Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23113
A. Gupta, S. Sawhney
Abstract: The Indian Higher Education (IHE) system has been critiqued consistently over quality concerns, resulting in several corrective measures being initiated by the policy makers, regulators, and the institutions. Consequently, progress has been observed in terms of improved outcomes on some parameters. One emergent trend in the IHE is increased focus on quantitative data by the accreditation and ranking agencies. This has spurred the sector into a competitive overdrive with institutions vying for rankings and awards. This has also resulted in malpractices, systemic erosion, and gamification of the system with long term repercussions. This paper argues against adopting purely quantitative measures for institutional assessment, suggesting measures which are holistic, broad-based, and better serve the needs of a country as diverse as India. Keywords: Indian Higher Education; Research and Development; Gamification
{"title":"The Gamification of Indian Higher Education: Trends, Pitfalls and Ideas for Future","authors":"A. Gupta, S. Sawhney","doi":"10.16920/jeet/2023/v36i4/23113","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23113","url":null,"abstract":"Abstract: The Indian Higher Education (IHE) system has been critiqued consistently over quality concerns, resulting in several corrective measures being initiated by the policy makers, regulators, and the institutions. Consequently, progress has been observed in terms of improved outcomes on some parameters. One emergent trend in the IHE is increased focus on quantitative data by the accreditation and ranking agencies. This has spurred the sector into a competitive overdrive with institutions vying for rankings and awards. This has also resulted in malpractices, systemic erosion, and gamification of the system with long term repercussions. This paper argues against adopting purely quantitative measures for institutional assessment, suggesting measures which are holistic, broad-based, and better serve the needs of a country as diverse as India. Keywords: Indian Higher Education; Research and Development; Gamification","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82057474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23136
Anowar Hussain Mondal, R. Maity
Abstract :Advancements in technologies are helping the education system to improve and explore a new dimension of learning. Learning beyond class hours is an important issue. Traditional textbooks and learning materials (online as well as offline) may help to overcome this challenge for theory-based papers. On contrary, experimenting in a lab beyond the class hour is challenging, more specifically in schools. The effect of the COVID pandemic also forced the researchers to explore new ways of learning, particularly in lab work. In this work, an interactive virtual Lab was developed for school students. They can virtually perform Ohm's Law experiments using a mobile phone or computer. The proposed lab was designed using Unity Engine with C#. In order to check the acceptance of the proposed applications, we conducted a usability evaluation. It was observed that students learned more effectively using our proposed application. Keywords : Simulation, 3D Model, Virtual Reality, Usability Testing.
{"title":"Exploring the Effects of Game-based Learning","authors":"Anowar Hussain Mondal, R. Maity","doi":"10.16920/jeet/2023/v37i1/23136","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23136","url":null,"abstract":"Abstract :Advancements in technologies are helping the education system to improve and explore a new dimension of learning. Learning beyond class hours is an important issue. Traditional textbooks and learning materials (online as well as offline) may help to overcome this challenge for theory-based papers. On contrary, experimenting in a lab beyond the class hour is challenging, more specifically in schools. The effect of the COVID pandemic also forced the researchers to explore new ways of learning, particularly in lab work. In this work, an interactive virtual Lab was developed for school students. They can virtually perform Ohm's Law experiments using a mobile phone or computer. The proposed lab was designed using Unity Engine with C#. In order to check the acceptance of the proposed applications, we conducted a usability evaluation. It was observed that students learned more effectively using our proposed application. Keywords : Simulation, 3D Model, Virtual Reality, Usability Testing.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90657197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23112
W. Widarto, M. Nurtanto, Arif Bintoro Johan, Aci Primartadi, F. D. Isnantyo
Abstract: Employability Skills (ES) are a key component of prospective workers to be accepted to work in industry, especially manufacturing. However, the Employability Skills in Vocational Education Diploma (ES-VED) implementation has not been identified, and no standard pattern is in line with the manufacturing industry. The purpose of the study is to explore the perceptions of the lecturers of the student internship program coordinator at VED regarding the understanding, implementation, and strategies of employability skills. Data were collected through semi-structured interviews with five VED lecturers: Yogyakarta State University, Surakarta State University, Industrial Mechanical Engineering Academy in Solo, Semarang Polytechnic, and Subang Polytechnic. Data analysis used qualitative thematic data. The study findings reveal that employability skills are identified as software, career skills, and added value. Furthermore, employability skills consist of six components, Including Teamwork Skills (TWS), Problem-Solving Skills (PSS), Planning and Organizing Skills (POS), Management Skills and Occupational Health and Safety (MS-OHS), Initiative Skills (IEs), and Communication Skills (CnS). A strong relationship based on the Pearson CorrelationCoefficient (PCC) is Planning and Organizing Skills to Management Skills and Occupational Health and Safety of 0.852. Strengthening employability skills to the challenges of industry 4.0 is carried out through equalizing industry-based curricula, digitizing technology, developing human resources, and digitizing learning management. Keywords: employability skills, manufacturing industry, soft skills, vocational education diploma
{"title":"Lecturer Perceptions of Employability Skills: Case Study in Vocational Education Diploma (VED)","authors":"W. Widarto, M. Nurtanto, Arif Bintoro Johan, Aci Primartadi, F. D. Isnantyo","doi":"10.16920/jeet/2023/v36i4/23112","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23112","url":null,"abstract":"Abstract: Employability Skills (ES) are a key component of prospective workers to be accepted to work in industry, especially manufacturing. However, the Employability Skills in Vocational Education Diploma (ES-VED) implementation has not been identified, and no standard pattern is in line with the manufacturing industry. The purpose of the study is to explore the perceptions of the lecturers of the student internship program coordinator at VED regarding the understanding, implementation, and strategies of employability skills. Data were collected through semi-structured interviews with five VED lecturers: Yogyakarta State University, Surakarta State University, Industrial Mechanical Engineering Academy in Solo, Semarang Polytechnic, and Subang Polytechnic. Data analysis used qualitative thematic data. The study findings reveal that employability skills are identified as software, career skills, and added value. Furthermore, employability skills consist of six components, Including Teamwork Skills (TWS), Problem-Solving Skills (PSS), Planning and Organizing Skills (POS), Management Skills and Occupational Health and Safety (MS-OHS), Initiative Skills (IEs), and Communication Skills (CnS). A strong relationship based on the Pearson CorrelationCoefficient (PCC) is Planning and Organizing Skills to Management Skills and Occupational Health and Safety of 0.852. Strengthening employability skills to the challenges of industry 4.0 is carried out through equalizing industry-based curricula, digitizing technology, developing human resources, and digitizing learning management. Keywords: employability skills, manufacturing industry, soft skills, vocational education diploma","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87724494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23144
Abdullah H. Alsabhan
Abstract :Engineering education require timely changes in curriculum in order to keep its relevance with technology upgradation. The outcome-based education (OBE) has become a preferred vehicle of education reform through curriculum upgradation. In the College of Engineering King Saud University three reform regimes have been undertaken. Plan A was from 1990-2002, Plan B was from 2003-2007 and Plan C from 2008-2018. Curriculum plans B and C were considered ABET accreditation requirements in their constitutes. The consistent increase in number of students earning GPA from 4.5 to 5 was 2%, 7% and 33% during Plan A, B and C. The increase in mean average GPA of plan B registered 10% increase in comparison of plan A bench mark. However, the mean average GPA of plan C registered significant increase of 34%. The percentages of honordegree holders in each successive curriculum plan A, B and C exhibited increase of 0.9%, 2.1% and 16% respectively. The average number of years taken by the students to complete the graduate program decreased from 6 years to 5.5 years and to 5 years under plan A, B and C respectively. All above parameters exhibited fulfilment of OBE criteria and justifies the modifications in plans of curriculum. Keywords : Curriculum; OBE; ABET; Assessment
{"title":"Complementary Effect of Curricula Modifications, OBE and Students' Performance in College of Engineering, King Saud University – Case Study","authors":"Abdullah H. Alsabhan","doi":"10.16920/jeet/2023/v37i1/23144","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23144","url":null,"abstract":"Abstract :Engineering education require timely changes in curriculum in order to keep its relevance with technology upgradation. The outcome-based education (OBE) has become a preferred vehicle of education reform through curriculum upgradation. In the College of Engineering King Saud University three reform regimes have been undertaken. Plan A was from 1990-2002, Plan B was from 2003-2007 and Plan C from 2008-2018. Curriculum plans B and C were considered ABET accreditation requirements in their constitutes. The consistent increase in number of students earning GPA from 4.5 to 5 was 2%, 7% and 33% during Plan A, B and C. The increase in mean average GPA of plan B registered 10% increase in comparison of plan A bench mark. However, the mean average GPA of plan C registered significant increase of 34%. The percentages of honordegree holders in each successive curriculum plan A, B and C exhibited increase of 0.9%, 2.1% and 16% respectively. The average number of years taken by the students to complete the graduate program decreased from 6 years to 5.5 years and to 5 years under plan A, B and C respectively. All above parameters exhibited fulfilment of OBE criteria and justifies the modifications in plans of curriculum. Keywords : Curriculum; OBE; ABET; Assessment","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80919125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23123
Wegig Pratama Pratama, P. ., Waris Wibowo, Ningrum Astriawati, Heni Dwi Iryanti, Estrella T. Arroyo
Abstract : This paper reports on a study conducted to examine the development of cadets’ soft skills by implementing project-based learning in Moodle LMS during the COVID-19 pandemic. This study was classroom action research following the Kemmis & McTaggart’s model. It was conducted in three cycles, each consisting of plan, action, observation, and reflection. The participants of this study were the cadets from four different study programs at Sekolah Tinggi Maritim Yogyakarta currently enrolled in online classes. The data were collected through observations and focused-group discussions. The results showed that the implementation of projectbased learning in Moodle LMS contributed effectively to the development of the cadets’ soft skills including responsibility, discipline, creativity, and problem-solving. After implementing the projectbased learning for about 16 week-meetings, the researchers recorded the gradual improvement in the soft skills performed by the cadets as follows: 39.42%(low) in Pre-cycle, 52.71% (average) in Cycle I, 69.91% (high) in Cycle II, and 83.71% (very high) in Cycle III. The aforementioned skills were perceived as key fundamental skills required by the cadets to perform their jobs successfully in the 21st century workplace, particularly in the maritime industry. Keywords : Soft skill, project-based learning, Moodle LMS
摘要/ Abstract摘要:本文报道了在新冠肺炎疫情期间，在Moodle LMS中实施基于项目的学习对学员软技能发展的影响。本研究是遵循Kemmis & McTaggart模式的课堂行动研究。它分三个周期进行，每个周期由计划、行动、观察和反思组成。本研究的参与者是来自日惹Sekolah Tinggi Maritim日惹的四个不同学习项目的学员，他们目前正在参加在线课程。数据是通过观察和焦点小组讨论收集的。结果表明，在Moodle LMS中实施基于项目的学习，有效地促进了学员责任心、纪律性、创造力和解决问题能力等软技能的培养。在实施了大约16周的项目学习会议后，研究人员记录了学员软技能的逐步改善情况:预周期为39.42%(低)，第一周期为52.71%(一般)，第二周期为69.91%(高)，第三周期为83.71%(非常高)。上述技能被认为是学员在21世纪工作场所成功完成工作所需的关键基本技能，特别是在海事行业。关键词:软技能，基于项目的学习，Moodle LMS
{"title":"Developing Cadets' Soft Skills through Project-Based Learning in Moodle LMS","authors":"Wegig Pratama Pratama, P. ., Waris Wibowo, Ningrum Astriawati, Heni Dwi Iryanti, Estrella T. Arroyo","doi":"10.16920/jeet/2023/v36i4/23123","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23123","url":null,"abstract":"Abstract : This paper reports on a study conducted to examine the development of cadets’ soft skills by implementing project-based learning in Moodle LMS during the COVID-19 pandemic. This study was classroom action research following the Kemmis & McTaggart’s model. It was conducted in three cycles, each consisting of plan, action, observation, and reflection. The participants of this study were the cadets from four different study programs at Sekolah Tinggi Maritim Yogyakarta currently enrolled in online classes. The data were collected through observations and focused-group discussions. The results showed that the implementation of projectbased learning in Moodle LMS contributed effectively to the development of the cadets’ soft skills including responsibility, discipline, creativity, and problem-solving. After implementing the projectbased learning for about 16 week-meetings, the researchers recorded the gradual improvement in the soft skills performed by the cadets as follows: 39.42%(low) in Pre-cycle, 52.71% (average) in Cycle I, 69.91% (high) in Cycle II, and 83.71% (very high) in Cycle III. The aforementioned skills were perceived as key fundamental skills required by the cadets to perform their jobs successfully in the 21st century workplace, particularly in the maritime industry. Keywords : Soft skill, project-based learning, Moodle LMS","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77130150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23111
Ajay Verma, Manish Jain, Vinod Bhatt
Abstract : This paper offers a picture of disability based on census 2011, India. As per Census 2011 India, We examine the impact of demographic factors on attitudes towards students with disabilities versus non-disabled students in government and private Technical and non-technical educational institutions in India. Andrew Fisher's formula is used to determine the sample size for our investigation. Hypothesis testing has been done by using a t-test and chi-square test for comparison between the variables. Descriptive statistics are used to represent the graphical representation of the data set. This study will be helpful to know the mind-set of disabled v/s no- disabled students. At the end of the study, results were discussed with the help of graphs and tables by using Statistical Package for the Social Sciences (SPSS) and Microsoft excel. Keywords: Disability, Behaviour, Demographic data, Educational level.
{"title":"Analysis of Factors Affecting Life Goals and Opportunities of Students with or without Disabilities: A Comparative study","authors":"Ajay Verma, Manish Jain, Vinod Bhatt","doi":"10.16920/jeet/2023/v36i4/23111","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23111","url":null,"abstract":"Abstract : This paper offers a picture of disability based on census 2011, India. As per Census 2011 India, We examine the impact of demographic factors on attitudes towards students with disabilities versus non-disabled students in government and private Technical and non-technical educational institutions in India. Andrew Fisher's formula is used to determine the sample size for our investigation. Hypothesis testing has been done by using a t-test and chi-square test for comparison between the variables. Descriptive statistics are used to represent the graphical representation of the data set. This study will be helpful to know the mind-set of disabled v/s no- disabled students. At the end of the study, results were discussed with the help of graphs and tables by using Statistical Package for the Social Sciences (SPSS) and Microsoft excel. Keywords: Disability, Behaviour, Demographic data, Educational level.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81574787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23116
Yu-Sheng Lin, Yu-Hsuan Lin
Abstract :Team-based learning (TBL) has been increasingly applied in engineering and science education over the past decade. This study explores a particular TBL approach used in a mechanical engineering module for second-year undergraduates in Taiwan. The results of a survey on these students’ learner autonomy (LA), perceptions of TBL, engagement with TBL, self-reported contributions and concerns about TBL activities were analyzed along with their academic performance. The results suggested that LA played a crucial role in TBL, especially contribution to group work, and that classroom implementations should therefore make it a priority to boost LA. In addition, positive reciprocity was found to be operating during group work. Group differences were found in issues the students expressed concern about. Students who cared about fairness had higher LA and were more likely to contribute to team tasks whilst some students could have been less engaged in group activities due to poororganizational structure. Several challenges were also observed in this study. They included passive learners, classroom-management problems, free-riding, and limited resources. Based on our findings, we recommend that engineering instructors encourage student-teacher communication by using bonus-point incentives, student experts, peer evaluation and group competitions. Keywords : Learner autonomy, mechanical engineering education, Taiwan, Team-based learning.
{"title":"Learner Autonomy in Team-based Learning: A Case Study of Mechanical Engineering Education","authors":"Yu-Sheng Lin, Yu-Hsuan Lin","doi":"10.16920/jeet/2023/v36i4/23116","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23116","url":null,"abstract":"Abstract :Team-based learning (TBL) has been increasingly applied in engineering and science education over the past decade. This study explores a particular TBL approach used in a mechanical engineering module for second-year undergraduates in Taiwan. The results of a survey on these students’ learner autonomy (LA), perceptions of TBL, engagement with TBL, self-reported contributions and concerns about TBL activities were analyzed along with their academic performance. The results suggested that LA played a crucial role in TBL, especially contribution to group work, and that classroom implementations should therefore make it a priority to boost LA. In addition, positive reciprocity was found to be operating during group work. Group differences were found in issues the students expressed concern about. Students who cared about fairness had higher LA and were more likely to contribute to team tasks whilst some students could have been less engaged in group activities due to poororganizational structure. Several challenges were also observed in this study. They included passive learners, classroom-management problems, free-riding, and limited resources. Based on our findings, we recommend that engineering instructors encourage student-teacher communication by using bonus-point incentives, student experts, peer evaluation and group competitions. Keywords : Learner autonomy, mechanical engineering education, Taiwan, Team-based learning.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90525896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23118
Rajamurugu N, Elangovan S, Sundararaj M
Abstract : In a laboratory environment a c o m p r e h e n s i v e d i s c u s s i o n a b o u t t h e j e t characteristics where students can visualize the characteristics, pattern of the jet flow. A project-based learning approach is adopted to make students understanding better about the jet phenomenon. A novel experiment set up is established. Hydraulic analogy concept is adapted in the experimental procedures. A detailed time chart and critical examination of results are presented in this paper. The method of evaluation is presented with results. The discussed learning methodology seems to be very e ff e c t i v e a n d s i g n i f i c a n t l y i n c r e a s e s t h e understanding level. Keywords: Jets, Project Based Learning, Higher Level Competency, Project Study
{"title":"A Innovative Simple Lab Facility to Teach High Speed Jet Characteristics to Aerospace Engineering Students","authors":"Rajamurugu N, Elangovan S, Sundararaj M","doi":"10.16920/jeet/2023/v36i4/23118","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23118","url":null,"abstract":"Abstract : In a laboratory environment a c o m p r e h e n s i v e d i s c u s s i o n a b o u t t h e j e t characteristics where students can visualize the characteristics, pattern of the jet flow. A project-based learning approach is adopted to make students understanding better about the jet phenomenon. A novel experiment set up is established. Hydraulic analogy concept is adapted in the experimental procedures. A detailed time chart and critical examination of results are presented in this paper. The method of evaluation is presented with results. The discussed learning methodology seems to be very e ff e c t i v e a n d s i g n i f i c a n t l y i n c r e a s e s t h e understanding level. Keywords: Jets, Project Based Learning, Higher Level Competency, Project Study","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"172 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77343313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23138
Urvashi Kaushal, Kiran Vaghela
Abstract: Employability skills are the capabilities and qualities employers look for in candidates while assessing them for employment. In case of engineers, employers demand generic and technical skills from engineers ready to join industries. This paper aims to explore the perception of Indian employers on the issue of the employability skills of engineers. Specifically, it aims to determine whether the skill requirement of engineers will change or remain the same in the post-COVID 19 era. This study used the interview method of qualitative analysis in which 16 interviews of human resource managers of different multinational companies were conducted. The findings reveal a sudden and significant paradigm shift in the required set of employability skills for engineering professionals. Digital skills have dominated over other technical and generic skills in the list of employability skills that recruiters demand. The findings can be used to spread awareness among engineering graduates about the changing demands of the workplace. Secondly, higher education institutions can rethink and revise their curriculum to develop digital skills. Lastly, the use of in-depth interview method can help future researchers to develop questionnaires from the extensive data and replicate the research questions to understand the change in demand of employers. Keywords : Digital skills; Employer’s demand; Engineers, Employability skills; Post-COVID-19
{"title":"Change in the Demand for Employability Skills of Engineers: An Indian Study","authors":"Urvashi Kaushal, Kiran Vaghela","doi":"10.16920/jeet/2023/v37i1/23138","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23138","url":null,"abstract":"Abstract: Employability skills are the capabilities and qualities employers look for in candidates while assessing them for employment. In case of engineers, employers demand generic and technical skills from engineers ready to join industries. This paper aims to explore the perception of Indian employers on the issue of the employability skills of engineers. Specifically, it aims to determine whether the skill requirement of engineers will change or remain the same in the post-COVID 19 era. This study used the interview method of qualitative analysis in which 16 interviews of human resource managers of different multinational companies were conducted. The findings reveal a sudden and significant paradigm shift in the required set of employability skills for engineering professionals. Digital skills have dominated over other technical and generic skills in the list of employability skills that recruiters demand. The findings can be used to spread awareness among engineering graduates about the changing demands of the workplace. Secondly, higher education institutions can rethink and revise their curriculum to develop digital skills. Lastly, the use of in-depth interview method can help future researchers to develop questionnaires from the extensive data and replicate the research questions to understand the change in demand of employers. Keywords : Digital skills; Employer’s demand; Engineers, Employability skills; Post-COVID-19","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81700925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23130
Rashpinder Kaur, A. Mantri, P. Nagabhushan, Gurjinder Singh
Abstract: The engineering schools usually target problem-solving skills in students instead of conceptual development, which is an essential skill for transformation from novice to professional engineer as per the program objective. Improving a student's conceptual knowledge can help students understand a problem better and develop a better solution. Conceptual understanding also assists students in identifying gaps in their problem-solving techniques. This paper attempts to administer a Signal and System Concept Inventory (SSCI) to test the conceptual knowledge of core concepts of signals and systems course and then identify the correlation of post-test scores with the student's performance in the end-term exam. The result shows that the students who scored above 80% in concept inventory also performed outstanding in the end-term examination. The result also indicates that most of the students able solve questions on background mathematics and polezero plots but struggled with convolution and Fourier analysis. Keywords: concept inventory, conceptual understanding, assessment, engineering education
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