Curriculum Nativeness -- Measures and Impacts on the Performance of Engineering Students

Autor/inn/en	Hallberg, Peter; Ölvander, Johan
Titel	Curriculum Nativeness -- Measures and Impacts on the Performance of Engineering Students
Quelle	In: European Journal of Engineering Education, 47 (2022) 2, S.274-298 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hallberg, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1844639
Schlagwörter	Engineering Education; Course Content; Educational Change; Higher Education; Curriculum Development; Correlation; Undergraduate Students; Student Evaluation; Academic Achievement; Learning Processes; Grade Point Average; Dropouts; Self Concept; Interdisciplinary Approach; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Kursprogramm; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korrelation; Schulnote; Studentische Bewertung; Schulleistung; Learning process; Lernprozess; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Selbstkonzept; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Schweden
Abstract	In times of rapid transformation of society in general and domains of technology in particular, questions are raised on how to effectively organise higher engineering education. As a response, this study examines the curriculum composition of eleven engineering programs to investigate curriculum nativeness, a novel approach for assessing curriculum characteristics. In addition to forming the construct nativeness, this study establishes a way to measure curriculum nativeness by determining the number of credits originating from what is characterised as native courses. Native refers to the way curriculum content reflects the main subject classification, connecting the content of the profession with the content of the program curriculum. This measure is used in correlation analyses and other dependency studies to assess performance of the students during their first year, including total grade point and attrition. The measure of curriculum nativeness is also used to compare programs. The results indicate that the level of native content in a curriculum influences student performance comparable to that of other learning types that are known to promote student achievement. In addition, this study indicates that native content credits are more frequently earned than non-native credits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01