijs (TU-Delft)

Reviewers

(alphabetic order) Rosário Macário (IST)

Document History

# Date Version

1 11-05-2012 Draft

2 25-05-2012 Draft

3 04-06-2012 Final draft

4 30-06-2012 Final version

Doc. Id: EDUCAIR_WP3_D3

Doc. Title: Deliverable 3: Assessment Framework Doc. Version: Final

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Date:11 May 2012 Page:4of 165

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Authors: Kupfer, Struyf, Sys, Vanelslander, Van de Voorde (UA)



Contract: TCP8-GA-2009-234082

Page:5 of 156 Date: 11 May 2012

Table of Contents

1 Introduction 9

2 Task 3.0: Scope of analysis 10

2.1 Defining the scope of project 10

2.1.1 The demand side of the (civil) aviation labour market 10

2.1.2 The supply side of the (civil) aviation labour market 18

2.1.3 The proposed scope of the EDUCAIR project 21

3 Task 3.1: Evolution of the air transport and aeronautics sector & of the educational techniques and tools 22

3.1 Market developments 22

3.1.1 Global trends influencing today’s market 23

3.1.2 The growth of the air transport sector 24

3.1.3 Traffic flows 29

3.1.4 Demand for innovations 31

3.1.4.1 Aircraft construction 31

3.1.4.2 Other new technologies 35

3.1.4.3 Influence from policies 36

3.1.5 Conclusion market developments 37

3.2 Developments in educational tools and techniques 38

3.2.1 Impact of international focus on students 38

3.2.2 Implementation of the international focus in education 39

3.2.2.1 Introduction to foreign cultures 39

3.2.2.2 International curriculum 39

3.2.3 Effect on air transport related education? 41

3.2.4 Changes in aviation-related training: some examples 42

4 Task 3.2: Framework for the assessment of competence gaps 45

4.1 Basic definitions 45

4.2 Goal of this framework 48

4.3 Outlook of the framework 49

4.4 Working with the framework 50

4.5 Survey methodology 52

4.5.1 Sample size 52

4.5.2 Structure of the survey 57

4.5.3 Different surveys 57

4.5.3.1 INDUSTRY SURVEY - Companies 58

4.5.3.2 INDUSTRY SURVEY - Employees 84



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4.5.3.3 EDUCATION SURVEY - Universities 107

4.5.3.4 EDUCATION SURVEY - Students 132

4.5.4 Survey – processing the answers 160

5 References 163

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Index of Figures

Figure 1: Overview of demand side of the aviation market .......................................................................... 12

Figure 2: Interaction between the different layers of the demand side of the civil aviation labour

................................................................................................................................................................................................ 13

Figure 3: Demand side of the aviation market which will be studied by the EDUCAIR project ..... 14


market and the education & training ...................................................................................................................... 19

Figure 5: Development of air traffic for passengers and cargo (1975 - 2010) ...................................... 24

Figure 6: Air transport and external shocks ........................................................................................................ 25

Figure 7: The recovery of air travel after the recent (economic) crisis .................................................... 25

Figure 8: Growth of world regions over the next 20 years ............................................................................ 27

Figure 9: Forecast of market developments (according to Boeing) ........................................................... 28

Figure 10: Current and future traffic flows .......................................................................................................... 30

Figure 11: Evolution in aircraft fleet (according to Airbus) .......................................................................... 32

Figure 12: Interaction between Knowledge, Skill and Competence .......................................................... 47

Figure 13: Four gaps framework .............................................................................................................................. 49

Figure 14: Overview of different surveys in line with the educational gaps .......................................... 51

Figure 15: Overview of employment in the air transport sector ................................................................ 56



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Index of Table

Table 1: Key functions of key elements of demand side ................................................................................. 15

Table 2: Overview of levels and types of education concerning Air Transport and Aeronautics .. 20

Table 3: Summarizing table of growth in number of aircraft ....................................................................... 37

Table 4: Overview of different educational techniques focused on global education ........................ 40

Table 5: Overview of target group of survey ....................................................................................................... 50

Table 6: Sample size for ±3%, ±5%, ±7% and ±10% Precision Levels Where Confidence Level is

95% and P=.5. ................................................................................................................................................................... 54

Table 7: Sample size for ±5%, ±7% and ±10% Precision Levels Where Confidence Level is 95%

and P=.5. .............................................................................................................................................................................. 54

Table 8: Overview of employment in the air transport sector ..................................................................... 55

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1 Introduction

This deliverable consists of three parts. The first part defines the activities performed in Task 3.0

(Scope of the EDUCAIR-project) and explains how the scope of the project was defined. In the

second part, the evolution of the air transport and aeronautics sector and of the educational

techniques and tools is given, since this was studied in Task 3.1. The last part of this deliverable

holds the core of work package 3 since it describes the activities performed in Task 3.2

(Framework for the assessment of competence gaps), i.e. setting the framework for assessing the

competence gaps.



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2 Scope of analysis

In the first part of this deliverable, the scope of the EDUCAIR project will be defined.

2.1 Defining the scope of project

In (the last section of) this part, the scope of the EDUCAIR project will be identified. To be able to

determine the scope of the EDUCAIR project, it is important to look at the demand and supply of

the aviation market. So, first, a general overview of demand and supply will be given, which will

be followed by an indication of the elements (of demand and supply) being analysed in the

EDUCAIR project, which will lead to the identification of the scope.

2.1.1 The demand side of the (civil) aviation labour market

To determine the scope of the EDUCAIR project, it is important to first look at the demand side of

the aviation labour market. We can distinguish between the civil and the military labour market

which differ substantially to each other. The project focuses on educational institutions with the

same level of implementation of the Bologna Agreement, despite the evidence that Member

States chose varying degrees of compliance with the Bologna process and some of the military

educational institutions do not follow the Bologna Agreement. Moreover, the type and

orientations of education are quite different. For example, the training of pilots and the mission

involves adversary concerns that are not comparable to commercial competition; the types of

missions and manner of flying can be very different (e.g. low level, violent manoeuvers).

Furthermore, since the military education is often provided by military schools, this sector will

not be considered in the current analysis. So, EDUCAIR will only focus on the civil aviation

labour market.

The demand side of the market includes many different aspects. Therefore, a structured

approach is useful for the analysis of the demand side of the aviation labour market. The next

lines and Figure 1 present that structure; starting from the air vehicle and broadening the view

to every air transport related institution.

At the lowest level, there is the air vehicle. Design and construction of the air vehicle on the one

hand and the maintenance of the air vehicle on the other hand can be distinguished. A large

fraction of airline costs and activities are related to Maintenance, Repair and Overhaul (MRO).

Some airlines do MRO themselves, other use MRO suppliers or rely on the OEM (Original

Equipment Manufacturers). Often, there is a combination of all three.

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However, as the aeronautics and air transport sector is more than only the aircraft, we have to

broaden the view and, in first instance, also look at the necessary infrastructure and

infrastructure management, as well as infostructure, that is needed by the sector, such as airport

landside and airside infrastructure management and air traffic control navigation and

communication air infrastructure. General air transport management cannot be ignored in this

analysis. Air transport management influences the aviation environment, the aircraft specific

domains and the infrastructure and makes sure that the different domains and layers work well

together.

The third layer comprises the air transport environment. This environment contains aircraft

operations and training, the airport operations, air traffic management and the air transport

companies (airlines). It is important to add here, that, next to the air traffic management, there is

also the management of the aircraft design, development, testing, certification, production and

new versions along the entire life cycle. Managing an aircraft development and production

programme is far more complex than managing an airline or airport and should not be omitted

or ignored. For example, is it generally known that developing a new airliner costs around ten

billion euros; the production of a thousand is worth 100-250 billion euros and life-cycle costs

are much higher (Airliner, 2012, several articles). Development takes five to six years,

production may span ten to twenty years in different versions and lifetime can be over 40 years.

The process involves hundreds of suppliers at four or five levels. Therefore, the technical

managers are often senior engineers after some years of experience and aircraft and equipment

producers also employ economists, personnel managers etc.

At the highest level of the demand side we can find the influencing and advising institutions such

as research institutions, consultants, governments, associations and authorities/regulatory

bodies. Few global industries are as deeply affected by changes in the international and domestic

regulatory environment as the air transport industry. We have seen dramatic regulatory

changes over the past decennia and this trend is expected to continue in the nearby future when

different rules and regulation will continue to affect the global air transport industry. These

regulations involve more than only aircraft related rules. There are regulations involving

certification of an aircraft, some related to safety or to the environment. Establishing these

certification requirements is much more difficult than setting operating standards. For example,

noise and emissions reduction is a certification objective. If the standard is too strict, it is

technically impossible to meet or financially unviable. However, if it is too lax, the noise and

emissions will increase with the growth of traffic. Certification rules are a compromise and

require the same or more skills than operating procedures.



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Figure 1 depicts the overview of the demand side of the aviation labour market.

Figure 1: Overview of demand side of the aviation market

Air vehicle Design and construction of the aircraft, (i.e. aerodynamics, engines, materials, structures, on board systems & components, off board tools, ground equipment and training systems) - Design - Construction - Maintenance, Repair and Overhaul Air Transport Service Providers

Aircraft operations and training - Flight deck operations - Cabin operations

Airport operations - Ground services - Safety and security - Pax management - Cargo and baggage handling - Crisis and rescue operations - Airport Patrol - Bird Control - Snow removal & de-icing services - Customs

Air Traffic Management - Air Traffic Control - Network management - Flow control

Air Transport Companies/Airlines - Marketing & Sales - Network management - Fleet management - Yield management - IT-services Etc.

Infrastructure & Infostructure - Airport airside infrastructure management - Airport landside infrastructure management - ATC navigation and communications aid infrastructure - Real estate design, construction and management

Influencing, advising institutions

- Research institutions - Consultants - Government - Associations - Authorities/Regulatory bodies

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A side mark urges. Figure 1 provides an overview of different domains, but not necessarily

companies. Several different companies can be active in one domain, for example, both the

airport company and the airlines deal with safety and security. On the other hand, one company

might act in different domains. Ground handling companies deal with ground services, cargo and

baggage handling and snow removal and de-icing.

Furthermore, it is important to bear in mind that the four layers also interact. For example, air

vehicles are designed to fit the air transport environment and the air transport environment also

adapts to progress in air vehicle design. Competences play an important role on the demand

side, since they are needed to successfully fulfill the requirements of the jobs in the different

domains (see Figure 2).


Figure 1 and Figure 2depict the basic demand and the derived demand for educated staff. Within

the EDUCAIR project, we only capture the basic demand for educated staff since these elements

grasp the majority of the demand. The project focuses on four elements: manufacturers and

suppliers of air vehicles, airports, airlines and companies that deal with air transport

management. It is also important to add that air vehicles comprise aircraft as well as helicopters,

but the latter goes beyond the scope of the project.



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Taking this into account, Figure 3 illustrates the demand side which will be studied by the

EDUCAIR project.

Figure 3: Demand side of the aviation market which will be studied by the EDUCAIR project

Each of these companies grasps some key functions. When looking for the key functions of the

different companies (airlines, airports, air transport management and manufacturers-suppliers)

it is important to bear in mind that not all functions require specific skills, which cannot be

acquired in a general education. Therefore, only functions with a direct relation to the primary

process in the organisation of these players is included. Categories with general functions, such

as finance and control, human resources, communications etc. have not been considered.

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In Table 1, a non-exhaustive list of key functions / tasks for the different companies can be

found. These key functions / tasks were found by reviewing relevant literature and verified

through practical experience and contacts with the sector. The different key

functions/competences are grouped into different categories per company.

Table 1: Key functions / tasks of demand side elements

Airlines Cockpit Crew:

- planning of the flight

- on board instrument control

- general and radio navigation & communication

- air law & operational procedures

- management of technical aspects (e.g. engine performance, cabin pressurization)

Technics & Engineering:

- maintenance and repair of airframe

- maintenance and repair of power plant

- maintenance and repair of on board instruments

-maintenance and repair of navigation and radio communications equipment

-maintenance and repair of auxiliary systems (undercarriage, hydraulics, air conditioning, etc.)

Planning, Control & ICT:

- coordination of maintenance

- planning and coordination of operations

- safety management

- flight dispatching

-determination and provision of meteorological circumstances

- ramp planning

Airports Infrastructure

Design:

- airside infrastructure (runways, taxiways, aprons and holding bays design)

- building and terminal (passenger and cargo terminals, ancillary services buildings)

- landside access



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Building & Construction:

- airside infrastructure

- building and terminal

- landside access

Infrastructure planning:

- master planning

- land use

Operations

Handling:

- handling of passengers (e.g. luggage handling)

- handling of freight (e.g. loading and unloading)

- handling of air vehicles (e.g. fueling, de-icing)

Maintenance:

- airside (runways and other surfaces)

- terminal

Environmental control:

- noise control

- emission control

- waste management

- wildlife control

Security:

- security concerning passengers

- security concerning cargo

- security concerning employees

- prevention of intrusion/unauthorized access

Air Traffic Control and Management

Area Control:

- supervision of Area Control Centre operations

- en route aircraft control

- planning & coordination en route air traffic

Approach Control:

- supervision & planning approach operations

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- provision of terminal radar approach control

Tower Control:

- supervision of tower operations

- on the ground aircraft movements control

- aircraft landing & taking-off control

Other ATC operations:

- provision of flight information to VFR (Visual Flight Rules) traffic

- planning and coordination of network capacity

ATM:

- design, development and evaluation of ATC procedures

- design, development and sustainment of ATC systems, product and tools

- management of safety of ATC operations

- management of air traffic capacity and efficiency

- management of interaction of operational controllers with operational environment

Manufacturers - Suppliers Research & Technology:

- failure assessment and recognition

- avionics, electronic and electrical systems & EMC (Electromagnetic Compatibility)

- customer service

- fluid mechanics and acoustics

- propulsion and powerplant

- RAMS (Reliability, Availability, Maintainability and Safety), human factors & operability

- software design & IT (Information Technology)

- structural design

- test engineering

- services solutions

- quality engineering

- production rigs

Operations:



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- airline operations appreciation

- components and aircraft architecture

- manufacturing engineering

- maintenance

- RAMS (Reliability, Availability, Maintainability and Safety), human factors & operability

- governance

- risk management

- composites manufacturing and assembly

Engineering:

- aircraft operability and design maturity integration

- design

- failure assessment and recognition

- stress and structures analysis

- materials and processes

- systems engineering and architecture

- airworthiness and certification

- architecture, integration and in-service support

- systems & electronics engineering

- structural & general engineering

- flight physics

- configuration management

- composites design and stress

- supply management

- lean experts & supply chain quality field engineering

- electrical design/integration

2.1.2 The supply side of the (civil) aviation labour market

Subsequently, we look at the supply side of the aviation market. Education acts as a central

supplier to the aforementioned loop (Figure 2). It provides the qualified staff for the labour

market to function.

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Figure 4: Interaction between the different layers of the demand side of the civil aviation labour market and the education & training

When studying the education in air transport and aeronautics more in detail, distinctions

between basic education and complementing programmes can be made. Basic educational

programmes in air transport and aeronautics consist of several courses, spread over one or

more years, evolving towards a degree in air transport and aeronautics. These programmes are

organized by institutions such as universities. Next, we can distinguish between programmes

organised on academic level (1st and 2nd Bologna Cycle) or research level (3rd Bologna Cycle).

There are, however, also programmes which are more focused on tactical learning, on acquiring

specific skills for immediate use. They are organized to complement or deepen the knowledge

gained during previous education. Here, we think about lifelong learning, either vocational or

professional or corporate training. Vocational programmes are programmes that prepare

trainees for jobs that are based on manual or practical activities, traditionally non-academic and

related to a specific occupation and training leading up to obtaining a license in the air transport

sector (such as Pilot, Air Traffic Controller, Aircraft Maintenance Mechanic, Aeronautical Station

Operator, and Flight Operations Officer). On the other hand, professional or corporate

programmes are tailor-made for the employees of a company. Here, the IATA training program,

Lufthansa University, DLR School, etc. are typical examples.

The EDUCAIR project will focus on engineering education when studying the basic education

programmes on the 1st and 2nd level of Bologna and particularly programmes involving

explicitly a degree (rather than just individual courses) in air transport and aeronautics.



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For the education on the 3rd level of Bologna (i.e. PhD programs) and the post doc research, also

other educational areas are analysed, for example management/business economics, law,

economics/public policy. Here, the same universities that are included in the 1st and 2nd cycle,

but also institutions with provable expertise will be approached. To identify the list of

universities, several academic/research networks (such as ATRS, WCTRS-SIG 8, Pegasus) will be

consulted. For the vocational programmes, a deeper analysis will be undertaken within WP4 .

The project focuses on engineering, which is air transport/aeronautics related, when looking

into the professional programmes.

Table 2 summarizes the various supply entities that will be covered by the EDUCAIR project.

Table 2: Overview of levels and types of education concerning Air Transport and Aeronautics

Level of education Type of education

Academic:

University

1st and 2nd cycle of Bologna Engineering

3rd cycle of Bologna

Engineering Management/ Business

Economics Law Economics/ Public

Policy

Research (post-doc)

Engineering Management/ Business

Economics Law Economics/ Public

Policy

Non-academic:

Lifelong learning

Vocational programmes (licenses)

License programmes mentioned above

Professional programmes Engineering

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2.1.3 The proposed scope of the EDUCAIR project

As already stated before, only part of the demand side and part of the supply side will be studied

in the EDUCAIR project. On the demand side, the project focuses on four elements: Airlines,

Airports, Air Transport Management and Manufacturers-Suppliers. Concerning the supply side,

engineering programmes (1st and 2nd Bologna Cycles) in air transport and aeronautics, PhD

programmes in engineering and other education will be studied, as well as post doc research,

vocational and professional-corporate programmes will be targeted.

In our study, institutions or organisations related to these domains will be approached

concerning the competences to analyse the gaps between demand and supply.

1. Airlines

2. Airports

3. Companies involved in air transport management (such as air traffic control and

management organisations)

4. Aircraft manufacturers and suppliers

5. Universities and colleges with engineering programmes involving air

transport/aeronautics

6. Universities and colleges with research and PhD programmes in air

transport/aeronautics

7. Vocational training institutes

8. Professional training institutes

The scope of the survey was geographically fixed to the EU27. However, for other parts of the

study also examples (from the US) will be considered if they give valuable additional information

to better analyse the European situation.



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3 Evolution of the air transport and aeronautics sector & of the

educational techniques and tools

Many (recent) evolutions affect the air transport sector and its education. On the one hand there

are evolutions that affect the demand for education regarding air transport, i.e. market

developments, but on the other hand, there are also evolutions which affect the way the

education is supplied, i.e. developments in educational tools and techniques. In part 1, both

developments are discussed.

3.1 Market developments

The EDUCAIR project studies the current air transport market demand and educational supply

to advice on better alignment of both elements in the future. Therefore, it is important to take a

good look on the future demand in the air transport sector. Moreover, in the air transport sector,

as in every business, it is important to develop a good strategy which ensures some market

share in the future. To make sure that the strategy is tuned to the future market, actors develop

market forecasts. Studying the forecasts of important suppliers of the air transport sector

(Airbus, Boeing, Embraer, etc.) gives a look into the future demand and supply. Moreover,

figures accompanying the text stem from the forecasts of suppliers.

On the one hand, there are more general forecasts that focus more on traffic evolution and do

not provide an insight in the number of aircraft needed or provided in the future. Forecasts of

manufacturers/suppliers, on the other hand, help us understand the true (technological)

dynamics with which the air transport market is faced and are thus chosen to be analyzed in this

document.

The summary below is limited to future trends which have an impact on the scope of the

EDUCAIR project: it shows developments in (upcoming) markets, in traffic, in construction and

the consequences trends have for the technologies used and the competences needed. One has to

bear in mind that also other important evolutions will occur, for example in the formation of

alliances. However, these evolutions have small or none influence on the elements studied in the

project, so, these developments are not listed below.

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3.1.1 Global trends influencing today’s market

When looking at future scenarios for air transportation, one needs to look at the bigger picture.

Over the last twenty years, non-industry related factors have helped to drive the development of

the air transport sector.

First of all, there is the global liberalization. The Deregulation Act of 1978 loosened the

government control on air transport. From then on, incumbents could no longer prevent

newcomers to enter the market. Furthermore, open skies agreements opened up the markets for

foreign access, which reduced the barriers for competition even further. This all resulted in a

situation where airlines are (more) free to enter the market and therefore, competition

increased. Derived effects are the decrease of airfares and the improvement of service quality

making air transport even more attractive and available. One could say that, also due to the

deregulation, passengers have more travel options and air travel demand has increased.

The second trend influencing is the urbanization: more and more people tend to move to and

settle in cities. For the first time in history, more than half of the world’s population lives in

urban centers. Cities have become a major driver of globalization and the engine of economic

growth. They have quickly transformed the economies through international trade, attracting

large multinational corporations, international media and foreign tourism. Importantly, a rise in

urban population has historically led to an increase in per capita GDP, a key driver for aviation

(Airbus, 2011, p.18).The rise of such cities implies a greater need for secondary airports – to

eventually reduce the added pressure on existing airports - and aircraft (of the right size) to

serve these new markets.

Another important trend is the consolidation of large airlines and the disappearance of smaller

airlines. Furthermore, the sector is confronted with the emergence of alliances and low-cost

carriers. These evolutions have implications for the demand of aircraft. E.g. low-cost carriers

tend to use one type of aircraft.



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3.1.2 The growth of the air transport sector

The aviation industry, as any industry, faces several challenges: political turmoil, natural

disasters, financial crises, etc. Nevertheless, as can be seen in Figure 5, the world annual traffic

grew tremendously over the last decades.

Figure 5: Development of air traffic for passengers and cargo (1975 - 2010)

Source: ICAO

The air transport sector has been able to overcome the challenges it was faced with (see Figure

6) and, looking at Figure 7, one might say that the air transport sector has also overcome the

recent crisis. The financial crisis of 2008-2009 reached a low point at the beginning of 2009 with

a negative growth of almost -4%. Moreover, forecasts predict that the air transport sector will

grow even more in the future. The emergence and development of several drivers act as engines

to this growth.

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Figure 6: Air transport and external shocks

Source: Airbus

Figure 7: The recovery of air travel after the recent (economic) crisis1

Source: Airbus

1 RPK = Revenue Passenger Kilometers



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About 60 to 80 percent of the air travel growth can be attributed to economic growth, which in

turn is driven by international trade. This is consistent with the observation that countries

whose economies are tied to trade tend do have higher rates of air travel. The remaining 20 to

40 percent results from the value travelers place on air travel (Boeing, 2011). First of all, it

became clear that people want and need to fly and therefore global mobility will expand

strongly. Nowadays the miracle of flight is taken for granted. Travelling to the other side of the

world is only a few mouse clicks and a trip to the airport away (Airbus, 2011, p.5). Moreover, it is

observable that people “have” to fly for various reasons such as travelling to family that live

abroad, visiting clients in another continent2, etc. Migration and the globalization ensure the

continuous urge to fly. What’s more, at industry level, the continuing deregulation drives growth.

On the one hand, the increased competition results in low airfares, which makes travelling by air

also accessible for the people who are less wealthy. The advent of the low cost model also

created demand. More and more people around the world are provided with the ability to fly. On

the other hand, air travel becomes more attractive since a larger amount of destinations offered

by various airlines.

The ratio between the growth that comes from economic development and the growth that is a

result of the value of air travel services is an indicator of the maturity of an air travel market. For

example, Western Europe and the North America are more mature markets and are therefore

faced with lower growth rates, compared to countries in Africa, South America, etc. Figure 9

shows the difference in (traffic) growth in the different regions.

2Although new technologies, such as video conferencing, lowered the need for face-to-face contact.

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Figure 8: Growth of world regions over the next 20 years

Source: Boeing

Although there was a rapid rebound after the crisis, it has to be acknowledged that the crisis

accentuates that the growth is unbalanced. Emerging countries accounted for 69% of the world

population in 2010 and they account for 56% of the economic growth. Furthermore, rates of

urban growth in developing countries have been higher than those of developed countries

(Airbus, 2011, p.47), which results in the rise of the emerging economies global middle class.

Developed markets are more mature in the air travel market, which means that they will grow at

a slower pace compared to the emerging markets. Therefore, in the coming years, a shift in the

global power from west to east, and in some extent to the south (Embraer, 2011, p.6) is

observable; from Europe and North America to e.g. Asia and Africa (see paragraph about Traffic

Flows).



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The Transport Outlook 2011 of the International Transport Forum predicts high and roughly

constant growth rates on global level that leads to a tripling or quadrupling of the global

passenger transport volumes by 2050 compared to 2000. The growth in the developed

economies can be expected to be slow and gradual while the emerging economies grow very

fast. (International Transport Forum, 2011)Forecasts from aircraft manufacturers predict an

average annual growth of 5%. Airbus (2011) foresees an annual growth of 4.84% from 2010 to

2030. They say that many of the driver’s growth will lead to more traffic to and from the

emerging economies but that mature markets will still account for a significant share of 2030

traffic volumes. For example, the single biggest traffic flow will be the US domestic with 11.1% of

all RPK’s flown. Intra Western European traffic, with its well established global and LCC, will be

the third largest flow with nearly 8% of world RPK’s. The Chinese domestic market is forecast to

grow at more than 7% per annum, moving it from the fourth largest flow in 2010 to the second.

Figure 9 shows that Boeing (2011) predicts a long-term growth rate of approximately 5% per

year, 5.1% growth in passenger traffic and the cargo market will grow at 5.6% annual rate over

the next 20 years.

Figure 9: Forecast of market developments (according to Boeing)

Source: Boeing

In its forecast for 2011 to 2030, Embraer (2011) forsees that the world air traffic demand will

grow by 5,2% per year.

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3.1.3 Traffic flows

As already stated, the urbanization continues and this results in growing cities all over the

world, great and small. Given the importance of these cities, one might say that traffic is located

between those points. The global route network has expanded with more than 17,000 city-pairs

and since the emerging markets have more upcoming cities, a lot of those new routes involve

markets in emerging countries. On the other hand, there are larger cities, which traditionally are

centers of air transport demand, due to their socio-economic weight within a certain region.

These cities are vital points for world trade and they are also big population centers with an

enormous appeal far beyond their borders. These cities often serve as a connection hub for one

or more home carriers or so called flag carriers (Airbus, 2011, p.25).

Given the fact that there will be more traffic, airports become bigger (in movements). In

emerging countries, airports are growing faster and will join the top 25 of biggest airports. Some

European airports, on the other hand, are operating at full capacity. As a result, traffic is likely to

spread somewhat more across the airport network (Eurocontrol, 2010, p.26). Therefore hubs

can be either located in developed countries or in emerging countries. Forty years ago most of

the world’s traffic flew from, to or between North America, Western Europe and Japan. In 2010,

the North American market still dominated (see Figure 10). As more people around the world

have embraced flight and are able to take the advantage of its benefits this has dramatically

changed. In the future, the air traffic flows are centered in other parts of the world (Airbus, 2011,

p.7):Airbus (2011) predicts that by 2030 Asia-Pacific will have the highest share of RPK’s in the

world (see Figure 10).

However, as future growth also takes place in midsized and small middleweight cities, there is a

need for secondary airports and new opportunities for airlines to explore new markets with

right sized airplanes.



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Figure 10: Current and future traffic flows

Source: Airbus

According to Airbus (2011), over the next twenty years, more than 700 new city-pairs will be

added on the long-haul market. By 2030, a total of 87 cities around the world will have passed

the threshold of 10,000 daily passengers, to become aviation mega-cities. The emerging regions

of the world will contribute an additional 29 long-haul traffic hubs, as their economic power and

wealth grows passenger traffic within these regions.

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3.1.4 Demand for innovations

The future demand, the trends in passenger demographics and the increasing focus on the

environment leads to a rising demand for innovations in aircraft design as well as other areas

such as air transport management. As the demand grows, the educational supply has to follow

since a bigger market has a complementary need for well trained staff.

3.1.4.1 Aircraft construction

Air traffic will more than double over the next twenty years since aviation becomes more

accessible to those in emerging markets as well as to those in more traditional markets. Due to

this larger demand, more aircraft will be needed in the future. These aircraft have to be tuned to

the nature of the markets they will serve. For example, in emerging countries different upcoming

cities can be identified. This asks for more short haul travel, performed by relatively small

airplanes.

Furthermore, people will increasingly travel (between global centers) and therefore, airlines

have to keep innovating and improving to reduce the costs for themselves and for the

environment. Because of this, the need for eco-friendly airplanes will rise. Also other factors, like

environmental regulation (e.g. emission trading schemes), pressure from customers, etc. play a

role.

3.1.4.1.1 More airplanes of different sizes

The ever-growing numbers of people who will have access to aviation will result in an increase

in the number of airplanes.

Airbus (2011) predicts that the world’s fleet of passenger aircraft will grow from 15,000 at the

beginning of 2011 to nearly 31,500 by 2030. At the same time, 14,000 aircraft from the existing

fleet will be replaced by more eco-friendly models. Of these, 3,400 will be recycled back into

passenger service, where they too will replace an older generation model. Airbus (2011)

forecasts that 2,200 will be converted to freighters and the remaining 1,100 will be permanently

retired or withdrawn from service.



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Figure 11: Evolution in aircraft fleet (according to Airbus)

Source: Airbus

Boeing states that the world fleet will count 39,500 airplanes by 2030. Of the 19,400 airplanes in

operation today, 13,400 will be replaced over the next 20 years and not less than 33,500 new

airplanes will be delivered. Embraer (2011) only predicts 21,770 new aircraft of which 59% (+/-

12,800) will be to support market growth and 41% (+/- 8,900) to replace old aircraft. By 2030,

30% of the current fleet in service will remain in operation. According to Embraer (2011), the

world fleet will increase from 19,120 (in 2010) to 36,910 (in 2030).

Furthermore, people will fly between the increasing number of aviation mega-cities and hubs so

it is important to scale the (additional) aircraft to market requirements. There are three types of

jet aircraft which can be distinguished.

Narrow body – single aisle

First of all, there are the narrow body, also known as single aisle, aircraft. Those airplanes have

between 100 to 210 seats and are a very significant part of today’s aviation network,

representing the majority3 of the global fleet above 100 seats. Single-aisle aircraft will still be an

important component of the fleet in 20 years time and will also become the focus of new

entrants due to thereduction of the environmental impact and low unit costs. Single-aisle

airplanes are used to serve short- and medium-haul markets, which are the fastest growing

markets thanks to the (intraregional) travel in emerging economies (Boeing, 2011).

3 Almost 80% (according to Airbus) or 62% (according to Boeing)

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Of the 33,500 new airplanes, predicted by Boeing (2011), 23,370 will be single aisle aircraft.

Airbus (2011) predicts that only 19,200 new deliveries will be single aisles. Embraer (2011)

predicts 16,185 new single aisle airplanes of the 21,770 new deliveries. This grasps the majority

of the fleet: 70 to 80 percent of the global fleet.

Wide body – twin aisle

The twin-aisle segment, or segment of wide body aircraft, covers airplanes with a capacity of

250 to 400 seats. This segment has had some product development activity in the recent years -

with two all-new product families entering service in the next few years- (Airbus, 2011, p.70),

which shows that it is important for airlines and manufacturers. With an annual growth rate of

4.4% it is the fastest growing segment. Airbus (2011)stresses the fact that twin aisle passengers

aircraft will be required to serve the existing, mainly international, markets created largely by

growth on existing city pairs. They will also be used for flows from and within emerging markets

and for new routes, for example thanks to the upcoming cities, which imply more traffic between

mega aviation hubs and secondary airports. Furthermore, airlines can allocate these aircraft to

non-stop routes which are made possible by the liberalization.

Boeing (2011) states that 7,330 of the 33,500 (22%) new deliveries will be twin aisle aircraft

while Airbus (2011) predicts that the number of wide body aircraft will more than double (to

7,100) over the next twenty years. Forty percent will be replacing older aircraft and 3,800 new

twin aisle airplanes will contribute to the growth of the segment.

(Very) large aircraft

The very large aircraft are used to travel between world’s major airports and cities. These

airplanes have the advantage of combining minimized seat costs, minimizing fuel as well as CO2,

and enough space on board, as passengers request. Furthermore, they can be allocated to routes

where they are needed because of the large amount of traffic. The segment will keep on growing

thanks to the growing network and the need for people to fly.

Airbus (2011) foresees that there will be 1,300 very large aircraft produced by 2030, while

Boeing (2011) predicts that 820 (2%) of the new deliveries will consist of large aircraft.



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3.1.4.1.2 Environmental issues

In recent years, a lot of attention was paid to environmental issues. Fuel and noise emissions

became urgent matters and government policies related to emissions and noise are expected to

become even stricter. Although the emissions of air traffic account for only 2 percent of the

greenhouse effect, new environmental regulations, such as the European emission trading

schemes, will increase the costs related to fuel (burn) (Embraer, 2011, p.7). Nowadays fuel

becomes an ever increasing share of an airline’s operating cost. According to Airbus (2011),

currently fuel represents more than 30% of airlines’ operating expenses. Due to global problems

like financial crises, political problems and natural disasters, the oil prices increase even more.

This enlarges the need for more eco-friendly aircraft. Furthermore, the need to reduce fuel

consumption also drives demand for new or re-engined (existing) aircraft. These aircraft would

consume less fuel and will therefore be more attractive, which results in more orders.

Eco-friendliness can be achieved in various ways. First and foremost, airlines can try to limit the

amount of fuel needed. Adopting new technologies, such as aerodynamic technologies, can

reduce the fuel consumption. To avoid or limit costs related to environmental policies, airlines

can focus on lowering the emission of the aircraft in use, for example by building new engines.

Also the search for alternative fuels, such as biomass, is crucial.

Not only fuel emissions, but also noise emissions became important. Although the forecasts that

were analyzed, only briefly touch the issue, aviation noise comes with a cost. It has a severe

impact on communities surrounding airports, i.e. the quality of life of people living in the areas

surrounding the airport. Not only the human wellbeing is affected, also other effects appear. For

example, noise depreciation of house values affect the human welfare. There are various options

to deal with this; either one can ease the problem “symptoms”, for example by offering

compensations to the affected people, or mitigate the problems (partly) using measures such as

lowering the noise exposure limits.

Taking these two environmental issues into account, it is important to realize that both issues

become more severe with traffic growth. Also the objectives of lowering CO2 and NOx-emissions

and reducing noise have different (sometimes even opposite) implications in aircraft and engine

design. Then, compromises are needed.

Furthermore, airlines can reduce costs by working efficiently. The load factor of an aircraft

reflects the efficiency with which it is filled. If the load factor of an airplane is too low, this

results in lost revenue, higher prices for passengers and a less environmental friendly travel.

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3.1.4.1.3 Derived effects

The fleet expands and that has an effect on the employment in the market. The need for well-

trained employees grows in proportion to the expanding global fleet. More pilots and

technicians are required and will be allocated to the additional services or replace other

employees. Boeing (2011) foresees that the market calls for 460,000 additional pilots and

650,000 maintenance technicians.

In literature, the shortage of pilots and technicians is frequently mentioned. However, also other

types of aviation operations require professionals. For example, seldom does one hear about

personnel shortage concerns extending to the Air Traffic Controllers (ATCs) who will be

managing increasing numbers of aircraft in our finite airspace. (ICAO, 2011a, p.20)

The air charter, corporate aviation, and aerial work industry segments comprise an estimated

200,000 pilots and 300,000 mechanics worldwide. Given nominal growth rates, requirements

for these occupations twenty years from now could increase to 500,000 and 600,000

respectively. In aggregate, the world of civil aviation is looking at a requirement for more than a

million individuals for pilots and mechanics by the year 2029. (ICAO, 2011a, p.17)

The growing diversity of pilots and maintenance technicians in training will require instructors

to have cross-cultural and cross-generational skills, in addition to digital training tools and up-

to-date knowledge of airplanes (Boeing, 2011). Also here, a distinction between emerging and

developed countries can be made. For example, in emerging countries there is a strong need for

basic skills training for technicians to develop a local source.

Furthermore, it is important to bear in mind that there are different rules concerning safety in

different countries. For example, accident rates are much lower in Europe and the US than in

Africa or Russia. The fact that some airlines are banned to fly to Europe shows that there is a

safety gap. Therefore, there is a need for personnel with the right competences, e.g. for the

decision-making process.

3.1.4.2 Other new technologies

The expansion of the fleet requires a significant investment in infrastructure to accommodate

the increased traffic. Furthermore, the future technological environment will need to be shaped

in order to meet the future characteristics and dynamics of the market.

This “new technology” is a diffuse collection of measures, which enhances air traffic control,

aircraft and airport technology, including organizations (Airbus, 2011, p.38).



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3.1.4.2.1 Improvements in air traffic management

Future growth will be limited by the available capacity at the airports. Nowadays, traffic is highly

concentrated on major airports which already have a high degree of capacity utilization. For

example, last year, London Heathrow operated at 99.2%4 of its capacity. Therefore, a lot of those

large airports are operating at their maximum capacity and this leads to congestion. These

problems can become barriers to future growth or, at the very least, will affect the composition

of the future fleet and operations in terms of aircraft size and frequency (Airbus, 2011, p.35).

Airlines focus on the most efficient and economic utilization of their fleet and can either change

their frequencies or the size of their aircraft (Eurocontrol, 2010, p.22). Capacity shortages on

airports may thus lead to a shift to bigger aircraft if expansion is not possible, at least not on

short term, if the separation distance is the same or not much larger, that is. Another effect is the

traffic growth at smaller airports with less congestion, where smaller airplanes would be used.

Redistributing the existing fleet is a measure that can ease the pressure on airports in the short

term. Smaller airplanes are redistributed to smaller airports and the vacant slots can be used by

large airplanes.

3.1.4.3 Influence from policies

On the one hand, air transport operators request innovations to make their fleet as efficient as

possible. However, manufacturers also have to innovate due to different policies. The influence

of regulatory intervention, namely deregulation and CO2-emmission were already mentioned in

this section, but one has to bear in mind that also for example security measures, changes in

separation minima, the reorganization of the European airspace, the free flight concept

andpricing policies drive the demand for innovation.

4 Airliner World (2012) stated that, in 2011, 476,197 flights were recorded, while the maximum capacity of Heathrow is set on 480,000 flights.

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3.1.5 Conclusion market developments

The emergence of global cities (due to urbanization) and global companies (due to

liberalization) will increase the demand and connectivity between cities and will drive the shape

and development of the air transport in the future and in turn the numbers and types of aircraft

which will be needed (Airbus, 2011, p.20). As discussed in this part, two main trends can be

distinguished.

First of all, traffic will increase thanks to the fact that air transport becomes better accessible to

people, all around the world. Liberalization makes markets better accessible for airlines, which

in turn charge lower prices to their passengers. This in combination with the growing wealth

ensures the increase of the demand for air transport. Furthermore, people will travel more

between (new) population centers. Here, it is important that the right (sized) airplanes are

serving the markets. Short-haul flights will be performed by relatively small airplanes, the (very)

large aircraft will fly long-haul flights.

The second large trend that was identified is the fact that the aviation industry will want to keep

innovating. Doing this, the costs for airlines can be reduced by increasing the productivity and

efficiency. Good air traffic management and improved technology are crucial here. Furthermore,

it is also important to reduce the environmental costs, fuel- and noise-related.

Different sources predict further growth of the market. On average, a growth of 5% is forecasted.

This growth implies that more, ecofriendly aircraft are needed. Moreover, some of the existing

fleet is converted, e.g. to freighters. The table below (Table 3) gives an overview of the different

forecasts.

Table 3: Summarizing table of growth in number of aircraft

Source: own composition, based on Airbus, Boeing, Embraer

Because more and more airplanes are needed, which also have to be eco-friendly, the demand

for qualified personnel increases. Designers, builders, technicians etc. have to have the right

competences to deliver the aircraft needed. Especially engineers will be required as the aircraft

industry has those jobs represent a large proportion within the sector. Finding the required

number, with a high level of skills, will become an issue, even in countries with a high level of

education. Also aviation technology integrates more and more areas of progress and

specialisation which demands certain competences. Furthermore, more aircraft come with

increased demand for on board personnel. For example, every extra airplane needs a pilot with



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the right competences. The question remains whether the graduates possess the competences

companies want their new employees to have.

3.2 Developments in educational tools and techniques

Since education is a key social structure, it is impacted on by globalization. Therefore, the trend

of globalization is also reflected in the education. Nowadays, educational programs provide an

international focus and curriculum planners tend to internationalize the higher education

systems. The reason for this movement is threefold. Politically, higher education is an aspect of

the foreign policy. Culturally, the goal of internationalization is to extend the values and

principles of the national culture. And economic, international higher education is the main

source of both short term and long term income.

Moreover, universities are considered the main measure of progress in a country and provide

the basis for the dynamic competition of a country in the region and in the world. So,

strengthening the international aspect of higher education is strengthening the country in the

regional and international competition. (Ardakani et al., 2011)

3.2.1 Impact of international focus on students

Students should be able to function in a one-world environment, intellectually as well as

professionally and socially. This is especially important in the air transport and aeronautics

sector as they often recruit international employees and have an international scope of

operations. According to Parkinson et al. (2009), it is important that (engineer) students develop

a global competence. This implies that students should appreciate other cultures and that they

should be able to communicate across cultures. Therefore, they should also be able to speak

different languages, on conversational as well as professional level. Furthermore, they should

understand and be able to deal with the cultural differences. This makes them view themselves

as citizens of the world as well as citizens of a particular country. To achieve this, students

should be provided the opportunity to be exposed to international topics and have a chance to

work in a global context.

Furthermore, the last few years, traditional “chalk and talk” teaching was gradually replaced by

active learning and learning through practice. Furthermore, the individual perspective was

transformed into team work to acquire the wanted skills. Some papers for example talk about

learning with board games or simulation games to get a good notion of the material they have to

learn. Others refer to project-based learning instead of lecture-based learning. This shows that,

next to gaining knowledge, it is also important to be submerged in what you’re studying by

gaining some experience and practice.

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3.2.2 Implementation of the international focus in education

Setting up such an international education, can be done by infusing the international aspect in

the existing curricula or by developing a curriculum which is international.

3.2.2.1 Introduction to foreign cultures

The first option implies that students are exposed to foreign cultures, professors and students in

their own context. Setting up traditional international activities, such as visiting international

conferences or organizing guest lectures of foreign speakers, introduces students to foreign

cultures. This way, students learn to understand the (slight) difference of the position of their

own culture in comparison to other cultures. However, these international contacts are limited.

Students only experience the international aspect in a short term.

3.2.2.2 International curriculum

Developing an international curriculum, allows establishing longer and more profound contact.

This can be achieved the traditional way; students can either travel abroad, for several months,

to study. This way, there is a more in-depth exposure to the foreign culture. Here, extended field

trips, internships or even research activities abroad spring to mind.

On the other hand, thanks to technology, international experience can also be gained without

leaving the own office.

The last 10 to 15 years, technology and telecommunications have developed a lot. The Internet

made real-time communication with virtually anyone, almost anywhere in the world possible

and relatively inexpensive Therefore, the Internet became indispensable for our day-to-day

communication. The importance of this technology becomes more and more apparent: a study,

performed in 26 different countries by GlobeScan commissioned by BBC (2010), showed that

worldwide 80% of the people find that Internet access is a human right, next to freedom of

speech and clean drinking water. The study highlighted that the majority of the respondents

stated to see the Internet as a source of information, rather than entertainment. The rise and

importance of this technology virtually made the world smaller.



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Nowadays, students can follow courses and lectures by using internet-based tools. This, is called

e-learning. These tools can however also bring students from different educational institutes all

over the world together in virtual classrooms. The drawback from this distance learning is that

students only make virtual contact with foreign cultures and are not really submerged in it.

Table 4: Overview of different educational techniques focused on global education

Introduction to foreign cultures

Short Term Hours, days

International conferences, guest lectures, ...

Travel abroad or on own campus

Regular degree

International curriculum

Medium Term Months Extended field trips, internships, research or learning abroad, summer programs, Exchange students, ...

Travel abroad Degree with international experience

Medium Term Months E-learning, virtual class rooms, ...

On own campus, distance learning

Degree with international experience

Long(er) Term Months, years

International dual degree, ...

Travel abroad (Partly) international degree

Source: own composition

Moreover, education is not always about teaching, learning and courses. Interacting with other

international students and professors is also very important to keep our knowledge up to date.

This interaction can also be virtual and this has also been facilitated through technological

developments, such as the Internet. International knowledge bases and even laboratories appear

more and more in the virtual world.

This international focus facilitates student exchanges. Therefore, the competition between

universities increases which entails that offering a qualitative international education program

becomes more important.

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3.2.3 Effect on air transport related education?

The air transport sector includes various disciplines and is very internationally focused.

Therefore, a global or international focus is also needed in the air transport related education.

In his editorial, Torenbeek (2000) showed that, although design educators had been in contact,

for example on international conferences, Professor Rodrigo Martinze-Val of ETSIA believes that

the quality of teaching aircraft design could benefit from more regular exchanges of experiences.

Therefore, European Workshops on Aircraft Design Education are held regularly (every two

years). This is done to continue active collaboration, to discuss problems as regards research

and education and to enhance close cooperation for these two aspects aforementioned.

This shows that, also in air transport related research and education, an international focus is

desirable.

A paper by Atici and Atik (2011) shows that distance learning is applied in the Turkish Air

Forces (for lifelong learning programs). The paper highlights that the need for education is

increasing, but the resources are limited. “At this point, distance learning is applied in many

education institutes as an alternative solution to satisfy the demand”. The study stresses the fact

that the cost of face to face learning is threefold the cost of distance education.

Jenkinson et al. (2000) state that “aircraft design courses at universities have attempted to

simulate industrial design practices. This has generally involved both the synthesis of students’

knowledge in their core subjects and a requirement to work in teams.” They highlight the fact that,

nowadays, thanks to the rapid development of information technology, it is possible to team

internationally. The educational objectives of the collaboration between a university in the US

and a university in the UK are

to model modern, international industrial design practices;

to broaden the perspective of student aircraft design projects;

to improve student understanding of communication and organizational skills;

to enhance students’ personal development;

to benefit faculty experience.

They will achieve this in different ways, such as case studies, parallel teams, where student

groups in each country independently work on the same design proposal, and integrated teams,

which involves that students in each country work together on a joint design project.



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Such a project can only become a success if several prerequisites are fulfilled. For example, a

common educational objective for the project work is needed. Furthermore, there should be a

good professional relationship between the academic staff involved and the academic calendars

should be aligned. Although, this way of working also comes with some challenges, such as

dealing with delays, communication problems, etc., it can be said that international teaming

projects have been very successful. “They have provided an enhanced educational experience for

students and enjoyable link between academic staff at the two institutions. In the six months of

working alongside each other (albeit 5000 mile distance for most of the time) the students had

built up mutual trust and respect to produce very effective teams. Working with students from

different social, cultural and educational backgrounds did not lead to any discernible problems.”

These examples show that, also in air transport education, international education becomes

possible thanks to the technological developments and showed to be rewarding for the students

as well as the educational institutes.

To illustrate this, it can be added that also IATA works with distance learning technology. They

refer to several courses being available as e-books or for e-learning. This distance learning is

possible for courses in International aviation training, international travel and tourism training

and international cargo training.

3.2.4 Changes in aviation-related training: some examples

As stated before, aviation today faces a series of pressing challenges. It has to improve its safety

record in the face of traffic growth, address the need for increased innovation, ensure air

transport’s more sustainable and environmental-friendly future, take advantage of the latest

technologies and processes to make aircraft more secure, etc. (ICAO, 2011b, p.3)

ICAO stresses the fact that more effective training has an important role in pursuing these

challenges. Therefore it has begun to coordinate the sector-wide response through its Next

Generation Aviation Professionals (NGAP) initiative. Some of these programs, such as the Multi-

crew Pilot License MPL, are very successful.(ICAO, 2011b, p.3)

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The New ICAO Training Policy focuses on competence-based training, putting the focus on

performing, rather than just knowing (ICAO, 2011a, p.3). The Multi-crew Pilot License (MPL)

approach is a good example since it focuses on the competencies required of a co-pilot on a

transport-category airplane. It is a multi-disciplinary approach that brings together expertise in

training, licensing and organizational certification. Unlike in flight training which is a global

methodology that focuses on achieving quality objectives, in the approach of MPL, performance

benchmarks are developed against a detailed job task analysis, partially specific to each air

carrier. Continuous assessment of the trainees against these established baselines bypasses

other traditional skill assessments (e.g. written examinations and flight tests)which only provide

a momentary snapshot of a trainee’s ability to perform.(ICAO, 2011b, p.6)

Furthermore, the International Federation of Air Line Pilots’ Associations (IFALPA) has

recognized that relying solely on a pilot’s technical knowledge and skills it not sufficient to safely

operate complex aircraft in today’s flying environment. Crew Resource Management (CRM)

was developed over 30 years ago to help address this issue. It can improve the proficiency and

competency of individual pilots and flight crews as a whole, especially when it is implemented as

an error management strategy. It is a define set of skills that supports pilot technical and

decision–making flying capabilities by providing them with the skills needed to address human

error by managing resources within an organized operational system. (ICAO, 2011b, p.13) It is

important to note that CRM is not just aircrew-centric; it does not start and stop with the captain

or crew. Effective CRM must be embedded within the cockpit and safety culture of the airline.

(ICAO, 2011b, p.14)

Air Navigation Service Providers seek to enhance their existing training to anticipate the

significant technological and operational evolution in virtually every aspect of the world’s Air

Traffic Management (ATM) system. For air traffic controllers, training is a career-long activity.

They face requirements for periodic training to refresh their knowledge, as well as training on

new equipment and procedures implemented throughout their careers. Combinations of

academic, simulator and on-the-job training are created and adapted to meet the specific needs

of the provider. It is important to provide quality and comprehensive training to the current

controller workforce on new technologies, tools and procedures to implement new systems and

simultaneously continuing to operate the air traffic control system and devoting conservable

training resources to ensure adequate numbers of new controllers to meet future demands.

(ICAO, 2011b, p.38)



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The ATC production line in its simplest form can be described in three key phases: requirement

and selection; basic skills training; and on-the-job training (OJT). Airways New Zealand

developed its proprietary Total Control simulator with the objective of improving training

quality and safety while reducing overall ATC training costs and timetables. (ICAO, 2011a, p.46)

Also in Denmark, the training of air traffic controllers with the help of simulators has been the

practice for many years. (ICAO, 2011b, p.41)

Also maintenance training has to be optimized since, over the past four decades, a great deal

has changed in terms of how effective maintenance training programs are provided and

measured. Methodologies have evolved from classroom presentations via computer-based

training modules to on-site training with portable training media. This in turn has helped realize

the “virtual classroom” where even complex troubleshooting tasks can be simulated. The role of

a professional training staff has also changed; from the old-styled lecturer to engaged instructor,

to a personal coach of sorts and, more recently, trainers have evolved into a type of “media and

information manager”. (ICAO, 2011a, p.4) Lufthansa Technical Training GmbH uses the concept

of “Blended Training”. The concept has three key elements: a competency based-approach that is

student-paced and instructor-guided; a fully-integrated use of the most state-of-the-art training

and simulation media; and the availability of training notes available digitally and

complemented by a quick-reference handbook that features high-quality system schematics and

concise system descriptions. (ICAO, 2011a, p.6)

Within IATA, the IATA Training and Development Institute (ITDI) is concerned with education.

ITDI believes in the power of the blended learning concept. There is an in-company training

delivery model to reduce corporate training costs, foster innovative thinking and reduce the

environmental impact of travel. The forum-style setting for classroom and onsite courses fosters

a dynamic and engaging learning experience geared to improving business results. In addition,

every year ITDI brings to market innovative e-learning programs that offer students flexibility

for distance learning. (ICAO, 2011a, p.50)

Moreover, aircraft manufacturers offer engineering students, in coordination with their

universities, stays (typically of 6-12 months) to perform relatively detailed technical work as an

assessment of skills and selection tool for recruitement.

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4 Task 3.2: Framework for the assessment of competence gaps

4.1 Basic definitions

Before describing the goal of the framework for the assessment of competence gaps and defining

how the framework will be constituted, it is important that there is a clear understanding of the

following concepts: knowledge, skill and competence. Knowledge

Knowledge can be defined as the "inferred capability which makes possible the successful

performance of a class of tasks that could not be performed before [a] learning [process] was

undertaken" (Gagné, 1962, pp 355). In turn, a learning process can be understood as capacity of

an individual, in face of a set of stimulus, to acquire the capability to solve a given class of tasks.

As such, knowledge is the outcome of the interaction between an individual's capacity to learn

(intelligence) and the opportunity for the action (Winterton et al, 2005).

Knowledge can be segmented according to its purpose and nature. General knowledge refers to

knowledge that is necessary for a person's daily activity and interaction with others in society.

This type of knowledge is irrespective of any occupational context. Conversely, specific

knowledge refers to knowledge gained in a specific context to meet specific requirements or

conduct specific tasks. In addition, knowledge is cumulative and built over time based on

previous acquired knowledge, as individual gains an explicit and factual knowledge on a given

task (declarative knowledge), which will support the capability of utilizing the knowledge in

new tasks and different contexts (procedural knowledge) (Winterton et al, 2005).

SkillSkill can be defined as "goal-directed, well-organized behavior that is acquired

through practice and performed with economy of effort" (Proctor and Dutta, 1995, 18). In other

words, skill refers to how well an individual is able to execute a given task. Typically, skill is a

goal-oriented behavior denoting that it is manifested in response of an external demand. It is

also a well-organized behavior that exhibits structure and a coherent set of patterns. Skill is

acquired and improved over time through repetition and the efforts and cognitive demands

reduce as the skill improves (Winterton et al, 2005).



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Different types of skills have been identified, depending on the nature of the external demand,

namely:

Perceptual skill is related with an individual's ability to make distinctions and judgments;

Response skill is related with an individual's ability to promptly react to a specific

demand. This type of skill can be improved and, eventually, becomes automatic, if

practiced over time.

Motor skill is related with an individual's ability to perform some motor-related

behavior, such as speed and accuracy of physical movements, or dexterity. Indeed, this

type of skill was one of the firsts to be identified (Swift, 1904, 1910, Bryan and Harter,

1897 and 1899)

Problem-solving skill is related with an individual's ability to solve new (or unknown)

tasks. This skill is dependent upon intellectual and mental models.

Competence

There are several definitions in the literature on the concept of competence and, the related

term, competency. They may be ascribed to different epistemological assumptions, cultural

differences or, even, differences in the context of the study (or nature of object of analysis).

Mansfield has identified three different contexts where the notion can be applied, being:

A characteristic that describes how an individual performs (and fulfills) their job's

demands. The better one meets (and fulfills) their job's demands, the higher their

competence will be. This notion is focused on the outcome of an individual's job's

activity.

Individual's attributes and traits to meet the job's demands. This notion is focused on the

individual's intrinsic properties.

Task that an individual does, such as job/task. The tasks are defined by the type of

demands of the job.

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For the purpose of this study, Woodruffe’s (1991) definition was adopted on competence and

competency. The author defines competence as

“a (job’s) task that an individual can perform, and competency as an individual’s capability

(or characteristic) of doing well a given (job’s) task”.

This definition is supported by other authors, such as Winterton, Delamare-Le Deist and

Stringfellow, Hartle, or Tate. The definition of competence has a functional nature related to the

properties (and functions) of a task or job; while competency has a behavioral nature related to

what individual can achieve.

An individual’s competence is built over time, and several factors influence its development,

namely: ability, knowledge, understanding, skill, action, experience or motivation (Weinert,

2001). Among these, skill is a fundamental prerequisite.

Interaction between Knowledge, Skill and Competence

Although knowledge, skill and competence refer to different psychological components of

human development, they influence each other and their development is determined by the

others. It should be noted that as with any psychological component, many other factors

influence their development. For the purposes of this research, it is relevant to highlight the

cascade of influence between key components (Figure 12). An individual's intellectual

capabilities are required for the development of knowledge and the practical utilization and

“operationalization” of knowledge is condition for developing skills. All these components are

necessary prerequisites for the development of competences.

Figure 12: Interaction between Knowledge, Skill and Competence

When looking at the competences needed to fulfil a task, these competences can be described

into very much detail. Doing this in this project would lead us too far, therefore it is important to

add that competences will be looked at on an aggregate level. The project focuses on the demand

for employees for the important positions, i.e. key functions, within the companies (where

competences which cannot be taught in general educational programs are needed); the

education of those employees is most crucial for the industry.

Intellectual capability

Knowledge Skills Competences



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As mentioned in the scope, the EDUCAIR-project will approach four types of companies;

airports, airlines, companies involved in air transport management and

manufacturers/suppliers. For each of those companies, the important job categories were

identified. These categories hold key functions; i.e. jobs with a direct relation to the primary

process in the organization for which the skills cannot be acquired in a general education.

Therefore, positions within finance & control, human resources, communication, legal affairs,

etc. will not be considered. For each of those categories, the competences are described on an

aggregate level.

4.2 Goal of this framework

As stated in the DoW, there is a risk of mismatch between the prospective employees’ competences

and the market’s actual requirements. If such a mismatch is excessive and not addressed, there is

the danger of creating a significant competence gap.

The aim of EDUCAIR is to improve the match between needs in human resources and the

educational and training offer. Therefore, the EDUCAIR project will start by exploring the roots of

the eventual divergence between the demand and the supply of competences, in order to better

understand the actual dynamics and extend of the competence gap.

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4.3 Outlook of the framework

To explore the sources and the extent of the competence gap, an assessment framework was

drawn up (Figure 13).

Figure 13: Four gaps framework

Source: DoW, EDUCAIR project

In the framework, four (potential) gaps can be distinguished:

Gap 1 - Gap between the competences that the employees need and the actual

competences of the students (e.g. to what extent are the student's competences actually

useful in their working daily activities?)

Gap 2 - Gap between the knowledge that the companies need and the actual

competences of the employees (e.g. to what extent do the employees' competences

actually fit in their companies' competences requirements?)

Gap 3 - Gap between the knowledge the universities generate and the actual

competences of the students (e.g. to what extent are the competences that the

Universities aim to build actually acquired by the students when graduating?, is the

knowledge generated in the research transferred in the courses?)



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Gap 4 - Gap between the knowledge the companies need and the knowledge the

universities have (i.e. is the universities' research and teaching activities of relevance for

the companies?)

4.4 Working with the framework

In the EDUCAIR project, we try to grasp in what extent there are gaps between the four different

stakeholders (companies, employees, universities & students). We will do this, by using surveys,

addressed to the four stakeholders; so we set up a survey to the industry on the one hand and

the educational institutes on the other hand. Table 5 gives an overview of who will be

approached as respondents. The upper panel shows which companies/institutes will be

addressed, while below the actual targeted respondents are listed.

Table 5: Overview of target group of survey

INDUSTRY EDUCATION

Airlines Airports Companies involved in air traffic

management (such as air traffic control organisations)

Aircraft manufacturers and suppliers

Universities and colleges with engineering programmes involving air transport/aeronautics

Universities and colleges with research and PhD programmes in air transport/aeronautics

Vocational training institutes Professional training institutes

Here we address

1. Managers of new employees and people recruiting new employees

2. New employees (max. 5 years’ experience)

3. The employees/professionals (with more than 5 years’ experience)

Here we address

1. Heads of departments related to air transport/aeronautics OR full professors

2. Graduating students only

Figure 14 shows what will be gauged in the survey and how this is linked to the specific targeted

respondents. This is aligned with the assessment framework (Figure 13). The link between

Table 5 and Figure 14 is shown by use of colors.

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Figure 14: Overview of different surveys in line with the educational gaps

In the survey to the companies (industry survey - 1), we want to find out which competences the employees need to have in the eyes of the companies and whether the existing employees, incl. “new” and “old” employees have them or not

In the survey to the employees (industry survey 2-3), we want to find out what career paths the employees have and which competences they have or have acquired for the job.

In the survey to the employees (industry survey - 2-3), we want to find out which competences the employees actually had when starting their work and whether the employees were satisfied with them.

In the survey to the students (education survey - 2), we try to find out which competences students think they have that are needed for their career.

In the survey to the companies (industry survey - 1), we want to find out whether the industry is satisfied with the number of courses that are offered (quantitative) as well as their quality concerning the competences that are taught (qualitative)

In the survey to the educational institutions (education survey - 1), we want to find out whether the universities believe that they live up to the expectations of the companies, regarding the courses taught.

In the survey to the educational institutions (education survey - 1) we want to find out which competences the students should acquire through their education.

In the survey to the students (education survey - 2) we want to find out which competences the students actually acquired through their education and whether they are satisfied with them.

Legend:

----= industry survey addressed to managers of new employees and people recruiting new employees

----= industry survey addressed to employees

Legend: ----= education survey addressed to heads of departments or full professors ----= education survey addressed to students



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4.5 Survey methodology

In this chapter, the survey that will be performed in the EDUCAIR-project is described. First,

the calculation of the sample size is given. Section 4.5.2 explains how the survey is structured,

while the questionnaires are listed in Section 4.5.3. The last section of this chapter describes

how the gaps will be identified by using the different questionnaires.

4.5.1 Sample size

When processing the results of the survey, more general conclusions about the industry and

educational institutions have to be drawn. To ensure that these conclusions are correct, the

sample that is surveyed has to represent the population. Therefore, the correct sample size

has to be calculated. To do so, one has to have a view on the size of the population. Literature

review performed in work packages 4, 5 and 6 will look into this topic.

After knowing the size of the population, the sample size can be calculated by applying a

formula. Here, three criteria will have to be determined: the level of precision (or sampling

error), the level of confidence and the degree of variability in the attributes being measured.

The sampling error is the range in which the true value of the population is estimated to be.

The confidence level is expressed as a percentage and represents how often the true

percentage of the population who would pick an answer lies within the confidence interval.

The degree of variability refers to the distribution of attributes in the population; the more

heterogeneous a population, the larger the sample size is required to obtain a given level of

precision. (Israel, 1992)

Calculating the appropriate sample size can be done by using the following equation:

o

Where no is the sample size; Z² is the abscissa of the normal curve that cuts off an area at

the tails, e desired level of precision (sampling error), p is the estimated proportion of an

attribute that is present in the population and q is 1-p. The value for Z can be found in

statistical tables which contain the area under the normal curve. If the variability in the

population is not known, maximum variability (p=.5) can be assumed.

However, sample sizes can also be calculated using a simplified formula:

Where n is the sample size, N is the population size and e is the level of precision (sample

error). A 95% confidence level and P=.5 are assumed. (Israel, 1992)

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Given the fact that in the survey four different groups will be approached, using the technique

of stratified sampling seems adequate. This method has several advantages. It is

advantageous to sample each subpopulation independently based on the data structure.

Furthermore, stratified sampling allows to ensure that estimates can be made with equal

accuracy in different parts of the stratum, and those comparisons of strata can be made with

equal statistical power. Moreover, stratified sampling can also estimate the situation in each

stratum on top of the population situation.

In this method of sampling the population is divided into non-overlapping groups known as

strata from which random samples are taken.

Stratum 1: Companies in the air transport/aeronautics sector, i.e. managers of new

employees and people recruiting new employees

Stratum 2: Employees working in the air transport or aeronautics sector

Stratum 3: Universities, i.e. heads of departments or full professors

Stratum 4: Students, i.e. graduating air transport/aeronautics students

For each of these strata, the sample size will be defined.

The sample size will be determined based upon tables stated in the paper of Israel (1992)

(see Table 6 and Table 7). In these tables, the confidence level was set to 95% and the degree

of variability (P) at .5 which indicates maximum variability in a population.



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Table 6: Sample size for ±3%, ±5%, ±7% and ±10% Precision Levels Where Confidence Level is 95% and P=.5.

Size of population

Sample size (n) for precision (e) of:

±3% ±5% ±7% ±10%

500 a 222 145 83

600 a 240 152 86

700 a 255 158 88

800 a 267 163 89

900 a 277 166 90

1,000 a 286 169 91

2,000 714 333 185 95

3,000 811 353 191 97

4,000 870 364 194 98

5,000 909 370 196 98

6,000 938 375 197 98

7,000 959 378 198 99

8,000 976 381 199 99

9,000 989 383 200 99

10,000 1,000 385 200 99

15,000 1,034 390 201 99

20,000 1,053 392 204 100

25,000 1,064 394 204 100

50,000 1,087 397 204 100

100,000 1,099 398 204 100

>100,000 1,111 400 204 100

a = Assumption of normal population is poor (Yamane, 1967). The entire population should be sampled.

Source: Israel, 1992

Table 7: Sample size for ±5%, ±7% and ±10% Precision Levels Where Confidence Level is 95% and P=.5.

Size of population

Sample size (n) for precision (e) of:

±5% ±7% ±10%

100 81 67 51

125 96 78 56

150 110 86 61

175 122 94 64

200 134 101 67

225 144 107 70

250 154 112 72

275 163 117 74

300 172 121 76

325 180 125 77

350 187 129 78

375 194 132 80

400 201 135 81

425 207 138 82

450 212 140 82

Source: Israel, 1992

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Stratum 1: Companies

According to literature, there were 115 airports with more than 1,500,000 passengers per year

in the area of EU27 in 2010. Furthermore, 96 airlines, 6 aircraft manufacturers and 10 helicopter

manufacturers were operating in 2010. During the same year, 53 authorities/regulatory bodies

and 20 consultants were active. 20 companies performed ground handling activities while 10

companies provided IT services. ATC was carried out by 27 companies. This gives a total number

of 357 active companies in the air transport sector.

The scope of the EDUCAIR project is limited to only airlines, airports, companies involved in air

transport management and manufacturers/suppliers. Therefore, the population taken into

account for stratum 1 sums up to 244 companies.

Looking at Table 7 and taking into account a precision level of ±5%, the sample size for stratum

1 (companies) is set on 154.

Stratum 2: Employees

A study of Oxford Economics gives an overview of the employment worldwide and in different

parts of the world. On the one hand, the study mentions the employment directly created by the

air transport industry in 2007. But also the total employment in aviation [direct], its supply

chain [indirect] and the spending of the employees [induced] of 2007 and its growth by 2026 is

given. (see Table 8)

Table 8: Overview of employment in the air transport sector

EMPLOYMENT Direct, indirect & induced

(in thousands)

Directly created by the air transport industry

(in thousands)

2007 2026 2007

Africa 450 700 150

Asia-Pacific 3,000 5,000 1,200

Europe 4,500 7,000 1,600

Latin America & The Caribbean

600 1,000 225

Middle East 400 750 150

North America 6,000 8,000 2,300

WORLDWIDE 15,000 23,000 5,500

The study shows that, in 2007, 1.6 million European workers were employed directly in the

industry.



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A study of the Air Transport Action Group states that the number of jobs created directly by the

air transport industry is estimated to have reached 1.9 million in 2010. Almost 28% (519,000) of

those employees work for airlines or handling agents while 12% (220,000) is employed by

airport operators. Government agencies, active at the airport account for 44.5% (827,000) of

employment and the remaining 15.5% (290,000) are employed in the civil aerospace sector.

(see Figure 15)

Figure 15: Overview of employment in the air transport sector

Again, the

EDUCAIR project only looks at certain sub-sectors (airlines, airports, companies involved in air

transport management and manufacturers/suppliers) and at functions which require specific

skills, which cannot be acquired in a general education and have a direct relation to the primary

process in the organization of these sub-sectors. The population reflecting the scope of the

EDUCAIR project, on which the sample size will be based, is estimated to be 10% (190,000) of

direct employment of the sector.

Looking at Table 6 and taking into account a precision level of ±5%, the sample size for stratum

2 (employees) is set on 400.

Stratum 4: Students

The population of the students consists of all graduating air transport/aeronautics students

within EU27.

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Stratum 3: Universities

For the universities, a different method will be applied: the EDUCAIR-project will try to receive

input from the three most important universities of each EU27-country instead of calculating the

sample size. This divergent approach is taken as a good regional spread of universities is

necessary.

4.5.2 Structure of the survey

As can be seen in Figure 14, the survey will be divided into two separate surveys (industry &

education), with each to different sub-surveys (companies – employees & educational

institutions – students). This leads to four different question sets. Each of these question sets has

one general part, with questions regarding the background of the respondent.

The following part will contain questions to assess whether there are competence gaps.

Different subsections serve to assess different (potential) gaps: “Recruitment”, “Graduating

students”, “Current educational offer”, “Competences needed in the sector”, “Cooperation

between industry and educational institutions”, “Educational background & career path”.

For some questions, a likert scale of five is used (1. Strongly disagree; 2. Disagree; 3. Neither

disagree nor agree; 4. Agree; 5. Strongly agree.) as suggested by Dillman, Smyth and Christian

(2009, p. 137).

The last part will be reserved for any other comments or remarks.

Since the second part of the surveys are built the same way (using the same subsections), the

questions of these subsections can then be compared to assess whether there are competence

gaps (see section 4.5.4).

4.5.3 Different surveys

Below, the 4 different surveys are listed. As soon as the surveys are finalized, the questions will

be put online, so that a link can be sent around by e-mail. The surveys will also be performed

online. This has several advantages: more (potential) respondents can be reached and the

questionnaire can be adapted (through skip-logit) to each respondent which reduces the size of

and time spent on each questionnaire.



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4.5.3.1 INDUSTRY SURVEY - Companies

This survey is conducted by the consortium of the EDUCAIR project, a European 7th Framework

Programme. The objective of the EDUCAIR project is to improve the match between needs in

human resources in the European air transport and aeronautics sector and the educational and

training offer. More information about the EDUCAIR project can be found on the project website:

http://www.educair.eu/

The target audience of this survey are professionals involved in the management and

recruitment of new employees. The survey aims to collect quantitative and qualitative

information on the demand for graduates in the air transport and aeronautics industry and input

on educational topics and industry-education relationships.

This survey is structured into three parts. The first part contains general questions to get a view

on the background of the respondent. The second part is divided into several sections: questions

about recruitment (A), about the current educational offer (B), about the competences needed in

the sector (C) and about the cooperation between the industry and the educational institutes

(D). In the last part of this survey, you can provide any comments or remarks you may have. The

survey takes 30 minutes to complete.

Information gathered is for internal use only, and will not be shared with any third parties. All

your answers to this survey are private and confidential and will only be used within EDUCAIR.

The information provided will be used for statistical purpose only and no nominal data will be

kept in the database.

Respondents are identified for the single purpose of clarification of answers.

PART 1: BACKGROUND OF THE RESPONDENT

1. Name of company/organization/institution (open response)

______________________________________________________________________________________________________

2. Type of company/organization/institution (multiple choice; select one)

Airport

Airline

Air Transport Management

Manufacturer/ Supplier


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3. Position in the company/organization/institution (open response)

______________________________________________________________________________________________________

4. Department (open response)

______________________________________________________________________________________________________

5. Country (open response)

In case of multinational company, please indicate the country where you work.

______________________________________________________________________________________________________

PART 2a: RECRUITMENT

6. Which is the market addressed by your company? (multiple choice; select one)

Local

Regional

National

Worldwide

7. Is there mobility of employees along company branches in different geographical areas (in

case of multiple addressed areas)? (multiple choice; select one)

Yes

Please describe _________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

No

8. How many employees does your company have? (open response)

______________________________________________________________________________________________________

Did this number increase/decrease over the last years? (multiple choice; select one)

Increase; with how much and why? _____________________________________________________

_____________________________________________________________________________________________

Decrease; with how much and why? ____________________________________________________

_____________________________________________________________________________________________

No (major) change



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9. How many new employees/graduates do you expect to hire the next 1, 3, and 5 years? In

which field (e.g. planning & control)?

(open response; several answers possible)

1 year _______________________________________________________________________________________________

3 years ______________________________________________________________________________________________

5 years ______________________________________________________________________________________________

10. To what extent do you agree that the different subject areas are important for recruiting

new employees for key functions in your company.

1. Strongly disagree; 2. Disagree; 3. Neither disagree nor agree; 4. Agree; 5. Strongly agree.

(multiple choice; select one in each row)

ENGINEERING

1. Strongly

disagree 2. Disagree

3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Aerospace

Chemical

Civil

Communication

Electrical

Electronics

Industrial

Information Systems & Computer

Materials

Mechanical

Other; please specify below

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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VOCATIONAL PROGRAMMES

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Pilot

Air Traffic Controller

Aircraft Maintenance Mechanic

Aeronautical Station Operator

Flight Operations Officer


______________________________________________________________________________________________________

______________________________________________________________________________________________________

OTHER DISCIPLINES

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Management/ Business Economics

Law

Economics/ Public Policy


______________________________________________________________________________________________________

______________________________________________________________________________________________________



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11. To what extent do you agree that the qualifications below are important when hiring

graduates/new employees and to what extent do you agree that the graduates/new

employees possess those criteria (before hiring)?



EDUCATION & WORKING EXPERIENCE

Important for hiring? Possessed by graduates/new

employees?

1 2 3 4 5 NA 1 2 3 4 5 NA

University degree

University degree in air transport/ aeronautics

Previous working experience

Previous working experience related to air transport/ aeronautics


______________________________________________________________________________________________________

______________________________________________________________________________________________________

SKILLS (e.g. attribute to better fulfill functions and tasks

Important for hiring? Possessed by graduates/new

employees?

1 2 3 4 5 NA 1 2 3 4 5 NA

Problem solving

Analytical background

Technical background

Theoretical

Oral and written communications

Leadership

Ability to work in multidisciplinary teams


______________________________________________________________________________________________________

______________________________________________________________________________________________________

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12. If you have any additional comments on selection criteria and recruitment profiles, please

specify below (open response)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

13. If you have any additional comments on recruitment methods, please specify below

(open response)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

14. What is the percentage of new recruited employees with

(percentage of employees)

Air transport/aeronautics education ________________________________________________________

Air transport/aeronautics work experience _________________________________________________

15. What is the most typical level of prior air transport/aeronautics related experience?

(multiple choice; select one)

None

Introduction to air transport/aeronautics as part of a transportation course

Semester-long university course in air transport/aeronautics engineering

Participation in air transport/aeronautics research project

Special or certificate program in air transport/aeronautics engineering

Air transport/aeronautics internship or co-op

Other; please specify _____________________________________________________________________

_____________________________________________________________________________________________



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16. How much of the employees are working in key functions?

(number or percentage of employees)

The ‘key functions’, under the scope of the EDUCAIR Project, encompass those ones which require employees

with higher education in air transport/aeronautics related areas, being either

Engineering (for employees with degree on the 1st or 2nd level of Bologna);

Engineering, Management/Business, Economics, Law, or Economics/ Public Policy (for

employees with degree on the 3rd level of Bologna, i.e. PhD programs).

Furthermore, they also encompass those functions which require employees with vocational, professional or

corporate training programmes in air transport/aeronautics related areas.

(These programmes prepare trainees/employees for jobs which are based on manual or practical activities,

traditionally non-academic and related to a specific occupation and training leading up to obtaining a license

in the air transport sector. These programmes may also be tailor-made for the employees of a company.)

Please describe the key functions and the respective number of employees.

Area Function Number or percentage Airlines Cockpit Crew

Technics & Engineering

Planning, Control & ICT

Airports Infrastructure design (airside, landside & terminal)

Building & Construction of infrastructure (airside, landside & terminal)

Infrastructure planning

Handling (of passengers, freight & vehicles)

Emergency planning

Maintenance (airside & terminal)

Environmental control

Security (of people & cargo)


Area Control

Approach Control

Tower Control

Other ATC operations

ATM

Manufacturers – Suppliers

Research & Technology

Operations

Engineering

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_____________________________________________________________________________________________


_____________________________________________________________________________________________

No (major) change

17. Which are the main sources for entry-level employees (0-3 years of experience) to key

functions? (rank from 1 to 4 in order of importance; 1 is highest)

University

Competing company or industry

Military

Other; please specify _________________________________________________________________________

_________________________________________________________________________________________________

18. Does your company have any formalized training in air transport/aeronautics topics for

entry-level employees in key functions? (multiple choice; select one)

Yes

What are the top three goals of the training? (open response)

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

What is the overall duration and cost of the training? (open response)

_____________________________________________________________________________________________

_____________________________________________________________________________________________

No

19. What new competences does your company expect entry-level employees in key functions

to need within the next five to ten years? (open response)

1. ____________________________________________________________________________________________________

2. ____________________________________________________________________________________________________

3. ____________________________________________________________________________________________________



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20. What are the greatest challenges for your company to attract entry-level employees to key

functions? (rank from 1 to 7 in order of importance; 1 is highest)

Salaries

Work-life balance issues

Lack of visibility of the air transport/aeronautics sector on campus

Lack of knowledge of the air transport/aeronautics sector amongst students

Image of air transport/aeronautics

Perceived work requirements or type of work

Other; please specify _________________________________________________________________________

_________________________________________________________________________________________________

21. Which are the planned improvements to address recruitment challenges or expectations for

strategy changes in the near future? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

22. Over the past 5 years, how many entry-level employees in key functions have left within

(open response, percentage)

1 year after hiring _________________________________________________________________________________

3 years after hiring ________________________________________________________________________________

23. Does your company conduct formalized exit interviews? (multiple choice; select one)

Yes

No

24. What are the three most common reasons for leaving? (open response)

1. ____________________________________________________________________________________________________

2. ____________________________________________________________________________________________________

3. ____________________________________________________________________________________________________

Contract: 284899




Page: 67 of 165 Date: 11 May 2012

25. How does your company improve retention?

(multiple choice; select all that apply and rank in order of importance; 1 is highest)

(____) Increased monetary rewards

(____) Increased organizational flexibility in work-life balance

(____) Employee support systems

(____) Better opportunities for professional development

(____) Formal mentoring programs

(____) Education reimbursement

(____) Other; please specify ________________________________________________________________

_______________________________________________________________________________________________



Contract:284899


PART 2b: CURRENT EDUCATIONAL OFFER

26. Are you aware of air transport/aeronautical related education provided by universities?


Yes

Please indicate the type of education that you are aware of.

(multiple choice; select all that apply and please describe)

Course in Bachelor program _____________________________________________________________

_____________________________________________________________________________________________

A Bachelor program ______________________________________________________________________

_____________________________________________________________________________________________

Course in Master program _______________________________________________________________

_____________________________________________________________________________________________

A Master program ________________________________________________________________________

_____________________________________________________________________________________________

General university course (not part of a Bachelor/Master program) ________________

_____________________________________________________________________________________________

A post-graduate research/PhD program _______________________________________________

_____________________________________________________________________________________________

Professional courses ______________________________________________________________________

_____________________________________________________________________________________________

No

27. Please indicate the teaching mode that you are aware of.


General classroom learning

__________________________________________________________________________________________________

Distance learning

Distance learning is defined as collective education through internet-based tools.

_______________________________________________________________________________________________________________________

eLearning

eLearning is defined as individual education through internet-based tools.

__________________________________________________________________________________________________

Blended learning

Blended learning is defined as distance learning where some on-site presence is required.

__________________________________________________________________________________________________

Contract: 284899




Page: 69 of 165 Date: 11 May 2012

28. Do you believe that there are enough programs/courses available?


Yes

No

Indicate 3 important programs/courses that need to be developed

1 _________________________________________________________________________________________________

2 _________________________________________________________________________________________________

3 _________________________________________________________________________________________________

29. Are you satisfied with the available programs/courses?

Yes

No

Please specify your reasons ___________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Contract:284899


PART 2c: COMPETENCES NEEDED IN THE SECTOR

Please consider the following competences in the air transport/aeronautics domain.

For every competence, please indicate the extent to which you agree that the competences are

relevant for your organizations activities in the air transport/aeronautics sector. And indicate

the extent to which you agree that the graduates/new employees possess those criteria (before

hiring)?



30. AIRLINE – COCKPIT CREW


Relevant for organizations

activities?

Possessed by graduates/new employees?

1 2 3 4 5 NA 1 2 3 4 5 NA

Planning of the flight

On board instrument control

General and radio navigation & communication

Understanding air law & operational procedures

Management of technical aspects


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 71 of 165 Date: 11 May 2012

31. AIRLINE – TECHNICS & ENGINEERING



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Maintenance and repair of airframe

Maintenance and repair of power plant

Maintenance and repair of on board instruments

Maintenance and repair of navigation and radio communications equipment

Maintenance and repair of auxiliary systems


______________________________________________________________________________________________________

______________________________________________________________________________________________________

32. AIRLINE – PLANNING, CONTROL & ICT



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Coordination of maintenance

Planning and coordination of operations

Safety management

Flight dispatching

Determination and provision of meteorological circumstances

Ramp planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


33. AIRPORT INFRASTRUCTURE – DESIGN



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Design of airside infrastructure

Design of building and terminal

Design of landside access


______________________________________________________________________________________________________

______________________________________________________________________________________________________

34. AIRPORT INFRASTRUCTURE – BUILDING & CONSTRUCTION



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Building & construction of airside infrastructure

Building & construction of building and terminal

Building & construction of landside access


______________________________________________________________________________________________________

______________________________________________________________________________________________________

35. AIRPORT INFRASTRUCTURE – PLANNING



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Master planning

Land use planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 73 of 165 Date: 11 May 2012

36. AIRPORT OPERATIONS – HANDLING



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Handling of passengers

Handling of freight

Handling of air vehicles


______________________________________________________________________________________________________

______________________________________________________________________________________________________

37. AIRPORT OPERATIONS – EMERGENCY PLANNING



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Rescue and fire fighting

Obstacles removal


______________________________________________________________________________________________________

______________________________________________________________________________________________________

38. AIRPORT OPERATIONS – MAINTENANCE



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Airside maintenance

Terminal maintenance


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


39. AIRPORT OPERATIONS – ENVIRONMENTAL CONTROL



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Noise control

Emission control

Waste maintenance

Wildlife control


______________________________________________________________________________________________________

______________________________________________________________________________________________________

40. AIRPORT OPERATIONS – SECURITY



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Security concerning passengers

Security concerning cargo

Security concerning employees

Prevention of intrusion/ unauthorized access


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 75 of 165 Date: 11 May 2012

41. ATM – AREA CONTROL



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Supervision of Area Control Centre operations

En route aircraft control

Planning & coordination en route air traffic


______________________________________________________________________________________________________

______________________________________________________________________________________________________

42. ATC – APPROACH CONTROL



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Supervision & planning approach operations

Provision of terminal radar approach control


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


43. ATC – TOWER CONTROL



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Supervision of tower operations

On the ground aircraft movements control

Aircraft landing & taking-off control


______________________________________________________________________________________________________

______________________________________________________________________________________________________

44. ATC – OTHER ATC OPERATIONS



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Provision of flight information to VFR traffic

Planning and coordination of network capacity


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 77 of 165 Date: 11 May 2012

45. ATM



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Design, development and evaluation of ATC procedures

Design, development and sustainment of ATC systems, product and tools

Management of safety of ATC operations

Management of air traffic capacity and efficiency

Management of interaction of operational controllers with operational environment


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


46. MANUFACTURERS/SUPPLIERS – RESEARCH & TECHNOLOGY



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Failure assessment and recognition

Avionics, electronic and electrical systems & EMC

Customer service

Fluid mechanics and acoustics

Propulsion and powerplant

RAMS, human factors & operability

Software design & IT

Structural design

Test engineering

Services solutions

Quality engineering

Production rigs


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 79 of 165 Date: 11 May 2012

47. MANUFACTURERS/SUPPLIERS – OPERATIONS



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Airline operations appreciation

Components and aircraft architecture

Manufacturing engineering

Maintenance


Governance

Risk management

Composites manufacturing and assembly


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


48. MANUFACTURERS/SUPPLIERS – ENGINEERING



activities?


1 2 3 4 5 NA 1 2 3 4 5 NA

Aircraft operability and design maturity integration

Design


Stress and structures analysis

Materials and processes

Systems engineering and architecture

Airworthiness and certification

Architecture, integration and in-service support

Systems & electronics engineering

Structural & general engineering

Flight physics

Configuration management

Composites design and stress

Supply management

Lean experts & supply chain quality field engineering

Electrical design/integration


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 81 of 165 Date: 11 May 2012

49. Do employees receive incentives to develop their competences through internal or external

courses?

Yes

No

50. Are there additional courses offered by your company to the employees to gain the

competences needed? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

PART 2d: COOPERATION BETWEEN INDUSTRY AND EDUCATIONAL INSTITUTIONS

51. Is there any cooperation with educational institutes that provide education in air

transport/aeronautics? (multiple choice; select one)

Yes

What kind of cooperation? (multiple choice; select all that apply)

Research projects

Guest lectures

Providing educational material

Internships

Financial sponsorship

Funding educational programs

Funding research

Funding faculty or staff positions

Providing endowments


_____________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

I do not know



Contract:284899


52. To what extent do you agree that (increased) cooperation between industry and

educational institutes would benefit the air transport/aeronautical sector in the following

topics? 1. Strongly disagree; 2. Disagree; 3. Neither disagree nor agree; 4. Agree; 5. Strongly agree.


1. Strongly disagree

2. Disagree 3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Recruitment

Providing basic education in air transport/ aeronautics

Providing specialized education

Industry research/ development

Increasing industry visibility

Innovation and creativity


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 83 of 165 Date: 11 May 2012

PART 3: OTHER COMMENTS

53. Please provide below any other comments that you might have.

(open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

54. Please indicate whether you are interested in receiving the results of this survey

Yes

Contact details/email __________________________________________________________________________

__________________________________________________________________________________________________

No

Thank you for your participation!

If you want more information about the EDUCAIR project, please visit our website at

http://www.educair.eu/.




Contract:284899


4.5.3.2 INDUSTRY SURVEY - Employees


Programme. The objective of project is to improve the match between needs in human resources

in the European air transport and aeronautics sector and the educational and training offer.

More information about the EDUCAIR project can be found on the project website:


The target audience of this survey are employees of companies active in the air transport and

aeronautics sector. The survey aims to collect quantitative and qualitative information on the

demand for graduates in the air transport and aeronautics industry and input on educational

topics and industry-education relationships.

This survey holds three parts. The first part contains general questions to get a view on the

background of the respondent. The second part is divided into several sections: questions about

your educational background and career path (A), about the current educational offer (B), about

the competences needed in the sector (C) and about the cooperation between the industry and

the educational institutes (D). In the last part of this survey, you can leave any comments or

remarks you might have. The survey takes 30 minutes to complete.







1. Age (open response)

______________________________________________________________________________________________________

2. Nationality (open response)

______________________________________________________________________________________________________

3. English as first language? (multiple choice; select one)

Yes

No


Contract: 284899




Page: 85 of 165 Date: 11 May 2012

4. Gender (multiple choice; select one)

Male

Female

5. Name of company/organization/institution (open response)

______________________________________________________________________________________________________

6. Type of company/organization/institution (multiple choice; select one)

Airport

Airline

Air Transport Management

Manufacturer/Supplier

7. Position in the company/organization/institution (open response)

______________________________________________________________________________________________________


______________________________________________________________________________________________________


______________________________________________________________________________________________________

PART 2a: EDUCATIONAL BACKGROUND & CAREER PATH

10. What is your educational background (highest degree)? (multiple choice; select one)

High school

Bachelor degree

Master degree

PhD

Vocational/professional school



Contract:284899


11. What was the level of air transport/aeronautical education? (multiple choice; select one)

Course in Bachelor program

A Bachelor program

Course in Master program

A Master program

General university course (not part of a Bachelor/Master program)

A post-graduate research/PhD program

Professional course

12. Please indicate the teaching mode of the level of air transport/aeronautical education

(multiple choice; select all that apply)


Distance learning


eLearning


Blended learning


learning where on-site presence is required.

13. What was your graduation major? (multiple choice; select one)

Aerospace engineering

Chemical engineering

Civil engineering

Communications

Electrical engineering

Electronics engineering

Industrial engineering

Information Systems & Computer engineering

Materials engineering

Mechanical engineering

Pilot license

Air Traffic Controller license

Aircraft Maintenance Mechanic license

Aeronautical Station Operator license

Flight Operations Officer license

Other; please specify ___________________________________________________________________________

Contract: 284899




Page: 87 of 165 Date: 11 May 2012

14. Is your current function in this company a key function? (multiple choice; select one)

The ‘key functions’, under the scope of the EDUCAIR Project, encompass those ones which require employees

with higher education in air transport/aeronautics related areas, being either

Engineering (for employees with degree on the 1st or 2nd level of Bologna);

Engineering, Management/Business, Economics, Law, or Economics/ Public Policy (for

employees with degree on the 3rd level of Bologna, i.e. PhD programs).

Furthermore, they also encompass those functions which require employees with vocational, professional or

corporate training programmes in air transport/aeronautics related areas.

(These programmes prepare trainees/employees for jobs which are based on manual or practical activities,

traditionally non-academic and related to a specific occupation and training leading up to obtaining a license

in the air transport sector. These programmes may also be tailor-made for the employees of a company.)

Yes

Area Function Number or percentage Airlines Cockpit Crew

Technics & Engineering

Planning, Control & ICT

Airports Infrastructure design (airside, landside & terminal)

Building & Construction of infrastructure (airside, landside & terminal)

Infrastructure planning

Handling (of passengers, freight & vehicles)

Emergency planning

Maintenance (airside & terminal)

Environmental control

Security (of people & cargo)


Area Control

Approach Control

Tower Control

Other ATC operations

ATM

Manufacturers - Suppliers

Research & Technology

Operations

Engineering

No



Contract:284899


15. For how many years have you been performing this function? (open response)

______________________________________________________________________________________________________

16. To what extent do you agree that the qualifications below are important for jobs in your

company?




1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

University degree





______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 89 of 165 Date: 11 May 2012

SKILLS

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Problem solving



Theoretical background


Leadership



______________________________________________________________________________________________________

______________________________________________________________________________________________________

17. Please specify and rank what you valuate the most in your current job?

(open response; most valuated factor first)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

18. Please specify and rank what you valuate the least in your current job?

(open response; least valuated factor first)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



19. Are you aware of air transport/aeronautical related education provided by universities?


Yes

Please indicate the type of education that you are aware of.


Course in Bachelor program _____________________________________________________________

_____________________________________________________________________________________________

A Bachelor program ______________________________________________________________________

_____________________________________________________________________________________________

Course in Master program _______________________________________________________________

_____________________________________________________________________________________________

A Master program ________________________________________________________________________

_____________________________________________________________________________________________

General university course (not part of a Bachelor/Master program) ________________

_____________________________________________________________________________________________

A post-graduate research/PhD program _______________________________________________

_____________________________________________________________________________________________

Professional courses ______________________________________________________________________

_____________________________________________________________________________________________

No

20. Please indicate the teaching mode that you are aware of.



__________________________________________________________________________________________________

Distance learning


__________________________________________________________________________________________________

eLearning


__________________________________________________________________________________________________

Blended learning


__________________________________________________________________________________________________

Contract: 284899




Page: 91 of 165 Date: 11 May 2012



Yes

No


1 _________________________________________________________________________________________________

2 _________________________________________________________________________________________________

3 _________________________________________________________________________________________________

22. Are you satisfied with the available programs/courses?

Yes

No

Please specify your reasons ___________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Contract:284899





relevant for your activities in the air transport/aeronautics sector and indicate the extent to

which you agree that you possessed those when you graduated?





Relevant for your activities? Possessed when graduated?

1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 93 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA



Safety management

Flight dispatching


Ramp planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA

Master planning

Land use planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 95 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA


Handling of freight



______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA


Obstacles removal


______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA

Airside maintenance



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA

Noise control

Emission control

Waste maintenance

Wildlife control


______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA






______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 97 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA




______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA




______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 99 of 165 Date: 11 May 2012

38. ATM



1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA



Customer service





Structural design

Test engineering

Services solutions

Quality engineering

Production rigs


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 101 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA




Maintenance


Governance

Risk management



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA


Design









Flight physics



Supply management




______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 103 of 165 Date: 11 May 2012

42. Did you gain relevant competences on the job? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

43. Do employees in your company receive incentives to develop their competences through

internal or external courses?

Yes

No

44. Are there additional programs/courses offered in your company to gain competences

needed?


Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

Did you take any of these additional programs/courses offered in your company to gain

competences needed? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

No



Contract:284899



45. How did you get to know the company you currently work for? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

46. Was this company your first choice? (multiple choice; select one)

Yes

No

Please describe briefly your prior attempts to get a job in the air

transport/aeronautical sector (in different companies and/or positions)

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

47. Is there any cooperation between your company and the educational institute you

graduated from? (e.g. joint research, internships, …) (multiple choice; select one)

Yes

Did this cooperation influence your career decision?

Yes

How? _______________________________________________________________________________________

No

No

I do not know

Contract: 284899




Page: 105 of 165 Date: 11 May 2012



topics?





nor agree 4. Agree

5. Strongly agree

Not applicable

Recruitment







______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



49. Please provide below any other comments that you might have. (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________


Yes


__________________________________________________________________________________________________

No





Contract: 284899




Page: 107 of 165 Date: 11 May 2012

4.5.3.3 EDUCATION SURVEY - Universities






The target audience of this survey are heads of departments or full professors of universities and

colleges with engineering programs involving air transport/aeronautics and/or research and

PhD programs in air transport/aeronautics. Furthermore, also vocational and professional

training institutions are addressed. The survey aims to collect quantitative and qualitative

information on the demand for graduates in the air transport and aeronautics industry and input

on educational topics and industry-education relationships.



(graduating) students (A), about the current educational offer of your university (B), about the

competences needed in the sector (C) and about the cooperation between the industry and the

educational institutions (D). In the last part of this survey, you can leave any comments or

remarks you might have. The survey takes 30 minutes to complete.







1. Name of organization/institution (open response)

______________________________________________________________________________________________________




Contract:284899


2. Type of organization/institution (multiple choice; all that apply)

University/college with engineering programs involving air transport/aeronautics

University/college with research and PhD programs in air transport/aeronautics

Vocational training institute

Professional training institute

3. Position in the organization/institution (open response)

______________________________________________________________________________________________________


______________________________________________________________________________________________________


______________________________________________________________________________________________________

PART 2a: (GRADUATING) STUDENTS & RESEARCHERS

6. How many students are currently enrolled in your institution? (open response)

Students enrolled in undergraduate degree programs _________________________________________

Students enrolled in graduate degree programs ________________________________________________

7. How many students (on average) graduate annually in your institution?

(open response; number or percentage)

______________________________________________________________________________________________________

Contract: 284899




Page: 109 of 165 Date: 11 May 2012

8. How many students are currently enrolled in engineering programs in engineering

programs involving air transport and/or aeronautics in your institution?


Students enrolled in undergraduate degree programs _________________________________________

Students enrolled in graduate degree programs________________________________________________



_____________________________________________________________________________________________


_____________________________________________________________________________________________

No (major) change

9. How many students (on average) graduate yearly in engineering programs involving air

transport and/or aeronautics in your institution? (open response; number or percentage)

______________________________________________________________________________________________________



_____________________________________________________________________________________________


_____________________________________________________________________________________________

No (major) change



Contract:284899


10. How many students are expected to enroll in engineering programs involving air transport

and aeronautics the next 1, 3 and 5 years?

(open response; several answers possible)

1 year - undergraduate ___________________________________________________________________________

1 year - graduate __________________________________________________________________________________

3 years - undergraduate __________________________________________________________________________

3 years - graduate _________________________________________________________________________________

5 years - undergraduate __________________________________________________________________________

5 years - graduate _________________________________________________________________________________

11. How many researchers are currently working in your institution? (open response)

______________________________________________________________________________________________________

12. How many of those researchers are PhD-students?


______________________________________________________________________________________________________

13. How many of those PhD-students actually achieve a PhD-degree?


______________________________________________________________________________________________________

14. How many researchers, currently working in your institution, are performing research

regarding air transport and/or aeronautics? (open response; number or percentage)

______________________________________________________________________________________________________



_____________________________________________________________________________________________


_____________________________________________________________________________________________

No (major) change

Contract: 284899




Page: 111 of 165 Date: 11 May 2012

15. How many researchers, currently working in your institution, are PhD-students with a topic

in air transport and/or aeronautics? (open response; number or percentage)

______________________________________________________________________________________________________



_____________________________________________________________________________________________


_____________________________________________________________________________________________

No (major) change

16. According to your experience, to what extent do you agree that different subject areas are

important for recruiting new employees in the air transport/aeronautics sector?



ENGINEERING

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Aerospace

Chemical

Civil

Communication

Electrical

Electronics

Industrial

Information Systems & Computer

Materials

Mechanical


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


VOCATIONAL PROGRAMMES

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Pilot

Air Traffic Controller

Aircraft Maintenance Mechanic

Aeronautical Station Operator

Flight Operations Officer


______________________________________________________________________________________________________

______________________________________________________________________________________________________

OTHER DISCIPLINES

1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Management/ Business Economics

Law

Economics/ Public Policy


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 113 of 165 Date: 11 May 2012

17. To what extent do you agree that the qualifications below are important for recruiting in the

air transport/aeronautics sector and to what extent do you agree that the graduates possess

those criteria (before hiring)?




Important for hiring? Possessed by graduates?

1 2 3 4 5 NA 1 2 3 4 5 NA

University degree NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________

SKILLS

Important for hiring? Possessed by graduates?

1 2 3 4 5 NA 1 2 3 4 5 NA

Problem solving





Leadership



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



18. Please indicate the type of education related to air transport/aeronautics provided by your

institution and please specify. (multiple choice; select all that apply)


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

A Bachelor program

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

A Master program

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

Professional course

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

Contract: 284899




Page: 115 of 165 Date: 11 May 2012

19. Please indicate the teaching mode related to air transport/aeronautics provided by your

institution and please specify (multiple choice; select all that apply)


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

Distance learning


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

eLearning


Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

Blended learning

Blended learning is defined as distance learning where on-site presence is required.

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

QUESTIONS TO BE REPEATED FOR EACH OF THE BOXES TICKED ABOVE (22-29)

Please fill in the following set of questions for the programs selected in the previous question

(i.e. Bachelor program; Master program; Post-graduate research/PhD program; professional

program)

20. What is the title of the program/degree? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

21. What is the type of the program? (multiple choice; select all that apply)

1st Bologna Cycle (Bachelor)

2nd Bologna Cycle (Master)

3rd Bologna Cycle (PhD)

Vocational program

Professional program


__________________________________________________________________________________________________



Contract:284899


22. What is the type of degree awarded (multiple choice; select all that apply)

Ba

BEng

MSc

MEng

PhD


__________________________________________________________________________________________________

23. What is the program structure? (multiple choice; select all that apply)

1 year

2 years

3 year

4 years

2+3 years

3+2 years

Full 5-year


__________________________________________________________________________________________________

24. What is the language in which the program is offered? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

25. How many of the students are international? (open response, percentage)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

26. How many faculty/teaching staff is involved in the program? (number)

______________________________________________________________________________________________________

27. How many of this staff is involved in air transport/aeronautics educational (teaching or

research) activities? (number)

______________________________________________________________________________________________________

Contract: 284899




Page: 117 of 165 Date: 11 May 2012

28. Are there specializations offered by the program? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

29. How many ECTS credits are required for the degree? (open response)

______________________________________________________________________________________________________



Yes

No


1 _________________________________________________________________________________________________

2 _________________________________________________________________________________________________

3 _________________________________________________________________________________________________

31. Is the knowledge which is generated through research in your educational institution

transferred to the students? (multiple choice; select one and specify)

Yes

In which way? __________________________________________________________________________________

__________________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

I do not know



Contract:284899





taught in your institution.




1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable







______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 119 of 165 Date: 11 May 2012


1. Strongly

disagree 2.

Disagree

3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable







______________________________________________________________________________________________________

______________________________________________________________________________________________________


1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable



Safety management

Flight dispatching


Ramp planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable





______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable





______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 121 of 165 Date: 11 May 2012




nor agree 4. Agree

5. Strongly agree

Not applicable

Master planning

Land use planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable


Handling of freight



______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable


Obstacles removal


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





nor agree 4. Agree

5. Strongly agree

Not applicable

Airside maintenance



______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable

Noise control

Emission control

Waste maintenance

Wildlife control


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 123 of 165 Date: 11 May 2012




nor agree 4. Agree

5. Strongly agree

Not applicable






______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable





______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





nor agree 4. Agree

5. Strongly agree

Not applicable




______________________________________________________________________________________________________

______________________________________________________________________________________________________




nor agree 4. Agree

5. Strongly agree

Not applicable





______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 125 of 165 Date: 11 May 2012




nor agree 4. Agree

5. Strongly agree

Not applicable




______________________________________________________________________________________________________

______________________________________________________________________________________________________

47. ATM



nor agree 4. Agree

5. Strongly agree

Not applicable







______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable



Customer service





Structural design

Test engineering

Services solutions

Quality engineering

Production rigs


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 127 of 165 Date: 11 May 2012


1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable




Maintenance


Governance

Risk management



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899



1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable


Design









Flight physics



Supply management




______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 129 of 165 Date: 11 May 2012


51. Is there any cooperation between your institution and companies in the air

transport/aeronautics sector?


Yes

What kind of cooperation? (multiple choice; select all that apply)

Research projects

Guest lectures

Providing educational material

Internships

Financial sponsorship

Funding educational programs

Funding research

Funding faculty or staff positions

Providing endowments


_____________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

I do not know



Contract:284899




topics?





nor agree 4. Agree

5. Strongly agree

Not applicable

Recruitment







______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 131 of 165 Date: 11 May 2012


53. Please provide below any other comments that you might have.

(open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________


Yes


__________________________________________________________________________________________________

No







Contract:284899


4.5.3.4 EDUCATION SURVEY - Students






The target audience of this survey are graduating students and PhD-students of universities and

colleges with engineering programs involving air transport/aeronautics and/or research and

PhD programs in air transport/aeronautics. Furthermore, also students of vocational and

professional training institutes are addressed. The survey aims to collect quantitative and

qualitative information on the demand for graduates in the air transport and aeronautics

industry and input on educational topics and industry-education relationships.



your educational background and career path (A), about the competences needed in the sector

(B) and about the cooperation between the industry and the educational institutes (C). In the

last part of this survey, you can leave any comments or remarks you might have. The survey

takes XX minutes to complete.







1. Age (open response)

______________________________________________________________________________________________________

2. Nationality (open response)

______________________________________________________________________________________________________

3. English as first language? (multiple choice; select one)

Yes

No


Contract: 284899




Page: 133 of 165 Date: 11 May 2012

4. Gender (multiple choice; select one)

Male

Female

5. Name of organization/institution (open response)

______________________________________________________________________________________________________

6. Type of organization/institution (multiple choice; all that apply)

University/college with engineering programs involving air transport/aeronautics

University/college with research and PhD programs in air transport/aeronautics

Vocational training institute

Professional training institute


______________________________________________________________________________________________________

PART 2a: EDUCATIONAL BACKGROUND & CAREER PATH

8. What is your educational background? (multiple choice; select one)

High school

Bachelor degree

Master degree

PhD

Vocational/professional school

9. What is the level of your current air transport/aeronautical education?



A Bachelor program


A Master program



Professional course



Contract:284899


10. What is the teaching mode of your current air transport/aeronautical education?


Distance learning


eLearning


Blended learning

Blended learning is defined as distance learning where on-site presence is required.

11. Will the exposure to air transport/aeronautical education influence your career decision?


Major

Minor

None

12. What is your graduation major? (multiple choice; select one)

Aerospace engineering

Chemical engineering

Civil engineering

Communications

Electrical engineering

Electronics engineering

Industrial engineering

Information Systems & Computer engineering

Materials engineering

Mechanical engineering

Pilot license

Air Traffic Controller license

Aircraft Maintenance Mechanic license

Aeronautical Station Operator license

Flight Operations Officer license


__________________________________________________________________________________________________

__________________________________________________________________________________________________

Contract: 284899




Page: 135 of 165 Date: 11 May 2012

13. Please specify and rank what you valuate the most in choosing a general course?


______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

14. Please specify and rank what you valuate the most in choosing an air transport/aeronautics

related course?


______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

15. Please specify and rank what you valuate the least in choosing a general course?

(open response; least valuated factor first)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

16. Please specify and rank what you valuate the least in choosing an air transport/aeronautics

related course?


______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


17. Do you believe you will get a job in the air transport/aeronautics sector?


Yes

Which competences will this job entail? _____________________________________________________

__________________________________________________________________________________________________

No

I don’t know

PART ONLY FOR PhD-STUDENTS (18-31 & 35)

18. Year of doctoral study (open response)

______________________________________________________________________________________________________

19. Number of years as a researcher (academic staff), excluding the period of doctoral study

(open response)

______________________________________________________________________________________________________

20. Are you currently working full-time or part-time? (multiple choice; select one)

Full-time

Part-time

21. Do you receive any funding? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

Contract: 284899




Page: 137 of 165 Date: 11 May 2012

22. What is the nature of your contract? (multiple choice; select one)

Fixed-term

What is the length of your contract? (multiple choice; select one)

< 6 months

7 – 12 months

13 – 24 months

25 – 36 months

37 – 48 months

46 – 60 months

> 5 years

Open-ended

23. How did you choose this degree? (multiple choice; select one)

In a newspaper or other printed media

On the institution’s website

On a listserv or email distribution

By word of mouth


__________________________________________________________________________________________________

24. Why did you choose this degree; what were the main drivers? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

25. In a semester, how many individual contacts do you have with your supervisor?


1

2

3

4

5 – 9

10 or more



Contract:284899


26. Over the past two years (or since taking up your current position if that is more recent),

have you served a probationary period?

Yes

Have you actively participated in activities to monitor your progress towards any

probationary requirements?

Yes

No

No

27. To what extent do you agree that the following competences were important for your

appraisal and to what extent do you agree that you possessed these competences?



Important for appraisal? Possessed by me

1 2 3 4 5 NA 1 2 3 4 5 NA

Research skills and techniques

Ethics and research governance

Personal effectiveness

Communication skills

Teamworking

Career management

Knowledge transfer and outreach activites

Teaching

Leadership management

Contract: 284899




Page: 139 of 165 Date: 11 May 2012

28. In comparison with research staff who do not have or obtain a PhD-degree, to what extent

do you agree that your doctoral studies permits you…





nor agree 4. Agree

5. Strongly agree

Not applicable

Higher salary

Opportunities for promotion

Opportunities to participate in decision-making processes

Visibility on website and staff directories

Better conditions of employment

Access to training and development

Opportunities to attend conferences and external meetings

Opportunities to participate in international projects and consortiums



Contract:284899


29. To what extent do you agree that your institution recognizes your PhD-studies and values

the contributions that you make to



1.

Strongly disagree

2. Disagree

3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

Achieving the institution’s research strategy?

Research culture within the department?

Grant applications?

Publications?

Knowledge transfer and commercialization activities?

External collaborations?

Public engagement with research?

Managing resources?

Supervising/managing staff?

Teaching and lecturing?

Supervising research students?

Supporting others (e.g. informal mentoring)?

World-class research?

Contract: 284899




Page: 141 of 165 Date: 11 May 2012

30. To what extent do you agree that …



1.

Strongly disagree

2. Disagree

3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

You are integrated into your department’s research community?

You are integrated into your institution’s research community?

You are integrated into your wider disciplinary research community?

The research culture of the institution stimulates your work?

31. To what extent do you agree that…





nor agree 4. Agree

5. Strongly agree

Not applicable

You are encouraged to engage in personal and career development?

You have reflected on your development needs?

You have a clear career development plan?

You maintain a record of your professional development?



Contract:284899


32. Who would you consult, or have you consulted, about your longer-term career planning?

(multiple choice; select all that apply)

Career advisors

Staff developer

Human resources specialist

Principal investigator (PI)/line manager

Your appraiser (if they are not your PI/line manager)

Mentor

Colleagues

Professional body/learned society

Funding organization

Recruitment agency

Online social networks

Partner/family/friends

33. In which area(s) of work do you aspire to be in 5 years time? (multiple choice; select one)

I haven’t thought about it yet

Career in higher education – primarily research and teaching

Career in higher education – primarily research

Career in higher education – primarily teaching

Research career outside higher education (e.g. in a private research organization, charity

of in an industrial environment)

Non-research career

34. What types of non-research careers or research careers outside higher education are you

interested in? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 143 of 165 Date: 11 May 2012

35. Which of the following have you done, or would you like to do, as part of your current

position? (multiple choice; select one in each row)

I have done this

I would like to do this

I currently have no interest in this

Acquiring experience outside your immediate area

Collaborate with international colleagues

Collaborate with industry

Undertake a placement in another sector (e.g. business/voluntary/government)

Undertake a secondment to another institution

Work as part of a cross-disciplinary team

Developing management experience or expertise

Manage a budget

Participate in departmental decision making processes and committees

Participate in institutional decision making processes and committees

Plan and manage a project

Developing a broader experience of research functions

Apply for a fellowship

Develop specialist research skills and techniques

Explain work to people outside your field

Knowledge transfer

Supervise a doctoral or master student

Write a grant/funding proposal

Write up research for publication

Improving communication skills

Demonstrating, teaching or lecturing

Presenting work at a conference (orally/poster)

Participating in public engagement activities

Engaging in coaching, mentoring or action learning



Contract:284899


36. Where you employed before? (multiple choice; select one)

Yes

Why did you start studying again? _____________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

No

37. To what extent do you agree that the qualifications below are important for getting a job in

the air transport/aeronautics sector?




1. Strongly


3. Neither disagree

nor agree 4. Agree

5. Strongly agree

Not applicable

University degree





______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 145 of 165 Date: 11 May 2012

SKILLS

1.

Strongly disagree


nor agree 4. Agree

5. Strongly agree

Not applicable

Problem solving





Leadership



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899


PART 2b: COMPETENCES NEEDED IN THE SECTOR



important for employment in the air transport/aeronautics sector and indicate the extent to

which you agree that you acquire those through to your education?





Important in the sector? Acquired through education?

1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 147 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA



Safety management

Flight dispatching


Ramp planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA

Master planning

Land use planning


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 149 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA


Handling of freight



______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA


Obstacles removal


______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA

Airside maintenance



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA

Noise control

Emission control

Waste maintenance

Wildlife control


______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA






______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 151 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA




______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA





______________________________________________________________________________________________________

______________________________________________________________________________________________________




1 2 3 4 5 NA 1 2 3 4 5 NA




______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 153 of 165 Date: 11 May 2012

53. ATM



1 2 3 4 5 NA 1 2 3 4 5 NA







______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA



Customer service





Structural design

Test engineering

Services solutions

Quality engineering

Production rigs


______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 155 of 165 Date: 11 May 2012




1 2 3 4 5 NA 1 2 3 4 5 NA




Maintenance


Governance

Risk management



______________________________________________________________________________________________________

______________________________________________________________________________________________________



Contract:284899





1 2 3 4 5 NA 1 2 3 4 5 NA


Design









Flight physics



Supply management




______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 157 of 165 Date: 11 May 2012

57. Are you planning/intending to take any additional programs/courses to gain extra

competences? (multiple choice; select one)

Yes

Please specify __________________________________________________________________________________

__________________________________________________________________________________________________

No

Why not? ________________________________________________________________________________________

__________________________________________________________________________________________________

58. Who have you consulted or will you consult, about your immediate training and

development needs? (multiple choice; select all that apply)

Career advisor

Staff developer

Human resources specialist

Principal investigator (PI)/line manager

Your appraiser (if they are not your PI/line manager)

Mentor

Colleagues

Professional body/learned society

Funding organization

Recruitment agency

Online social networks

Partner/family/friends



Contract:284899


PART 2c: COOPERATION BETWEEN INDUSTRY AND EDUCATIONAL INSTITUTIONS

59. Do you target/aim for a job in the air transport/aeronautics sector?


Yes

No

Why not? Please specify _______________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

60. Which (type of) company would you like to work for? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

61. How did you get to know these companies? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

62. How will you choose the company you want to work for? (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Contract: 284899




Page: 159 of 165 Date: 11 May 2012


63. Please provide below any other comments that you might have. (open response)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________


Yes


__________________________________________________________________________________________________

No







Contract:284899


4.5.4 Survey – processing the answers

Questions within the different subsections of part two of the survey will be compared to assess

whether there are competence gaps.

Current situation of industry and education

How many employees do the companies hold?

Industry survey – companies: question 8

What is the type of current/recruited employees?

Industry survey – companies: questions 14-16

What is the educational background of these employees?


How many students are enrolled? How many students will graduate?

How many researchers are enrolled and how many of those are PhD-students?

Education survey – universities: questions 6-9


What is the situation of those PhD-students?

Education survey – students: questions 18-31, 35

Future demand and supply in the air transport/aeronautics market

How will the number of employees/graduates change?


Education survey – universities: question 10

What are the recruiting criteria?


Industry survey – employees: question 16


Education survey – students: question 37

Contract: 284899




Page: 161 of 165 Date: 11 May 2012

Educational path

Before employment Industry survey – employees: questions 10-13

Education survey – students: questions 8-12

Education survey – students: questions 18-31, 35

On the job education Industry survey – companies: questions 18-19, 49-50

Industry survey – employees: questions 42-44

Education survey – students: question 57

Career path


Education survey – students: questions 17,36

Career development? Education survey – students: questions 32-34, 58-60

Competence gaps 1, 2 & 3

Competences needed vs. competences possessed


Competences relevant vs. competences possessed


Competences taught Education survey – universities: questions 32-50

Important competences vs. competences acquired




Contract:284899


Competence gap 4: companies vs. universities

Educational offer Industry survey – companies: questions 26-27



Satisfaction about educational offer – quantitative




Satisfaction about educational offer – qualitative



Knowledge transferal (research to education)


To reduce gaps– cooperation between industry and education?

Existent? Industry survey – companies: question 51



Advantages of the cooperation

Potential Industry survey – companies: question 52



Real Industry survey – employees: questions 45-46


Attractiveness of the air transport/aeronautics sector

Challenges for recruiting? Industry survey – companies: questions 20-21

Information regarding employees leaving


What is valued most/least in job in the sector


What is valued most/least when choosing an educational program/course


Contract: 284899




Page: 163 of 165 Date: 11 May 2012

5 References

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Benefits Beyond Borders,

http://www.aviationbenefitsbeyondborders.org/sites/default/files/pdfs/REGIONAL_A

NALYSIS_ABBB_Europe1.pdf

Airbus (2011), Delivering the future, Global Market Forecast 2011-2030.

Airliner World (2012), In brief, Airliner World, Vol.2012, no.3, p.9.

Ardakani, F.B., Yarmohammadian, M.H., Abari, A.A.F. & Fathi, K. (2011),

“Internationalization of higher education systems”, Procedia Social and Behavioral

Sciences, 15, pp. 1690-1695.

Atici, B. & Atik, I. (2011), “Cost analysis in distance learning: Turkish air forces distance

learning center case”, Procedia Social and Behavioral Sciences, 28, pp. 640-645.

Boeing (2011), Market Outlook 2011-2030.

Bryan, W., Harter, N. (1897), “Studies in the physiology and psychology of the telegraphic

language”, Psychological Review, Vol 4, pp. 27-53.

Bryan, W., Harter, N. (1899), “Studies on the telegraphic language: The acquisition of a

hierarchy of habits”, Quarterly Journal of Experimental Psychology, Vol 10, pp. 113-129.

Chalermpong, S. & Klaiklueng, A. (2011), Valuing Aviation Noise by Contingent Valuation

Method: Case of Bangkok Suvarnabhumi Airport, Paper presented at TRB 2012 Annual

Meeting, 11p.

Embraer (2011), Market Outlook 2011-2030.

Eurocontrol (2010), Long-Term Forecast, Flight Movements 2010-2030.

Fini, E.H. & Mellat-Parast, M. (2011), Using Project-Based Learning (PBL) to Improve

Student Learning in Transportation Engineering, paper presented at TRB 2012 Annual

Meeting, 27p.

Gagné, R. M. (1962) ‘The acquisition of knowledge”, Psychological Review, Vol 69, pp

355-365

GlobeScan (2010), “Four in Five Regard Internet Access as a Fundamental Right: Global

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http://www.aviationbenefitsbeyondborders.org/sites/default/files/pdfs/REGIONAL_ANALYSIS_ABBB_Europe1.pdf



Contract:284899


Hartle, F. (1995), How to Re-engineer your Performance Management Process, London,

Kogan Page.

Huang, A. & Levinson, D. (2011), To game or not to game: teaching transportation

planning with board games, paper presented at TRB 2012 Annual Meeting, 21 p.

ICAO (2011a), “Attracting & Retaining – Motivating young people to seek out and stay

focused on aviation professions.”, Training Report, Vol. 1, No.2, 52p.

ICAO (2011b), “The Challenges of Continuous Modernization – Addressing looming

skilled personnel shortages and the need for industry-wide technology upgrades.”,

Training Report, Vol. 1, No. 1, 44p.

International Transport Forum (2011), Transport Outlook 2011.

Israel, G.D. (1992) “Determining Sample Size”, University of Florida, Florida Cooperative

Extension Service, Factsheet PEOD-6, 5p.

Jenkinson, L.R., Page, G.J. & Marchman, J.F. (2000), “A model for international teaming in

aircraft design education”, Aircraft Design, 3, pp. 239-247.

Oxford Economics, Avation, The Real World Wide Web, 127 p.

http://www.oxfordeconomics.com/FREE/PDFS/OEAVIATION09.PDF

Parkinson, A. (2007), “Engineering Study Abroad Programs: Formats, Challenges, Best

Practices”, Online Journal for Global Engineering Education, vol. 2 (2001), Iss. 2, Art. 2,

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Parkinson, A., Harb, J. & Magleby, S. (2009), Developing Global Competence In Engineers:

What Does It Mean? What Is Most Important?, American Society for Engineering

Education, 13 p.

Proctor, W., Dutta, A. (1995), “Skill Acquisition and Human Performance”, Sage

Publication, London.

Swift, E. J. (1904), “The acquisition of skill in typewriting: A contribution to the

psychology of learning”, Psychological Bulletin, Vol 1, pp. 295-305.

Swift, E.” (1910), Learning to telegraph”, Psychological Bulletin, Vol 7, pp. 149-153.

Tam, R. (2011), Regional Catalytic Economic Impacts and Noise-Damage Costs of Aviation

Growth, Paper presented at TRB 2012 Annual Meeting, 14p.

Tate, W. (1995), Developing Corporate Competence: A High-Performance Agenda for

Managing Organisations, London, Gower.

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Contract: 284899




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Torenbeek, E. (2000), “Aircraft design education in Europe”, Editorial in Aircraft Design,

3, pp. 205-206.

Venter, C.J. (2011), Exploring Cooperative Learning through Gaming Simulation in an

integrated Land Use-Transportation Planning Course, paper presented at TRB 2012

Annual Meeting, 16 p.

Weinert, F. (2001) Vergleichende Leistungsmessung in Schulen eine umstrittene

Selbstverständlichkeit. In F. E. Weinert (Ed.) Leistungsmessungen in Schulen, Weinheim

und Basel: Beltz Verlag, pp. 17-31.

Winterton, J., Delamare-Le Deist, F., Stringfellow, E. (2005) Typology of knowledge, skills

and competences: clarification of the concept and prototype, Centre for European

Research on Employment and Human Resources - Groupe ESC Toulouse.

Woodruffe, C. (1991), “Competent by any other name”, Personnel Management,

September 1991, pp. 30-33 .

Date post:	23-May-2020
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ASSESSING THE EDUCATIONAL GAPS IN...

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