| 1. |
- Gumaelius, Lena, 1967-, et al.
(författare)
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Engineering education in change. A case study on the impact of digital transformation on content and teaching methods in different engineering disciplines
- 2023
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the question of how Engineering education in the Nordic region responds to the challenge of educating future engineers who are ready for professional practice in a digital world. Particular interest is put on identifying who is responsible for the implementation of digital knowledge and what and how subject content is addressed. Our study draws on Bernstein’s pedagogical device model (Bernstein, B. 2002. “Editorial: Basil Bernstein’s Theory of Social Class, Educational Codes and Social Control.” British Journal of Sociology of Education 23 (4): 525–526). The study focuses on the questions of if/how digital transformation leads to change of engineering education content and/or pedagogical approaches. Narratives of 20 university teachers have been collected and analysed. Findings reveal three areas of consideration; there is a connection between how digital knowledge is valued and how the subject is introduced in engineering education, differences in digital knowledge can be linked to the generation gap and, universities are seldom seen as the driving force for digital innovation. It is concluded that education must reflect on the purpose for which digitalisation takes place, continuous training targeting digital transformation should be offered to senior teachers and, universities need to provide increased focus and dedicated time for educational development.
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| 2. |
- Pantzos, Panagiotis, Doctoral Student, 1981-, et al.
(författare)
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Considerations in the development of a follow-up exploratory quantitative design for student's motivation regarding to work industry-related activities in higher engineering education
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - Uppsala : IEEE.
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Konferensbidrag (refereegranskat)abstract
- This Work in Progress paper describes considerations relative to the development of a follow-up exploratory quantitative design for examining student motivation in higher engineering education. The intent of the current work is to build on the outcomes of a previous qualitative study exploring the perceptions of students with regard to work industry-related activities included as part of their formal study experience in Swedish university settings. In the follow-up study design discussed in this paper we focus on a quantitative approach to assessing the impact of such experiences on student motivation. Findings from our previous study indicate both that how these different work industry-related activities are conducted and how the different relationships that are present can effect students’ motivation for learning in tertiary engineering education. However, while the earlier study provides understanding of which scenarios can affect student motivation, there is a need to consider relative effect sizes. To address this issue in this paper, we present considerations for a survey design and discuss the determination of population and sample size and study variables for a preliminary survey instrument. We also propose methods with which to establish validity and reliability, as well as presenting a data analysis plan. At this juncture, the development of a follow-up exploratory quantitative study will contribute to a better understanding of students’ perceptions about work industry-related activities which is currently a prime concern in higher engineering education, providing guidelines for a more critical planning of these activities in the future.
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| 3. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study
- 2022
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Ingår i: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain.
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Konferensbidrag (refereegranskat)abstract
- This pilot study explores engineering students’ motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke’s (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students’ behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignmentdeadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.
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| 4. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education
- 2022
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.
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| 5. |
- Pantzos, Panagiotis, et al.
(författare)
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On the role of industry contact on the motivation and professional development of engineering students
- 2019
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers Inc.. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- This full research paper aims to investigate the nature of industry-related activities engineering students encounter at a Swedish university, as well as the impact these activities have on their motivation to study engineering. Over the last decade, many studies have been conducted concerning university-industry engagement which chart the landscape of activities, educational approaches, and challenges that students face when involved in industry-related activities. Despite the existing close collaboration between Swedish engineering universities and industry, it seems that not only the feedback from the industry to universities is missing, but also students' perceptions of their industry experience and their needs are not taken adequately into consideration by the other two actors. As a consequence, there is a gap among the above three actors preventing the advancement of engineering education in terms of industrial interventions. Furthermore, there is a lack of research about students' perceptions of university-industry engagement activities. This study adopts a qualitative and exploratory research perspective, intending to gain a deep understanding of students' perceptions of industry-related activities which were integrated into their education. Semi-structured interviews were conducted with nine master's students studying on five-year long engineering programmes in a large research-intensive Swedish university. An inductive thematic analysis was employed, and social cognitive theory was considered as an interpretive tool through which to explore student motivation. The interviews indicated that the students participated actively in various industry-related activities, such as guest lectures, field-trips, internships, summer schools, and masters' theses in collaboration with industry partners which give context to the findings which highlight how industry-related activities can either positively or negatively affect students' motivation for studying and learning in engineering education.
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| 6. |
- Pantzos, Panagiotis, Doctoral Student
(författare)
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The integration of ICT in educational process in IB education-A comparative case study
- 2019
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Ingår i: 11Th World Conference On Educational Sciences (WCES-2019). - : SCIENCEPARK SCI, ORGANIZATION & COUNSELING LTD. ; , s. 192-204
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Konferensbidrag (refereegranskat)abstract
- This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers' perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers' barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers' perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers' work, low school's financial budget, parents' financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers' work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT.
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