PostprintThis is the accepted version of a paper published in European Journal of Engineering Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Forsman, J., Van den Bogaard, M., Linder, C., Fraser, D. (2015) Considering student retention as a complex system: a possible way forward for enhancing student retention.
European Journal of Engineering Education
AbstractThis study uses Multilayer Minimum Spanning Tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first year engineering students at a large well-regarded institution in the EU. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no links that are both persistent and system-wide. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.
This study reports on a reliable and valid instrument that measures engineering students' perceptions of their competency levels. A better understanding of students' needs in engineering curricula will support the development of engineering students' transversal competencies.Background: Prior research has investigated how engineering students perceive competency levels in transversal competencies. However, limitations in the competency definition, psychometric properties, and generalizability were found. Research questions: 1) What is the reliability and validity of the competency level instrument? and 2) what are the transversal competency level perceptions of engineering Bachelor and Master students? Methodology: A questionnaire consisting of 36 transversal competencies was designed based on an existing industry model and administered to 1087 engineering Bachelor and Master students from the University of Technology, The Netherlands. Validity and reliability were tested through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and Cronbach's alpha. Findings: EFA resulted in five scales with reliable Cronbach's alpha values. CFA demonstrated a good model fit for the fivefactor model with 25 items. Students perceived they are most competent in teamwork and lifelong learning competencies and less competent in entrepreneurial competencies.
Objectives: Postgraduate trainee selection is a high-stakes process. While many studies focused on selection methods and psychometrics, little is known about the influence of selectors' personal values and beliefs in the judgment and decision-making process. A better understanding of these factors is vital since selectors determine the future workforce. Methods: We interviewed programme directors (PDs) from 11 specialties in one University Hospital. Thematic analysis was conducted with a combined approach of generic and invivo coding. Results: PDs value excellence, 'fit' and personal characteristics. The content of these values are subject to personal interpretation and differ between PDs. PDs use various 'proxies' as alternative indicators of performance. They consider intuition, teamwork and autonomy important in judgement and decision-making. PDs find selection challenging and feel great accountability towards candidates and society. Conclusions: Selectors criteria of judgement-and decision-making often remain implicit and focus on prior achievements and 'fit' with the current trainee-pool, possibly compromising the workforce's diversity. Implicit 'proxies' and intuitive decision-making may be an unwitting source of judgemental bias. 'Making the implicit explicit', by increasing awareness of personal values and beliefs and structuring the selection interview, may improve the quality of trainee selection.
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