Higher learning institution &amp;#x2014; Industry collaboration: A necessity to improve teaching and learning process

Ramakrishnan, Kalaimagal; Yasin, Norizan Mohd

doi:10.1109/iccse.2011.6028902

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…The measurement variables with the greatest influence on this dimension are students’ exposure to innovative ideas, training program opportunities for students and involving students in construction projects. These results are in line with the empirical studies of Hagan (2004), Bozeman and Gaughan (2007); Lowden et al (2011), Ramakrishnan and Yasin (2011); Ayarkwa et al (2012), Ankrah and Omar (2015) and Hussin (2018). These studies highlight the roles of exposing students to the rigors of the industry which can be obtained through work experience.…”

Section: Conclusion and Recommendationssupporting

confidence: 87%

Structural determinants of graduate employability: impact of university and industry collaborations

Aliu

Aigbavboa

2020

JEDT

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Purpose The purpose of this paper is to examine the impacts of university and construction industry collaborations (UIC) activities in developing the employability of built environment graduates. Design/methodology/approach This study adopted a quantitative approach wherein data was obtained from professionals across academia, construction industry and government establishment within the South African built environment. A total of 204 questionnaires were administered to these professionals to provide information regarding the subject matter under question. Structural equation modeling (SEM) was adopted to examine possible relationships among identified factors that were obtained from a review of extant literature. SEM was performed using analysis of moment structures (AMOS Graphics, version 26) in testing the model and a best-fit was achieved after various model selections and validation tests were conducted. Findings The final model revealed that graduate employability can be improved through UIC as effective university-industry linkages provide students with mentoring opportunities and exposure to relevant training which improves their job market prospects and ultimately increases their professional relevance in the long run. Practical implications To continuously enhance the employability of students before graduation, universities are required to foster collaborations with the industry as such linkages are critical to the development of the future custodians of the construction industry. Originality/value There have been several generalized statements as to which of the UIC activities contribute to graduate employability. Therefore, through the use of SEM using AMOS, it was possible to state precisely the UIC constructs that are statistically significant and contribute to graduate employability.

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Section: Conclusion and Recommendationssupporting

confidence: 87%

Structural determinants of graduate employability: impact of university and industry collaborations

Aliu

Aigbavboa

2020

JEDT

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“…Teaching and learning practices have also been identified as an important area of work and research focus in engineering education communities. National organizations, committees (e.g., [3], [4]), scholars (e.g., [5]), and industry stakeholders (e.g., [6], [7]) are calling for improved teaching quality in engineering. Leaders in the field set goals for teaching, learning, and pedagogy.…”

Section: Wallwey Et Almentioning

confidence: 99%

Considering the Development and Evaluation of Engineers as Teachers

Wallwey,

Singer,

Hall

et al. 2024

Int. J. Eng. Ped.

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Engineering faculty are required to teach but are rarely trained in evidence-based practices in teaching and learning. While many faculty often mirror how they were taught and slowly develop their curriculum and skills over time, the methods for their development cannot keep pace with the rapidly changing landscape of engineering classrooms. This includes changes in students’ needs, pedagogical advances, and the technology accessible to students. In response to the need for training, development, and continuous improvement of engineering faculty’s teaching beyond the limited feedback that student and peer evaluations provide, our department piloted a program offering 18 different options for teaching development activities. Faculty could choose from these options to enhance their teaching practices. Three focus groups were conducted with a total of 12 faculty participants to iterate and improve upon the piloted program. Qualitative analysis of these focus groups, involving multiple phases of coding and general theming of the focus group transcript data, revealed more than just the faculty’s impressions of the piloted program. Our analysis revealed that two value systems exist when it comes to teaching and teaching development: what is valued personally by a faculty member and what is valued systemically by the department, college, university, or field they work within. The identification of these two distinct value systems revealed that misalignments exist between them. What faculty personally value about their teaching and teaching development might not be valued by the systems in place, and vice versa. We present examples of how faculty discuss these two value systems and explore the implications of conflicting value systems, as well as opportunities for departments to enhance alignment between these value systems to boost faculty motivation for regular engagement with teaching development practices.

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Higher learning institution — Industry collaboration: A necessity to improve teaching and learning process

Cited by 2 publications

References 6 publications

Structural determinants of graduate employability: impact of university and industry collaborations

Structural determinants of graduate employability: impact of university and industry collaborations

Considering the Development and Evaluation of Engineers as Teachers

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