An experiential learning-integrated framework to improve problem-solving skills of engineering graduates

Sangwan, Kuldip Singh; Singh, Rajni

doi:10.1108/heswbl-02-2021-0033

Cited by 7 publications

(10 citation statements)

References 60 publications

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Section: Discussionmentioning

confidence: 99%

“…With pressure on engineering institutes and their curriculum to provide budding engineers with opportunities to develop employment skills and competencies (Sangwan and Singh, 2021;Hasan et al, 2021;Yao and Tuliao, 2019), hackathons can prove to be a good learning option. Education systems and universities can introduce hackathons as a part of the engineering curriculum as engineering educators have acknowledged its benefits.…”

Section: Heswbl 125mentioning

confidence: 99%

“…Several past studies confirm that vital professional skills, such as communication, teamwork and project management, have been neglected in engineering programs (Ellzey et al, 2018;Ramadi et al, 2016;Komssi et al, 2015). The engineering curriculum should provide budding engineers with opportunities to develop communication skills, teamwork, ethics, professionalism, readiness for contemporary knowledge and responsiveness (Hasan et al, 2021;Sangwan and Singh, 2021;Yao and Tuliao, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The engineering curriculum should provide budding engineers with opportunities to develop communication skills, teamwork, ethics, professionalism, readiness for contemporary knowledge and responsiveness (Hasan et al. , 2021; Sangwan and Singh, 2021; Yao and Tuliao, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Hackathons: what do engineering educators think about it?

Mehta

Bist

Shah

2022

HESWBL

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PurposeWith past studies indicating a lack of skill development in engineering education, there is a need for new pedagogical tools that are application and skill-oriented. Hackathons are widely accepted in the corporate world, in the engineering domain for skill development and recruitment but have not gained acceptance in mainstream engineering education. Very few studies have discussed engineering educator views regarding hackathons and their benefits. This paper intends to study engineering educators' perception of the hackathon and its benefits after participating in it. The findings could support hackathons as a pedagogical tool to develop an industry-oriented and skill-based engineering education.Design/methodology/approachA mixed methods design was employed where initially qualitative study was conducted. Its findings were used to conduct survey of 162 engineering educators who had participated in a hackathon. A five point Likert scale was employed for data collection.FindingsThe findings reveal that engineering educators who participated in the hackathon perceived hackathons to support industry-focused learning, problem-solving and new skill development. They also acknowledged its role in their professional development. The further discussion suggests that engineering educators and institutes may collaborate with industry to design and use hackathons as a teaching tool to develop industry-ready graduates.Research limitations/implicationsThe study was not designed to study how different aspects of hackathon lead to different benefits derived from participating in it. There is a need to study hackathons as a tool of pedagogy and assessment, focusing on how variables linked to it facilitate, moderate and hinder the learning and assessment process in participants. More in-depth studies need to be conducted to adopt the hackathon as a pedagogy and assessment tool in higher education.Practical implicationsThe discussion suggests that designing hackathons effectively as a tool for learning and skill development will result in skilled graduates. Engineering educators should adopt hackathons as a pedagogy for their students. Management and policymakers of engineering institutes should consider hackathons as a part of pedagogy for students besides conducting hackathons for educators for their professional development that will be investment in skills helpful at workplace.Originality/valueThe notable contribution of this paper is to document perceptions of engineering educators regarding hackathons and their benefits after participating in a hackathon. The paper proposes that hackathons can be introduced in the engineering curriculum as they would offer educators a novel method of teaching and assessment and support engineering graduates in recruitment and making them industry-ready.

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Section: Discussionmentioning

confidence: 99%

Section: Heswbl 125mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Hackathons: what do engineering educators think about it?

Mehta

Bist

Shah

2022

HESWBL

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“…Problem solving is a complex yet systematic process with criticality to address a dynamic issue and seek multifaceted and open ended solutions (Priemer et al, 2019). Problem-solving skills is not only about process (stages and strategies) but also about problem (nature and context) and solution (types) (Sangwan & Singh, 2021).…”

Section: Skills Of Engineering Graduatesmentioning

confidence: 99%

Experiential learning: integrating learning and experience in shaping the future of the engineers

Sangwan¹,

Singh²,

Sangwan³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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The industry demands skill-equipped engineering graduates who could be efficient enough to adapt to face the challenges of uncertainty posed by a lack of skills and resources. Accreditation boards have identified problem-solving, teamwork, communication, etc. as the workplace required skills. However, industry/employers feel that the engineers seem to lack problem-solving, teamwork, etc. To groom these skills, experiential learning (EL) platform provides hands-on practice. Thus, the study aims to gain insights into the need of experiential learning to integrate learning and experience. The study, qualitative in nature, focuses on the essential skills, specifically problem-solving skills, against the applicability of experiential learning. Experiential learning allows engineering students to get a hands-on approach to practise their acquired skills to understand industrial needs and constraints. In the given context, problem solving helps in knowing what is learnt and what needs to be learnt.

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Engineering undergraduates’ knowledge: insights into skills’ awareness, difference and interdependence

Singh,

Sangwan,

Sangwan

2024

JARHE

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PurposeThis study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills.Design/methodology/approachThe data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire.FindingsExploratory factor analysis results traced three stages of the problem-solving process. However, the results of teamwork characteristics and communication skills validated the literature-based results. An important finding was that all the three skills were correlated. This means that one skill can be used to develop and promote other skills. The paired sample t-test demonstrated that all the three skills were perceived with a difference, which indicates that these skills worked in collaboration without losing their individuality.Research limitations/implicationsThis study supports that there is a need to engage learners in an active and collaborative environment to improve the engineering undergraduates’ knowledge of skills.Originality/valueThe conscious effort to make the engineering undergraduates aware would reduce the gap between the graduating engineers skills currently possessed in academia and the required skills at workplace.

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An experiential learning-integrated framework to improve problem-solving skills of engineering graduates

Cited by 7 publications

References 60 publications

Hackathons: what do engineering educators think about it?

Hackathons: what do engineering educators think about it?

Experiential learning: integrating learning and experience in shaping the future of the engineers

Engineering undergraduates’ knowledge: insights into skills’ awareness, difference and interdependence

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