Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education

Pantzos, Panagiotis; Gumaelius, Lena; Buckley, Jeffrey; Pears, Arnold

doi:10.1080/03043797.2022.2093167

Cited by 11 publications

(8 citation statements)

References 50 publications

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“…This finding is consistent with (Pantzos, Gumaelius, Buckley, & Pears, 2022) field trips can lead to independence and leadership for the students. However, the facts that are derived from field trips are real-world experiences, quality education, and close relationships between students.…”

Section: Findings and Discussionsupporting

confidence: 87%

Experiential Learning through Field Trips: An Overview

Rugaiyah

2022

AIJP

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The research aimed to describe teachers' and students' views in relation to the Field Trip Strategy on effect field trip in increasing students’ writing descriptive text. The respondents of this study were the students and English teachers of both government and private schools. The ideas and views of teachers and students were sought out regarding the benefits of educational field trips at jenior and senior schools level. To achieve the purpose of study two questionnaires were designed as research tools separately for teachers and students. One hundred and sixty respondents including 20 of English teachers and 140 students, were randomly selected. The questionnaire was used as a research instrument which was consisted of 25 items, collected data was analyzed by using the simple percentage method. The findings for each statement were made. Majority of the respondents had a view that educational Field Trip Strategy is helpful to explore their learning experience, The vast majority of respondents thought educational field trips helped students deal with advanced learning. According to a large majority of respondents' viewpoints, educational field trips help to provide a practical approach to the curriculum and help pupils acquire a greater interest in studying

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Section: Findings and Discussionsupporting

confidence: 87%

Experiential Learning through Field Trips: An Overview

Rugaiyah

2022

AIJP

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“…The motivation to learn is a pivotal factor in engaging learners in the educational process, ultimately leading to heightened levels of success and achievement [1,2]. This motivation is typically categorized into intrinsic or internal motivation and extrinsic or external motivation [3].…”

Section: Literature Overview 21 Learning Motivationmentioning

confidence: 99%

“…The constantly evolving demands of the labor market, particularly influenced by the swift advancements in information technologies, necessitate that employees continually enhance their skills and knowledge. This underscores the imperative to adapt higher education (HE) to be more flexible and attuned to the needs of the labor market, a focal point of the Recovery and Resilience Plan (RRP) 1 pilot project "Advanced Computer Skills" at the Faculty of Information Studies in Novo Mesto. 2 Among other benefits, the project also empowers learners to enhance and deepen their digital skills at an advanced educational level.…”

Section: Introductionmentioning

confidence: 99%

Addressing Challenges in Half-Year Higher Education Study Programs

Erman,

Rojko

2024

Education and Human Development

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The ever-changing needs of the labor market, driven in particular by the rapid development of information technologies, also require employees to continuously upgrade their skills and knowledge. This has highlighted the need to adapt tertiary education to make it more flexible and responsive to labor market needs, which is also one of the highlights of the European Union’s (EU’s) Recovery and Resilience Plan (RRP). Under this plan, various pilot projects are funded, and we focus on the findings of the pilot project that offers shorter study programs under the topic “Advanced Computer Skills.” Such shorter study programs also face similar challenges as full-time study programs. Using the data gathered by the implementation of three surveys, i.e., the survey among the learners, the survey among the education providers, and the final survey among the learners, after the end of their short study program, we have observed that motivation, lack of prior knowledge, and lack of time management skills are at the forefront among learners, while dropouts and questions about the introduction of compulsory attendance and hybrid delivery model are at the top of the list among education providers. We conclude the chapter by discussing how to address these challenges and also offer solutions that will have wider applicability, particularly in the case of full-time study programs.

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“…The results of research by (Stansbie & Nash, 2016) and (Pantzos et al, 2022)revealed that work motivation is needed in achieving better work practice results. Where work motivation is the desire of students to learn and gain knowledge in theory and practice that can support students' skills in carrying out industrial work practices in the business world and the industrial world with the provision that has been obtained when carrying out the teaching and learning process at school.…”

Section: Hypothesis Testingmentioning

confidence: 99%

The Effect of Internship and Work Motivation on Students' Work Readiness in Vocational Education: PLS-SEM Approach

Fauzan

Triyono

Hardiyanta

et al. 2023

jiecr

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Industrial apprenticeship experience has not been realized optimally towards student work readiness. So that the process of factualization and comparing theoretical knowledge with actual situations and conditions in the world of work becomes less than optimal. In addition, students' work motivation to be ready to work is still in the low category. This study aims to reveal the effect of internship experience and work motivation on work readiness. The sampling technique used simple random sampling and obtained research respondents as many as 450 students in 5 vocational education schools in Yogyakarta. The combination of factor analysis and regression analysis was used to analyze the data using second-order PLS-SEM analysis. Convergent and discriminant validity, and internal consistency reliability has met the test requirements. Evaluation of the structural model shows the value of effect size (f2) with a large effect, the determination coefficient (R2) of the variable is 65.90%, and the predictive relevance (Q2) is 51.10%. Hypothesis testing is based on the β-coefficient, ρ-value, dan T-statistic values that have met the cut-off values suggested in the literature. So that all hypotheses Ha is accepted which indicates that there is a positive and significant effect on the internship experience and motivation on student work readiness. Schools are expected to provide encouragement for work motivation and review the apprenticeship process from planning to implementation in the field so as to increase student work readiness.

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Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education

Cited by 11 publications

References 50 publications

Experiential Learning through Field Trips: An Overview

Experiential Learning through Field Trips: An Overview

Addressing Challenges in Half-Year Higher Education Study Programs

The Effect of Internship and Work Motivation on Students' Work Readiness in Vocational Education: PLS-SEM Approach

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