Work in progress &amp;#x2014; Does the marketing of engineering courses through pedagogical differentiation matter?

Rojter, Josef

doi:10.1109/fie.2011.6142887

Cited by 4 publications

(3 citation statements)

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“…The first second-year cohort was not included in the survey because it was not till 2008 PBL pedagogy was shaped to resemble current the form. Earlier data has been published elsewhere [4]. The first two questions were designed to ascertain whether choosing engineering as a course of study was given a high priority by students in their first preference selection cycle.…”

Section: Resultsmentioning

confidence: 99%

Is changing pedagogy a good bait in attracting students to engineering?

Rojter

2015

2015 IEEE Frontiers in Education Conference (FIE)

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In line with the new policy on pedagogical innovation adopted by Victoria University (VU) Policy in 2005, engineering schools at VU decided to introduce Problem-Based Learning (PBL) into their undergraduate engineering programs. It was hoped that such an action would attract more students to engineering courses at VU with higher equivalent national tertiary entry ranking (ENTER) cut off scores, be more attractive to girls and therefore address the predominating gender imbalance in engineering professions. The introduction of PBL was followed by intense publicity in secondary schools and vocational colleges. The management of both engineering schools at VU decided base their PBL model on one adopted on and used for a number of years at Aalborg University in Denmark. The initial implementation begun in some subjects in 2006 and by 2007 half the subjects in engineering curricula were designated for PBL delivery. Yet, despite the substantial investment in human resources and capital dedicated to the construction of PBL learning studios, there was little to show for the investment. There was a relatively little increase in popularity in attracting greater number of students to engineering at VU , which in terms of attractiveness remaining lowest in the packing order among engineering education providers in Melbourne. The proportion of girls selecting VU engineering as their course of study remained low. Surveys taken since 2008 among second year engineering students were part of a study to determine students' perceptions and motivations for choosing engineering as their course of study, and choosing VU engineering. The study hoped also to explore the effect PBL had on popularity of studying engineering at VU. This is the subject of this paper. The survey results revealed a mixed-bag. There was some good news. Over the seven years, the awareness of PBL at VU amongst final year secondary students has risen. More students indicated that knowledge of PBL would be more likely to attract them to VU engineering than act as a disincentive. It must also be noted that almost half of students were neutrally disposed towards PBL. Despite the liking PBL pedagogy, large proportion of students felt preferred the subject delivery was to be done in more traditional pedagogies. It suggested that students liked constructivist approaches within a more accessible framework. The relative high proportion of students indicating their desire to transfer to another university or course is a concern and needs to be addressed by the curriculum planners.

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Section: Resultsmentioning

confidence: 99%

Is changing pedagogy a good bait in attracting students to engineering?

Rojter

2015

2015 IEEE Frontiers in Education Conference (FIE)

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“…In PBL programs for marketing education, simulation exercises provide experiential learning opportunities where students can apply theoretical knowledge to practical situations. These exercises can take various forms, such as virtual simulations, role-playing games, or computer-based simulations [35,36]. In these environments, students can analyze market data, adjust their strategies based on simulated consumer feedback, and observe the outcomes of their decisions over time.…”

Section: Simulation Exercisesmentioning

confidence: 99%

Enhancing Marketing Education Through Problem-Based Learning: A Comprehensive Review

Rosário,

Dias

2024

Preprint

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The marketing industry is rapidly evolving, necessitating educational programs to adapt and equip graduates with relevant skills and knowledge. This systematic literature review with bibliometric analysis (SLRBA) explores the integration of Problem-Based Learning (PBL) in marketing education. PBL is an instructional strategy that empowers students to solve real-life problems by integrating theory and practice, thus fostering critical thinking and decision-making skills. Our review synthesizes data from 71 sources, highlighting the definition of PBL, strategies to promote its implementation in marketing education, and the benefits and challenges associated with this approach. The findings indicate that PBL enhances student engagement, provides hands-on experience, and prepares students for real-world marketing challenges. Strategies such as using social media, serious games, e-learning, and feedback mechanisms are discussed for their effectiveness in promoting active learning and student participation. Despite its advantages, PBL faces challenges such as resource intensiveness, student resistance, and information integrity issues. This review underscores the importance of PBL in bridging the gap between theoretical knowledge and practical application, ultimately preparing marketing students to meet the demands of the industry. The paper concludes with recommendations for future research and best practices for implementing PBL in marketing education.

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“…Humanization of technical education is often discussed and this issue has taken an important place in the paradigm of modern higher education on the global level [8].…”

Section: Introductionmentioning

confidence: 99%

Cross-cultural analysis of the verbal conflict behavior of the graduate mining engineers

et al. 2017

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Abstract. The article is devoted to the crucial issue of the interpersonal communication skills of engineering graduates and studies the verbal behavior of the graduates majoring in mining engineering in conflict professional communication considered in a cross-cultural aspect. The research is based on the needs that future mining engineers have for conducting successful communication, work in teams and run an effective discourse both verbally and in writing. Verbal communication involves a strategic process by which a speaker defines the language resources for its implementation. By choosing a strategy which should contribute to the goals and objectives of the interaction a speaker makes the process of communication either successful or leading to a communicative failure. The scientific importance of this work is in multidiscipline approach and cross-cultural study of ethnic and cultural influences, gender and other characteristics of the verbal behavior of Russian and American engineering graduates.

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Work in progress — Does the marketing of engineering courses through pedagogical differentiation matter?

Cited by 4 publications

References 0 publications

Is changing pedagogy a good bait in attracting students to engineering?

Is changing pedagogy a good bait in attracting students to engineering?

Enhancing Marketing Education Through Problem-Based Learning: A Comprehensive Review

Cross-cultural analysis of the verbal conflict behavior of the graduate mining engineers

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