Provides instructions and guidelines to prospective authors who wish to submit manuscripts.
为希望提交手稿的潜在作者提供说明和指导。
{"title":"Notes for authors","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"Provides instructions and guidelines to prospective authors who wish to submit manuscripts.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"153-153"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580776.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the influence of assessment on student approaches to learning through the voice of the student. The aim is to understand how assessment practices in an engineering school shape how students respond through their learning approaches and behaviors. The study is framed using a learning-oriented assessment paradigm. Focus groups were conducted with second-, third- and fourth-year engineering students. Four groups were formed using academic performance as a sampling criterion. The findings are presented using selected emergent themes and rich, narrative descriptions. A range of expected and unexpected student responses to assessment practices is highlighted. These are discussed in the context of the assessment literature to provide insight into the relationship between assessment and learning. The study confirms the importance of constructive alignment in assessment design, and includes specific findings related to tutorials, assignments, feedback, and group work. The study reveals that assessment is a powerful driver of learning, and highlights the need for a more collaborative teaching and learning environment to shift learning in a positive direction.
{"title":"How assessment shapes learning: A perspective from engineering students","authors":"Teresa S. Hattingh;Laura Dison","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"This study explores the influence of assessment on student approaches to learning through the voice of the student. The aim is to understand how assessment practices in an engineering school shape how students respond through their learning approaches and behaviors. The study is framed using a learning-oriented assessment paradigm. Focus groups were conducted with second-, third- and fourth-year engineering students. Four groups were formed using academic performance as a sampling criterion. The findings are presented using selected emergent themes and rich, narrative descriptions. A range of expected and unexpected student responses to assessment practices is highlighted. These are discussed in the context of the assessment literature to provide insight into the relationship between assessment and learning. The study confirms the importance of constructive alignment in assessment design, and includes specific findings related to tutorials, assignments, feedback, and group work. The study reveals that assessment is a powerful driver of learning, and highlights the need for a more collaborative teaching and learning environment to shift learning in a positive direction.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"161-170"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580769.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The advent of the fourth industrial revolution (4IR) has had an all-pervasive influence on virtually every aspect of high-quality manufacturing and associated services. Consequently, it triggered increasing industry demand to drive technological transformation. By implication, this propelled transformation in the requirements of Higher Education (HE) during the process of training engineers, towards more blended or online modes of delivery. A common concern from commentators has been “What are the ethical implications of using technology when teaching engineering students”. The objective of this paper is to expand on a previously published literature study which theoretically examined the extent to which ethics has been considered during the process of training engineers in contemporary times. In this follow-up study, a survey research instrument (n=68) which included eight likert scale questions and ten open-ended questions, was used to empirically explore three ethical dilemmas which emerged during the precursor study. The ethical dilemmas are (1) the unintended negative consequences of using technology; (2) discrimination as a result of the use of technology and (3) educator agency in the Engineering Education 4.0, at a University of Technology (UoT) in South Africa. Ethical clearance to do this research was secured through institutional channels. The findings of this study were consistent with findings of the precursor study and the recommendation of this study is that a series of workshops be held to develop ethics guidelines and establish ethical best practices to assist engineering educators to assure the quality of online engineering education, avoid discrimination, protect the privacy of both students and educators and reinforce the integrity of online engineering assessments.
{"title":"Ethics in engineering education 4.0: The educator's perspective","authors":"Bronwyn Swartz","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The advent of the fourth industrial revolution (4IR) has had an all-pervasive influence on virtually every aspect of high-quality manufacturing and associated services. Consequently, it triggered increasing industry demand to drive technological transformation. By implication, this propelled transformation in the requirements of Higher Education (HE) during the process of training engineers, towards more blended or online modes of delivery. A common concern from commentators has been “What are the ethical implications of using technology when teaching engineering students”. The objective of this paper is to expand on a previously published literature study which theoretically examined the extent to which ethics has been considered during the process of training engineers in contemporary times. In this follow-up study, a survey research instrument (n=68) which included eight likert scale questions and ten open-ended questions, was used to empirically explore three ethical dilemmas which emerged during the precursor study. The ethical dilemmas are (1) the unintended negative consequences of using technology; (2) discrimination as a result of the use of technology and (3) educator agency in the Engineering Education 4.0, at a University of Technology (UoT) in South Africa. Ethical clearance to do this research was secured through institutional channels. The findings of this study were consistent with findings of the precursor study and the recommendation of this study is that a series of workshops be held to develop ethics guidelines and establish ethical best practices to assist engineering educators to assure the quality of online engineering education, avoid discrimination, protect the privacy of both students and educators and reinforce the integrity of online engineering assessments.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"181-188"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580771.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
THIS is a Special Issue of the SAIEE Africa Research Journal (ARJ), consisting of revised and extended articles that were originally presented at the 2020 IFEES World Engineering Education Forum - Global Engineering Deans Conference (WEEF-GEDC), held virtually in November 2020. WEEF and GEDC are focused on bringing together the global community to build excellence in engineering education.
{"title":"Guest editorial: Engineering education","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"THIS is a Special Issue of the SAIEE Africa Research Journal (ARJ), consisting of revised and extended articles that were originally presented at the 2020 IFEES World Engineering Education Forum - Global Engineering Deans Conference (WEEF-GEDC), held virtually in November 2020. WEEF and GEDC are focused on bringing together the global community to build excellence in engineering education.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"160-160"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580768.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The SAIEE Africa Research Journal (incorporating the SAIEE Transactions) has been publishing peer-reviewed articles in electrical engineering and associated disciplines since 1909. Over the years, the journal has developed from capturing meeting proceedings to advancing the body of knowledge. Available editions of the scholarly journal of the SAIEE are indexed in IEEE Xplore. In Sept. 2021, this inclusion makes the SAIEE's scholarly journal the third oldest on the IEEE Xplore database.
{"title":"IEEE Xplore digital library indexes the Transactions of the SAIEE, 1909 to date","authors":"Saurabh Sinha;Beatrys Lacquet;B.T.J. Maharaj","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The SAIEE Africa Research Journal (incorporating the SAIEE Transactions) has been publishing peer-reviewed articles in electrical engineering and associated disciplines since 1909. Over the years, the journal has developed from capturing meeting proceedings to advancing the body of knowledge. Available editions of the scholarly journal of the SAIEE are indexed in IEEE Xplore. In Sept. 2021, this inclusion makes the SAIEE's scholarly journal the third oldest on the IEEE Xplore database.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"158-159"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580767.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The publication offers a note of thanks and lists its reviewers.
该出版物提供了一份感谢信，并列出了评审人名单。
{"title":"Editors and reviewers","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The publication offers a note of thanks and lists its reviewers.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"156-156"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580765.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68028665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The last decade has seen numerous calls from academicians, government agencies, and policy agents to facilitate change in instructional practices in higher education. The calls have encouraged numerous institutions to organize faculty development programs to build the knowledge and skills among faculty and promote large-scale reforms in STEM instruction. Despite many years of efforts by faculty developers and institutions, traditional teaching methods continue to dominate as the primary mode of STEM instruction. In this study, we explore the role of a Community of Practice (CoP) in achieving sustainable change in instructional practices after the completion of the faculty development program in India. A CoP was formed before the start of a 6-week faculty development program on technology-enhanced learning to encourage and build a sense of community among the participants. Qualitative data was collected during the 6-week program to analyze the different ways in which the CoP supported the participants to achieve the outcomes of the faculty development program. Results from the thematic data analysis revealed that the members of the CoP helped each other through the exchange of ideas, clarification of misconceptions, providing feedback, and exchange of knowledge. It was observed that participants with varied prior teaching experience supported each other as they designed and developed course websites (developing tacit knowledge). After the completion of the 6-week program, the participants continued to meet with other members of the CoP to share the experience of how they adopted technology-enhanced learning in their respective courses. The members of the CoP started to exhibit a commitment to the shared vision of technology-enhanced learning. This led to the transformation of the CoP members from participants of a workshop to change agents themselves as they started to conduct additional training programs for the other faculty in the institution.
{"title":"Faculty development and community of practices: Exploring their interplay to facilitate change in pedagogical practices at HEI's","authors":"Rohit Kandakatla;Anurag Palla","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The last decade has seen numerous calls from academicians, government agencies, and policy agents to facilitate change in instructional practices in higher education. The calls have encouraged numerous institutions to organize faculty development programs to build the knowledge and skills among faculty and promote large-scale reforms in STEM instruction. Despite many years of efforts by faculty developers and institutions, traditional teaching methods continue to dominate as the primary mode of STEM instruction. In this study, we explore the role of a Community of Practice (CoP) in achieving sustainable change in instructional practices after the completion of the faculty development program in India. A CoP was formed before the start of a 6-week faculty development program on technology-enhanced learning to encourage and build a sense of community among the participants. Qualitative data was collected during the 6-week program to analyze the different ways in which the CoP supported the participants to achieve the outcomes of the faculty development program. Results from the thematic data analysis revealed that the members of the CoP helped each other through the exchange of ideas, clarification of misconceptions, providing feedback, and exchange of knowledge. It was observed that participants with varied prior teaching experience supported each other as they designed and developed course websites (developing tacit knowledge). After the completion of the 6-week program, the participants continued to meet with other members of the CoP to share the experience of how they adopted technology-enhanced learning in their respective courses. The members of the CoP started to exhibit a commitment to the shared vision of technology-enhanced learning. This led to the transformation of the CoP members from participants of a workshop to change agents themselves as they started to conduct additional training programs for the other faculty in the institution.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"207-215"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580774.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68025453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Back cover]","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"Advertisement.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"c4-c4"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580777.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paula O. V. Henry;Marvette A. Hall;Dianne A. Plummer
The need for more engineers in Jamaica has increased in recent times. Recognizing that females are underrepresented in science, technology, engineering, and mathematics (STEM), more efforts are being made to encourage females to pursue careers in STEM. Although engineering continues to be male dominated, there are a few engineering disciplines with relatively high female participation. Chemical engineering (ChE) is one of these engineering disciplines. In this study, gender differences in enrollment and persistence in ChE, the quality of degree obtained on completion and the job placement of female graduates were investigated. A survey was used to obtain qualitative information on factors that influence females to study ChE, and their gender-related experiences as students and STEM employees. The main findings revealed that females represented 41% of ChE intake, had higher rates of degree completion, were motivated by male role models to pursue engineering, and few females experienced some forms of gender-based discrimination in STEM employment. Based on the study, strategies were suggested to improve the number of females in STEM and to address the issues of gender bias in STEM employment.
{"title":"Exploring female enrollment and outcomes in chemical engineering and their experiences in pursuit of a career in STEM","authors":"Paula O. V. Henry;Marvette A. Hall;Dianne A. Plummer","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The need for more engineers in Jamaica has increased in recent times. Recognizing that females are underrepresented in science, technology, engineering, and mathematics (STEM), more efforts are being made to encourage females to pursue careers in STEM. Although engineering continues to be male dominated, there are a few engineering disciplines with relatively high female participation. Chemical engineering (ChE) is one of these engineering disciplines. In this study, gender differences in enrollment and persistence in ChE, the quality of degree obtained on completion and the job placement of female graduates were investigated. A survey was used to obtain qualitative information on factors that influence females to study ChE, and their gender-related experiences as students and STEM employees. The main findings revealed that females represented 41% of ChE intake, had higher rates of degree completion, were motivated by male role models to pursue engineering, and few females experienced some forms of gender-based discrimination in STEM employment. Based on the study, strategies were suggested to improve the number of females in STEM and to address the issues of gender bias in STEM employment.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"198-206"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580773.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industry 4.0 (I4.0) transformations in manufacturing industries impact technology, systems, and processes and extend to employees' competency requirements and, consequently, the preparation of graduates who will be ready to practice engineering with professional-level technical know-how and non-technical skills in I4.0. An I4.0 Competency Maturity Model (I4.0CMM) could be used as a tool to assess and guide the development of I4.0 and future skills requirements. This study applied the Delphi technique to evaluate the I4.0CMM's validity and utility, and the improvement thereof, using experts' opinions in two successive rounds. Purposeful sampling was employed to enroll 35 participants. Nineteen experts participated in round one survey, out of which 17 experts participate in round two of the survey. The study used a central tendency statistical tool (the mean) to evaluate expert consensus (mean score > 75%) and used means graphs to present the data. The study results demonstrated the sufficiency and relevance of an I4.0CMM to both academic and industry practitioners. The I4.0CMM could provide a comprehensive competency assessment framework that guides the development of graduate attributes that align with the I4.0 competency requirements in the industry.
{"title":"Development of an industry 4.0 competency maturity model","authors":"Whisper Maisiri;Liezl van Dyk;Rojanette Coetzee","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"Industry 4.0 (I4.0) transformations in manufacturing industries impact technology, systems, and processes and extend to employees' competency requirements and, consequently, the preparation of graduates who will be ready to practice engineering with professional-level technical know-how and non-technical skills in I4.0. An I4.0 Competency Maturity Model (I4.0CMM) could be used as a tool to assess and guide the development of I4.0 and future skills requirements. This study applied the Delphi technique to evaluate the I4.0CMM's validity and utility, and the improvement thereof, using experts' opinions in two successive rounds. Purposeful sampling was employed to enroll 35 participants. Nineteen experts participated in round one survey, out of which 17 experts participate in round two of the survey. The study used a central tendency statistical tool (the mean) to evaluate expert consensus (mean score > 75%) and used means graphs to present the data. The study results demonstrated the sufficiency and relevance of an I4.0CMM to both academic and industry practitioners. The I4.0CMM could provide a comprehensive competency assessment framework that guides the development of graduate attributes that align with the I4.0 competency requirements in the industry.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"189-197"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580772.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：