Engineering educators, researchers and designers are all stakeholders in the development of undergraduate engineering degrees, which seek to equip graduates with the knowledge and understanding, skills, attitudes and experience required in the profession. These stakeholders are often in conflict when considering the desired learning outcomes for graduate engineers. Breaking in and out of liminal space is presented as the core skill which we wish to pass on to engineering graduates. It provides a focus for constructive discussions on curriculum, activities and assessment on engineering degree courses.
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