Surface approachers question their education
2015 (English)In: 43rd Annual SEFI Conference, June 29 - July 2, 2015, Orléans, France, 2015Conference paper (Refereed)
For the last ten years, out of a total of 1500 students who were admitted to the five- year Master of Science in Engineering in Computer Science (CS) at KTH - Royal Institute of Technology, only 20% graduated within the nominal study period + 1 year. Even though retention is low, employability is high: for 97% of the graduated students the education have lead to employment and 87% got employed already before graduation, which is a reason for the low retention.
In this study we investigated if students’ approaches to learning in their penultimate semester of a master program in computer science engineering can be associated with their study results. The focus of the study can be concluded in the research question; whether students who graduate in time differ from their peers in terms of approaches to learning, study results or how useful they perceive skills learned during their education. For students’ approaches we used the short version of Approaches and Study Skills Inventory for Students (ASSIST). For study results we used both finished Master’s thesis, and graduation diploma.
Place, publisher, year, edition, pages
Approaches to learning, Computer science engineering education
Research subject Education and Communication in the Technological Sciences
IdentifiersURN: urn:nbn:se:kth:diva-186128OAI: oai:DiVA.org:kth-186128DiVA: diva2:925579
SEFI 2015 Annual Conference
QC 201605122016-05-022016-05-022016-05-12Bibliographically approved