نوع مقاله : مقاله علمی -پژوهشی ( ویژه نامه)
نویسنده
عضو هیات علمی مؤسسه پژوهش و برنامه ریزی آموزش عالی
چکیده
ارزیابی مستمر کیفیت آموزش مهندسی، یکی از ضرورت‌های ارتقای کیفیت نظام آموزش مهندسی است. با وجود تأکیدات ملی و بین‌المللی بر ارزیابی درونی و برونی در آموزش عالی، هنوز استفاده از این رویکرد در نظام آموزش مهندسی ایران متداول نشده است. یکی از دلایل این امر، پیچیدگی و زمان‌بر بودن اجرای این رویکرد است. اما می‌توان رویکردهای جایگزین که سهولت بیشتری برای اجرا دارند، استفاده کرد. از جمله این رویکردها پیمایش مواجهه دانشجویان با زندگی دانشگاهی است. در این رویکرد، به دو سؤال اصلی پاسخ داده می‌شود: (الف) فعالیت‌های دانشجویان در محیط دانشگاهی و به طور کلی محیط‌های یادگیری چیست و کیفیت آنها چگونه است؟ و (ب) نهادهای دانشگاهی برای ارتقای یادگیری دانشجویان، چه اقداماتی انجام می‌دهند؟ در راستای به‌کار بردن رویکرد یادشده، یک طرح تحقیق به روش توصیفی-تحلیلی با هدف ارزیابی مواجهه دانشجویان با زندگی دانشگاهی در دانشکده‌های فنی و مهندسی کشور اجرا شد. جامعه مورد مطالعه، دانشجویان دانشکده‌های فنی و مهندسی وابسته به وزارت علوم، تحقیقات و کشور بود. داده‌های لازم از طریق پرسش‌نامه و انتخاب نمونه از کل نظام آموزش مهندسی کشور گردآوری شد. نتایج نشان داد که سطح مشارکت فعال تحصیلی دانشجویان فنی مهندسی مطلوب نیست. علاوه بر آن، تعامل دانشجویان با هیئت علمی دارای ضعف جدی است و دانشجویان، تجربه خیلی رضایت‌بخشی از آموزش‌های دانشگاهی ندارند. همچنین، سطح یادگیری آنان از مطلوبیت مورد انتظار برخوردار نیست. و بالاخره، دانشجویان بر این باورند که دانشگاه به طور مطلوب دانش و مهارت‌های آنها را برای ورود به بازار کار ارتقا نداده است.
کلیدواژه‌ها
- مواجهه دانشجویان
- زندگی دانشگاهی
- مشارکت فعال تحصیلی
- کیفیت یاددهی- یادگیری
- رویکردهای جایگزین سنجش کیفیت
- آموزش مهندسی
موضوعات
عنوان مقاله [English]
AN ALTERNATIVE APPROACH TO QUALITY ASSESSMENT IN ENGINEERING EDUCATION: STUDENT ENGAGEMENT SURVEY APPROACH
نویسنده [English]
- Reza Maniee
Faculty Member of Institute for Research and Planning in Higher Education
چکیده [English]
Continuous assessment of the quality of engineering education is one of the necessities of improving the quality of the engineering education system. Despite national and international emphasis on internal and external evaluation in higher education, the use of this approach has not yet been a common practice in Iranian engineering education system. One of the reasons for this is the complexity and time-consuming implementation of this approach. But one can use alternative approaches that are easier to implement. Among these approaches is the survey of student engagement at university life. In this approach, two main questions are answered: (a) what are the activities of students in the university environment, and learning environments in general, and what is their quality?; and (b) what measures academic institutions take to enhance student learning? Towards applying the above-mentioned research, a descriptive-analytical research project was carried out with the aim of conducting a survey of student engagement at the engineering colleges of the country. The population under study was the students of engineering colleges affiliated to the Ministry of Science, Research and Technology. The necessary data was collected through a questionnaire administered to a sample selected from the entire engineering education system of the country. The results showed that the level of active academic participation of engineering students is not favorable. In addition, the interaction of students with academic members is rather weak and engineering students do not have a very satisfactory experience of university education. Also, their learning is not at the level that expected. Finally, students believe that the university has not improved their knowledge and skills to the level that they could enter the labor market.
کلیدواژه‌ها [English]
- Student engagement
- teaching-learning quality
- alternative approaches to quality assessment
- engineering education
Atnip, B. R. K. (2015). Assessing the relationship between student and faculty perceptions of student engagement at Central Mountain College (Doctoral dissertation). Retrieved from http://digitalcommons.unl.edu/cehsedaddiss/219/.
Bahadorinejad, M. (2020). Developing engineering and research ethics. Tehran: Yazda Pub. [in Persian].
Bazargan, A. (1997). Quality and its assessment in higher education: A glance at the national and international experiences. Rahyaft Quarterly Journal, 15, 60-71.
Bazargan, A. (2019b). Assessing quality in Iranian higher education: From idea to practice. Tehran, Institute for Cultural and Social Studies. [in Persian].
Bazargan, A. (2019a). Ten innovations in engineering education. Iran Society of Engineering Education Newsletter, (Sept. 2019 issue). Retrieved from: http://www.isee.ir/fa/NewsDetails.aspx? NewsId=5272
Bazargan, A., Farasatkhah, M. (2017).Monitoring and evaluation in higher education. Tehran. Samt. [in Persian].
Bjorkland, S., and N. Fortenberry (2005). Measuring student and faculty engagement in engineering education, CASEE Report 5902001- 2005-0705. Washington, DC: National Academy of Engineering.
Bonous Hammarth, M. 2000. Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 69 (1-2), 92-111.
Burress, M. D., & Peters, J. M. (2015). Collaborative learning in a Japanese language course. SAGE Open, 5(2), 1-14. https://doi.org/10.1177/2158244015581016.
Coates, H. (2005), The value of student engagement for higher education quality assurance, Quality in Higher Education, 11:1, 25-36
Ewell, P. T., & McCormick, A. C. (2020). The National Survey of Student Engagement (NSSE) at Twenty. Assessment Update, 32(2), 1-16. doi:10.1002/au.30204.
Farasatkhah, M., Bazargan, A., Lucas, C. (2007). A study of relationship between quality assurance systems and socio-cultural contexts: A cognitive map with emphasis on Iran ., Journal of Social Sciences, 31, 1-20.
Farasatkhah, M. (2012). Special session on academic values and ethics. Tehran: Kharazmi University.
Farasatkhah, M. (2013). A new vision of the university is coming: the university as a communication space. Paper presented at the 6th Iran Conference on Quality Assessment of University Systems, May, 8, 2013, Tehran, Entrepreneurship Faculty, University of Tehran.
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7-27.
Kanta, K. N. M., & Srivalli, P. (2019). Influence of student engagement and job satisfaction on teaching effectiveness of engineering college faculties. Sumedha Journal of Management, 8(1), 143-154.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. The Journal of School Health, 74, 262-273.https://doi.org/10.1111/j.1746-1561.2004.tb08283.x.
Kuh, G. D. (2007). How to help students achieve. Chronicle of Higher Education, 53 (41), pp. B12-13.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141.
Kuh, G. D., & Ewell, P. T. (2010). The state of learning outcomes assessment in the United States. Higher Education Management and Policy, 22(1), 1-20.
Marra, R.M., Rodgers, K.A., Shen, D. and Bogue, B. (2009), “Women engineering students and self- efficacy: a multi-year, multi-institution study of women engineering student self-efficacy”, Journal of Engineering Education, Vol. 98 No. 1, pp. 27-38, doi: 10.1002/j.2168-9830.2009.tb01003.x.
Maniee, R. (2017). National survey of student engagement in iranian universities (Research Project). Tehran: Institute for Research and Planning in Higher Education.[Unpublished document in Persian].
Maniee, R. (2021). A survey of active engagement of students in engineering education at faculties of Iranian Universities (Research Project). Tehran: Institute for Research and Planning in Higher Education. [Unpublished document in Persian].
Mehralizadeh, Y. (2017). Pathology of internal evaluation of university departments. In Bazargan, A., et al., (2022). A glance at the experiences of quality assessment in Iran’s higher education: Horizons and prospects (pp 37-50). Tehran: Institute for Research and Planning in Higher Education.
Memarian, H. (2011). Global movement for engineering education accreditation. Iran Journal of Engineering Education, 50, 1-31.Available at: https://doi.org/10.22047/ijee.2011.706.
Memarian, H. (2019). Establishment of “ Iran Institute for Accreditation of Engineering Education.” Ten outstanding actions of the last decade to improve engineering education in Iran (2009-2019). [in Persian]. Retrieved from: http://www.ucee.ut.ac.ir/news/92756.
Mestre, J. 2005. Fact and myths about pedagogies of engagement in science learning. Peer Review, 7 (2), 24-27.
Mohamadzadeh, S., Hedjazi, Y., Bazargan, A. (2007). A model for quality assurance system in Iranian higher education: Agriculture and natural resources faculty members’ view point. Quarterly Journal of Research and Planning in Higher Education, 45, 85-107.
Okolie, U. C., Mlanga, S., Oyerinde, D. O., Olaniyi, N. O., & Chucks, M. E. (2021). Collaborative learning and student engagement in practical skills acquisition. Innovations in Education and Teaching International, 59 (6), 669-678.
Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. doi: 10.1016/j.futures.2011.09.005.
Sarmad, Z., Bazargan, A., Hejazi, E. (2016). Research methods in behavioral sciences. Tehran: Agah. [in Persian].
Smith, K.A., S.D. Sheppard, D.W. Johnson, and R.T. Johnson. 2005. Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education. 94 (1), 1-15.
Trowler, V. (2010). Student engagement literature review. York: The Higher Education Academy.
Van Gyn, G., & Wild, P. (2013). Monitoring student engagement in first year engineering. proceedings of the CanadianEngineering Education Association (CEEA). Retrieved from: https://doi.org/10.24908/pceea.v0i0.4886.
Wong, T. K., Parent, A. M., & Konishi, C. (2019). Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation. International Journal of Educational Research, 94, 150-157.
Xerri, M. J., Radford, K., & Shacklock, K. (2018). Student engagement in academic activities: a social support perspective. Higher Education, 75(4), 589-605.
O’Keeffe, Patrick (2013), A sense of belonging: Improving student retention, College Student Journal, 47, 4.
Snijders, Ingrid, L. Wijnia, R. M.J.P. Rikers, S., M.M. Loyens, (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty, International Journal of Educational Research, 100.
)