The Dimensions and Components of Engineering Education: An Analysis Based on International Consortiums

Document Type : Original Article

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Abstract

The aim of this paper is to determine the dimensions and components of engineering education based on content analysis of global models. The society in this research includes the derived models of three international consortiums and agreements. The instruments for data collection were checklist and researcher-made forms and for data analysis the open coding and axial coding were used. Based on the content analysis of studied models, seven dimensions including twenty-seven components were identified for engineering education. The models studied mainly emphasize the philosophy and objectives of engineering education, the instructional space and facilities, assessment and evaluation, curriculum, faculty members, students and the teaching–learning process, respectively. The outstanding points of the studied models were: specific and accurate educational objectives; the focus of engineering education on science and practice; integrated curricula and learning activities; design-implement experiences in the curricula; equipped instructional space suitable for experiential and practical learning; focus on society’s and industry’s needs; competence of faculty members, student admission and counseling services; and continuous improvement of engineering programs.

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References

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