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Faculty perspectives on the inclusion of work-related learning in engineering curricula
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.ORCID iD: 0000-0002-7496-2435
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.ORCID iD: 0000-0003-2983-5573
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-0186-2839
2016 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016.
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-194514DOI: 10.1080/03043797.2016.1250067OAI: oai:DiVA.org:kth-194514DiVA: diva2:1040876
Note

QC 20161101

Available from: 2016-10-30 Created: 2016-10-30 Last updated: 2016-11-01Bibliographically approved

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