Engineering Education Review最新文献

{"title":"Facilitating outstanding engineering faculty members through training from recruitment to retirement","authors":"Thanikachalam Vedhathiri","doi":"10.54844/eer.2024.0562","DOIUrl":"https://doi.org/10.54844/eer.2024.0562","url":null,"abstract":"Most of the higher engineering education institutions don't focus on continuous training of their faculty members from recruitment to retirement (R to R). Because of this, the quality of performance of untrained faculty members gradually reduces and this impacts the attributes of their graduates, sporadic contribution to knowledge capital, and poor return on the investments (ROI) in engineering education. There is a need for an integrated and dynamic model for the training and development of engineering faculty members. The objectives of this research are to assess the literature on faculty development; to identify the total needs of the engineering faculty members from recruitment to retirement (R to R); to suggest effective and efficient methods of planned faculty development; and to validate the suggested process of development through a set of engineering institutions. The action research method has been adopted to assess the global literature, and consult multinational companies, local engineering companies, and alumni on their needs. It is found that ‘Faculty Development Courses’ are required for all engineering faculty members from entry to exit to facilitate meritocracy. A critical review of the literature revealed that most of the researchers have focused their research on entry-level faculty members or some middle-level faculty members. Only a few institutes focused on the senior members. Hence, this study focused on lifelong faculty development courses from entry-level to exit level. The training needs assessment was based on the feedback from 396 entry-level faculty members who were purposefully included in this research. The outcomes are presented in seven parts: (1) Entry-level faculty development programs (FDPs), (2) Getting recognized, (3) Middle-level FDPs, (4) Student personnel administration, (5) Senior-level FDPs, (6) Advanced-level FDPs, and (7) Radical innovations. This research provides a 360-degree assessment and creates a guide both for the educational administrators and faculty members to reach excellence. Learning is a lifelong process. The suggestions were validated through a set five of institutions. and they started implementing them. The continuous process of faculty development from recruitment to retirement has been appreciated but it may take several years to institutionalize it. Limitations of this study are a smaller number of faculty members (396) and suggestions for future research have also been indicated. This gave a promising cost-effective faculty development process at every stage of faculty growth and resulted in outstanding institutes with high-performing faculty members. Further, these faculty members contributed to human and knowledge capital.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"49 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovative engineering education for a better future","authors":"Jürgen Kretschmann","doi":"10.54844/eer.2024.0564","DOIUrl":"https://doi.org/10.54844/eer.2024.0564","url":null,"abstract":"    ","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"39 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges in engineering education in addressing industry needs in Kenya","authors":"S. S. Sitati, John Thuo Githaiga, Z. Siagi","doi":"10.54844/eer.2024.0499","DOIUrl":"https://doi.org/10.54844/eer.2024.0499","url":null,"abstract":"Engineering education in Kenya started in the 1950s. The curricula offered were Civil, Electrical and Mechanical Engineering. Later, other disciplines were introduced, including: Agricultural/Bio-systems, Chemical, Mechatronics, Marine, Mining, Petroleum, software, Aerospace, Aeronautical, Geomatic, Medical and Textile Engineering. From the 2000's onwards, Kenya experienced a steep rise in the number of universities offering engineering programmes. However, the requisite growth of the human resource and infrastructure did not match that growth. For purposes of maintaining quality and regulating engineering practice in Kenya, The Engineers Board of Kenya (EBK) was established. The Engineers Act 2012 gives EBK the mandate to register engineers and engineering consulting firms, regulate engineering professional services, accredit engineering degree programmes, set standards and develop the general practice of engineering. It was also mandated to evaluate for purposes of recognizing equivalent engineering degrees obtained from foreign jurisdictions, so that holders of such degrees may be licensed to practice in Kenya. On the other hand, the Commission for University Education (CUE) was established and mandated to accredit all degree programmes, including engineering. ","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"116 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on educational reform supporting build China into a world leader in science and technology","authors":"Zheng Qin, Minglei Ding","doi":"10.54844/eer.2023.0503","DOIUrl":"https://doi.org/10.54844/eer.2023.0503","url":null,"abstract":"Building a science & technology’s world leader is an important goal for China by 2035, how to build a strong country in science and technology - high-level scientific talent is the fundamental supporting factor. Historically, Germany, the United States and Japan, three late-developing catching-up countries in the process of moving towards a scientific and technological power, have successfully implemented high-level scientific talent training initiatives, ultimately promoting the strong rise of science and technology. According to the experience of the three countries, the cultivation of high-level scientific talents is mainly achieved through major reforms in education, especially research-oriented education reform. At present, China is entering a new stage of development in building a scientific and technological power, the domestic and international development situation is more severe, and the law of science and technology itself is evolving at an accelerated pace, which puts forward new requirements for the cultivation of high-level scientific talents, and education reform is imperative. In comparison with the experience of Germany, the United States and Japan, China's current high-level research-oriented education still has many problems, it is difficult to support self-reliance and self-improvement in science & technology and build China into a world leader in science & technology. To sum up the history and face the reality, it is suggested that China should establish the concept of \"integration of science and education\" as soon as possible, promote education reform under the traction of scientific and technological needs, comprehensively sort out and reshape the positioning of universities, accelerate the reform of high-level research education, and increase the reform of primary and secondary education to prepare for the cultivation of high-level scientific talents in a comprehensive and systematic way.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"45 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The persistent underrepresentation of women in academic leadership","authors":"Hans J. Hoyer Hoyer","doi":"10.54844/eer.2023.0494","DOIUrl":"https://doi.org/10.54844/eer.2023.0494","url":null,"abstract":"The persistent underrepresentation of women in academic leadership roles within science, technology, engineering, and mathematics (STEM) fields poses a significant challenge to achieving gender equity and diversity in higher education. Despite making noteworthy contributions to the field, they continue to face substantial barriers when seeking academic leadership positions. The lack of women in academic leadership roles in STEM is a multifaceted problem with far-reaching consequences. This dearth of representation not only hinders the progress towards gender equality but also perpetuates gender biases and stereotypes, creating an unwelcoming environment that discourages aspiring female scholars from advancing into leadership roles.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting educational equity and facilitating effective use of high-quality resources","authors":"Jing Qian","doi":"10.54844/eer.2024.0512","DOIUrl":"https://doi.org/10.54844/eer.2024.0512","url":null,"abstract":"Massive open online courses (MOOC) have witnessed a surge in popularity in recent years, affording learners the convenience and adaptability to access top-tier educational resources. Despite the myriad advantages MOOC offer, the global and Chinese completion rates linger at a modest level. Recent data reveals a worldwide average completion rate of approximately 10%, underscoring the challenge of retaining learners throughout their enrolled courses. In China, a parallel scenario unfolds, with completion rates fluctuating around 5%–10%. This study delves into the examination of social-psychological factors contributing to China’s low MOOC completion rates. In study 1, we found a disparity in MOOC completion and scores between first-generation college students and non-first generation college students, and underpinned social threat as one contributing factor to this disparity. In the experiment, we nudge college students towards enhancing their participation and elevating completion rates within MOOC learning.\u0000This research conducted a comparative analysis of two cognitive nudge methodologies, revealing the superiority of the value affirmation intervention over the reappraisal intervention. Moreover, hierarchical intervention strategies were recommended to enhance students’ learning experiences more efficiently.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140490021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School education and engineering practices: Dual pathways to cultivating excellent engineers","authors":"Zhenyuan Qu","doi":"10.54844/eer.2024.0517","DOIUrl":"https://doi.org/10.54844/eer.2024.0517","url":null,"abstract":"Engineering education is aimed at cultivating outstanding engineers with extensive knowledge, innovative thinking, problem solving and practical abilities through theoretical learning and practical training. However, achieving this goal is no mean feat. On the one hand, school education is required to provide a theoretical foundation and academic support. On the other, engineering practices are needed to help students improve their capabilities and cultivate their problem-solving ability. Both are of great importance, but there are conflicting aspects between them. This article aims to explore the complementary and interactive relationship between school education and engineering practices in cultivating such outstanding engineers.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"58 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainable development and digitization","authors":"Ke Gong","doi":"10.54844/eer.2023.0490","DOIUrl":"https://doi.org/10.54844/eer.2023.0490","url":null,"abstract":"","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality engineering education through accreditation","authors":"Zaw Min Aung","doi":"10.54844/eer.2024.0505","DOIUrl":"https://doi.org/10.54844/eer.2024.0505","url":null,"abstract":"The 4th Industrial Revolution causes uncertainty in the industry, academia and society as we are uncertain of the future of our jobs and what new disruptive technologies are coming. This pushes the academia to train engineers to be internationally bench-marked, practice without any borders and increase international mobility. The need for international bench-marking through accreditation of engineering education become crucial as engineers trained would be substantial equivalence in quality and standard.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CHANGE IN THE TRAINING MODE OF EXCELLENT ENGINEERS","authors":"Funso Falade","doi":"10.54844/eer.2023.0447","DOIUrl":"https://doi.org/10.54844/eer.2023.0447","url":null,"abstract":"This paper presents the training process for engineers with the possibility of the prospective engineergraduating from one training institution and moving to another to acquire better skills. Engineers are categorized into researchers and general engineers. Different institutional models for the training of engineers in some countries are highlighted and compared, also different training modes (both passive and active) are indicated and their effectiveness discussed. The paper notes that there is need to change the training mode to active learning mode typically project-based learning and problem-based learning that engage students and make them to be innovative and creative. Both project-based learning and problem-based learning are based on self direction, collaboration and multidisciplinary orientation. The paper emphasizes that changing the training mode is not sufficient to produce excellent engineers but other components of knowledge acquisition resources (human and non-human) are required to be adequate. For example, it is important to reworkthe curriculum to include substantial humanities that equip graduate with soft skills to complement the hard skills provided by engineering discipline. The teachers also must have relevant competence and skills to effectively impart knowledge to the learners and the learners must have the capacity to acquire knowledge. The new normal arising from the emergence of Covid-19 pandemic has necessitated the need to migrate to innovative online training mode as an alternative to face-to-face or in-place training even for courses with laboratory components without facilities for digital and remote laboratories. Proactive funding mechanism must be put in place to make available digital and remote laboratories that will replace laboratories so that the undergraduate will have access to acquisition of knowledge in the relevant practicals. The government must also provides enabling environment for learning. When all these ingredients are adequately provided, change in the training mode will produce excellent engineers.","PeriodicalId":487863,"journal":{"name":"Engineering Education Review","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}