The Background, Attitudes and Education of Higher Technicians in Mechanical Engineering

The research arose from observations of high failure rates and poor student motivation on higher technician courses in Mechanical Engineering. In particular it was noted that many of the most able students failed to complete their courses satisfactorily. There were indications that the courses provided were failing to meet the apparent needs of the students and the need of industry for competent technicians. Standardised intelligence and personality tests and a background and motivation questionnaire were administered to a sample of 422 students on the H.N.C. Engineering and H.N.D. Mechanical Engineering courses, and to technician courses in other subjects. It was found that the engineering students as a group possessed a high diagrammatic ability and tended to be extraverted, tough-minded, practical and conservative, but that none of the personality factors measured correlated consistently with performance on the course. However the evidence suggested that certain background and motivational variables were associated with level of performance, and this was confirmed by data provided by a further questionnaire which was constructed with the intention of enabling early identification of students likely to fail their courses. A sample of 2153 students on various engineering courses in 73 engineering departments was used to assess the predictive value of the questionnaire. A survey was undertaken of staff teaching on higher technician courses in Mechanical Engineering, using a sample of 109 teachers in 18 institutions. It was found that the teachers were predominantly middle-aged, with considerable teaching experience but little current contact with industry. Their approach to teaching was largely subject orientated, traditional and authoritarian. A survey of 58 past students indicated that whereas course content was generally regarded as appropriate, there was insufficient interest inherent in the courses. The results suggested that H.N.C. students in particular needed considerable determination and perseverence to cope with the heavy work load. Some criticisms were also made relating to teaching technique and lack of industrial relevance. A small scale experimental study examined some of the merits of less formal teaching methods and consideration was given to the advantages of project work. In summary, the research confirmed the initial observations and suggested that the problems were due to the interaction of a variety of factors including teaching methods, the relationship and relevance of courses to industry and, in particular, the attitudes and motivations of both staff and students. The evidence further suggested that the perceived relevance of and interest in courses could be improved by the use of certain student-centred learning methods, including project work, Some suggestions were advanced regarding future developments in engineering education which might more adequately meet the needs of both students and industry.

Name dc:type.qualificationname

PhD

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

De Montfort University

Year dc:date.issued

1981

Author dc:creator

• Rossiter, Malcolm Edward

Licence

• https://dora.dmu.ac.uk/bitstreams/ce6d928a-a6e3-4c37-9573-b76699c858ab/download