Why Do Students Choose to Study on Engineering Foundation Year Programmes within the UK?

Autor/in	Wint, Natalie
Titel	Why Do Students Choose to Study on Engineering Foundation Year Programmes within the UK?
Quelle	In: European Journal of Engineering Education, 48 (2023) 1, S.157-179 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wint, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2047895
Schlagwörter	Engineering Education; Career Choice; Undergraduate Students; Foreign Countries; Story Telling; Student Attitudes; Majors (Students); Diversity; Student Characteristics; Technological Advancement; Social Problems; Job Skills; Educational Change; Social Cognition; Self Efficacy; Learning Experience; Student Recruitment; Academic Persistence; Personal Narratives; Assignments; Information Technology; Technological Literacy; Role Models; Family Influence; Extracurricular Activities; Job Satisfaction; United Kingdom + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Ausland; Schülerverhalten; Technological development; Technologische Entwicklung; Social problem; Soziales Problem; Produktive Fertigkeit; Bildungsreform; Soziale Kognition; Self-efficacy; Selbstwirksamkeit; Lernerfahrung; Erlebniserzählung; Assignment; Auftrag; Zuweisung; Informationstechnologie; Technisches Wissen; Identifikationsfigur; Außerunterrichtliche Aktivität; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Großbritannien
Abstract	In recent years there have been calls to increase both the number and diversity of engineering graduates within the UK. In addition to this, technological advancement and the need to solve complex socio-economic problems, have contributed toward a shift in the skills and abilities that practicing engineers require. Such changes have led to an increased focus on attracting students from a variety of backgrounds, who may want to study engineering for an increasing number of reasons. There is thus an interest in the factors which influence students to apply to study engineering. This paper describes the use of digital storytelling to understand the reasons that 82 engineering foundation year students from one UK-based institution, chose to study engineering. The research makes use of social cognitive career theory. The findings demonstrate the complex way in which environmental contextual factors influence self-efficacy, learning experiences, and career expectations. Based on these findings, some suggestions are made for attracting and retaining engineering students. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01