Aspiring to become an engineer in Hong Kong: effects of engineering education and demographic background on secondary students’ expectation to become an engineer

Kutnick, Peter; Chan, Rosanna Yuen-Yan; Chan, Cecilia Ka Yuk; Good, David A.; Lee, Betty Pok-Yee; Lai, Vincent S.

doi:10.1080/03043797.2018.1435629

Cited by 64 publications

(12 citation statements)

References 34 publications

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“…If the pipeline is successful, it will provide the personnel required for a region's economic/development needs (Osborne et al, 2003;Silim and Crosse, 2014). Yet, hand-inhand with the pipeline is the concept of 'leakage' (La Force et al, 2016) wherein initial positive attitudes and exposure to STEM school experiences are not represented in the number of students aspiring to a STEM career (Kutnick, Chan, Chan, Good, Lee and Lai, 2018) leaving potential student aspirants to rely on home-based STEM/Science/Engineering capital (ASPIRES, 2013).…”

Section: General Backgroundmentioning

confidence: 99%

Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Kutnick

Lee

Chan

et al. 2020

International Journal of Educational Research

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Section: General Backgroundmentioning

confidence: 99%

Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Kutnick

Lee

Chan

et al. 2020

International Journal of Educational Research

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“…Numerous researchers have cited the importance of demographic and other personal characteristics in making college choices. The list includes students' demographic characteristics (Kutnick et al, 2018) such as gender; socioeconomic characteristics (St. John et al, 2005) such as social class; geographic characteristics (Kern, 2000) such as place of living; academic characteristics (Hicks & Wood, 2016) such as performance in previous examination; and psychographic and behavioral characteristics (Regan & DeWitt, 2015b) such as interest in terms of priority for majors, delivery, information preferences and human influence.…”

Section: Students' Characteristicsmentioning

confidence: 99%

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

Mahajan

Pati²

2021

SSRN Journal

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Background: COVID-19 has impacted Indian engineering institutions (EIs) enormously. It has tightened its knot around EIs that forced their previous half-shut shades completely down to prevent the risk of spreading COVID-19. In such a situation, fetching new enrollments on EI campuses is a difficult and challenging task, as students' behavior and family preferences have changed drastically due to mental stress and emotions attached to them. Historically, during crisis situations, institutions have struggled to return to the normal track. Consequently, it becomes a prerequisite to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic to make it 'normal' for 'new' enrollments.The purpose of this study is to critically examine choice characteristics that affect students' choice for EI and consequently to explore relationships between institutions' characteristics and the suitability of EI during the COVID-19 pandemic across students' characteristics. Quantitative research, conducted through a self-reported survey composed of a closed-ended structured questionnaire, was purposefully incorporated into the students who recently were enrolled in EIs (batch years 2020-2021) belonging to the North Maharashtra region of India. Results:The findings of this study revealed dissimilarities across students' characteristics regarding the suitability of EIs under pandemic conditions. Regression analysis revealed that EI characteristics such as proximity, image and reputation, quality education and curriculum delivery have significantly contributed to suitability under COVID-19. At the micro level, multiple relationships were noted between EI characteristics and the suitability of EI under the pandemic across students' characteristics. Conclusion:Bringing 'normality' to 'new' enrollments totally depends on EI's resilience in meeting the needs of diversity in the COVID-19 pandemic situation, which repositions themselves to govern student-centric strategies instituted for the overall suitability of EI under pandemic conditions. The study has successfully demonstrated how choice characteristics can be executed to regulate the 'suitability' of EI under the COVID-19 pandemic for the inclusion of diversity. It is useful for policy makers and academicians to reposition EIs that fetch diversity during the pandemic. This study is the first to provide insights into the performance of choice characteristics and their relationship with the suitability of EIs under a pandemic and can be a yardstick in administering new enrollments.

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“…With the initiatives of science, technology, engineering and mathematics (STEM) education, both the value for engineering education worldwide and the demand for engineering talent (following economic and social advancements) have increased (Brophy et al, 2008;Chabalengula & Mumba, 2017;Maeng et al, 2017;Puente et al, 2011). The most serious challenge encountered in many countries is developing new approaches to engineering education at the K-12 level that encourage students to consider and pursue engineering careers (Brophy et al, 2008;Kutnick et al, 2018;Silver & Rushton, 2008;Wiebe, Unfried, & Faber, 2018). Various efforts have been made to integrate and improve engineering education in science, such as the publication of education documents (e.g., A Framework for in the US, the China Primary Science Curriculum Standard and The National Curriculum in England) that emphasise the integration of engineering into K-12 education (China Ministry of Education, 2017;NGSS, 2013;NRC, 2012;UK Department of Education, 2013).…”

Section: Introductionmentioning

confidence: 99%

Propensity Score Analysis of the Impacts of Junior Secondary Students’ Participation in Engineering Practices on their Attitudes toward Engineering

Zhan

Sun

Qiang

et al. 2019

EURASIA J MATH SCI T

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The demand for engineering talent is increasing with economic and societal developments. Along with this, nations worldwide are attaching increasing importance to engineering education under international science, technology, engineering and mathematics initiatives. In China, engineering education at university levels is dominant. Corresponding systemic engineering education at the K-12 level has yet to be established. With the aim of determining the status of K-12 engineering education, this study investigates the impacts of students' participation in engineering practice on their attitudes toward engineering. Survey responses from a sample of 2,193 students from junior secondary schools in Shanghai, China, are used. Sample selection bias is mitigated using propensity score methods based on weight hierarchy. The findings indicate the status of student participation in engineering practice and reveal the significant effect of the level of student participation in engineering practice on students' attitudes toward engineering at junior secondary schools in China.

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Aspiring to become an engineer in Hong Kong: effects of engineering education and demographic background on secondary students’ expectation to become an engineer

Abstract: Aspiring to become an engineer in Hong Kong: effects of engineering education and demographic background on secondary students' expectation to become an engineer.

Cited by 64 publications

References 34 publications

Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

Propensity Score Analysis of the Impacts of Junior Secondary Students’ Participation in Engineering Practices on their Attitudes toward Engineering

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