Faculty perspectives on the inclusion of work-related learning in engineering curricula

Marie Magnell, Lars Allan Geschwind, Anette Kolmos

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

3 Citationer (Scopus)

Resumé

The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.
OriginalsprogEngelsk
TidsskriftEuropean Journal of Engineering Education
Vol/bind42
Udgave nummer6
Sider (fra-til)1038-1047
Antal sider10
ISSN0304-3797
DOI
StatusUdgivet - 2017

Citer dette

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Faculty perspectives on the inclusion of work-related learning in engineering curricula. / Magnell, Marie; Geschwind, Lars Allan; Kolmos, Anette.

I: European Journal of Engineering Education, Bind 42, Nr. 6, 2017, s. 1038-1047.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Faculty perspectives on the inclusion of work-related learning in engineering curricula

AU - Magnell, Marie

AU - Geschwind, Lars Allan

AU - Kolmos, Anette

PY - 2017

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AB - The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.

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