Faculty of Education - Theses

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Subject: Australia × Subject: Engineering × Start date: 1976 ×

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    Influences on engineering education in Australia
    Zorbas, Nicholas ( 1976)
    This thesis is concerned with the identification and examination of the various types of influences on professional engineering education in Australia. It commences with a study of what a professional person in general, and a professional engineer in particular, should be, and describes the functions and characteristics of such a person. This is followed by an examination of curriculum design, and how the curricula of professional courses are controlled by professional societies. The various influences on engineering curricula are then considered in detail in four broad categories, namely historical influences, formal influences, informal influences, and societal influences within each of these categories, various tapes of influences are identified, and their method of application, and relative effectiveness, discussed. Apart from the chapters on terminology and historical influences, which have been researched from existing publications, the content of the thesis is original, and, as far as can be ascertained, is the first attempt to examine the subject of Australian engineering education in a sociological context.
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    Learning styles and success in first year engineering
    Longley, Cherida ( 2000)
    This paper explores some of the problems facing engineering education in Australia today. It postulates that a solution to the decline in academic quality and increasing diversity of students entering Bachelor of Engineering programs may be found in the application of learning theory and changes to the learning environment designed to more adequately accommodate student learning preferences. A survey of first year engineering students at Monash University (Victoria) suggests that there may be a mismatch in several dimensions between student learning preferences and the predominant teaching style. A subsequent pilot study using the 4MAT Learning Type Measure to obtain more detailed student learning profiles, suggests that amongst students with similar tertiary entrance scores, those with mismatched learning preferences may be at greater risk of poor academic performance.