Search

Access to interactive, simulated work environments through virtual reality (VR) has potential in teaching safety in design (SiD) to engineering students with reduced risk, cost and inconvenience. However, there is limited understanding of what students learn from immersive VR interventions, or the outcomes from specific learning activities. This study investigated engineering students' SiD learning in engineering design units at an Australian university. Informed by blended cognitivist-constructivist and situative perspectives, the units embedded static visualisation, dynamic visualisation through VR simulation, and group discussion, within an authentic hazard identification and analysis process. Observational data and student performances were analysed. Students' hazard comprehension differed by type of hazard and by learning activity. Students demonstrated understanding of SiD processes, terminology, and relevance of these to engineering design. We conclude that VR simulation is an effective learning tool, however the combination of learning elements was important to achieve learning outcomes.

Benefits of industry engagement in engineering education for various stakeholders are well known, but there can be significant obstacles to initiating engagement. Using social capital theory, this study investigated how stakeholders initiate industry engagement in engineering education, and the main barriers from the stakeholders' perspectives. Semi-structured interviews were held with 21 professionals involved in the engineering industry (including academics and industry personnel). Inductive analysis showed industry engagement was initiated by all stakeholders, although reasons differed. Relationships between individual academics and their industry contacts were often key. Relying on these relationships was problematic when individuals changed roles or organisations. Relationships were also maintained through ongoing agreements or facilitated through third-party organisations. Key barriers included lack of invitations to industry stakeholders from universities, and unclear benefits to industry stakeholders of long-term engagement. The success of third parties in facilitating engagement may provide a framework for facilitating successful ongoing engagement.

Engineering professionals are expected to conduct their work in an ethical manner. However, students may receive limited instruction on ethics and demonstrate resistance to learning about ethics in practice, contributing to graduates being ill-prepared to face ethical dilemmas in the workplace. This study investigated the nascent learning by engineering students (N = 183) about the relevance of ethics to engineering practice in a two-hour workshop that included recounts of experiences that were of immediate relevance to engineering interns and graduates, through use of videos and a serious game. Thematic analysis of qualitative responses highlighted that students gained understanding of how ethics influences engineering practice in general, and how ethical issues influence the work of engineering professionals. Exposing students to the presence of ethical issues in practice through immediately relevant examples early during their studies is likely to improve the way they approach ethics throughout their studies, and subsequently, the workplace.

The authors present a scientometric procedure comparing engineering education (EE) publication output in different countries. Selected European countries were compared using a snapshot of authors published in EE journals during a two-year period – 895 in all. The entire publication careers of these authors – 39,322 publications – were analysed to determine the breakdown of educational and non-educational publications. Spain and the UK produced the most publications, and we propose explanations based on relevant national policies. France, Germany, and Italy had notably fewer EE publications relative to their general engineering and science research outputs, whereas Portugal, Ireland, and three Nordic countries were the opposite. Countries varied widely in the ratio of educational to non-educational publications. Non-educational publications typically had a greater impact on authors' h-index values. We believe this procedure can longitudinally map and compare EE publication output in and across Europe, providing a valuable resource for policy-makers and researchers in the region. [ABSTRACT FROM AUTHOR]

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students' options for enhancing problem-solving skills.

Benefits of industry engagement in engineering education for various stakeholders are well known, but there can be significant obstacles to initiating engagement. Using social capital theory, this study investigated how stakeholders initiate industry engagement in engineering education, and the main barriers from the stakeholders' perspectives. Semi-structured interviews were held with 21 professionals involved in the engineering industry (including academics and industry personnel). Inductive analysis showed industry engagement was initiated by all stakeholders, although reasons differed. Relationships between individual academics and their industry contacts were often key. Relying on these relationships was problematic when individuals changed roles or organisations. Relationships were also maintained through ongoing agreements or facilitated through third-party organisations. Key barriers included lack of invitations to industry stakeholders from universities, and unclear benefits to industry stakeholders of long-term engagement. The success of third parties in facilitating engagement may provide a framework for facilitating successful ongoing engagement. [ABSTRACT FROM AUTHOR]