The effectiveness of the industrial field trip in introduction to engineering: A case study at Hung Yen University of Technology and Education, Vietnam

Hanh, Nguyen Van; Hop, Nguyen Huu

doi:10.1177/0020720918773050

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…The comments from students regarding the value of site visits are consistent with research noting that site visits can be motivational, inspire confidence support the development of a professional identity (Hanh and Hop, 2018; Pantzos et al ., 2019; Carbone et al ., 2020), and therefore influence employability development. Similarly, student opinions on guest speakers are consistent with previous findings that exposure to engaging guest speakers, who have good communication skills, can assist students to develop their awareness of industry practices and the skills valued in the workplace (Riebe et al ., 2013; Male and King, 2019; Pantzos et al ., 2019).…”

Section: Findings and Analysissupporting

confidence: 70%

“…The comments from students regarding the value of site visits are consistent with research noting that site visits can be motivational, inspire confidence, support the development of a professional identity (Hanh & Hop 2018;Pantzos et al 2019;Carbone et al 2020) the skills valued in the workplace (Riebe et al 2013;Male & King 2019;Pantzos et al 2019).…”

Section: Developing Industry Awareness Via Site Visits and Guest Spea...supporting

confidence: 62%

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Exploring the perspectives of engineering undergraduates on employability and employability building activities

Howell

Hall

Geelan

2022

HESWBL

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PurposeThis study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.Design/methodology/approachA survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.FindingsIt was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.Practical implicationsThe study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.Originality/valueThe findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.

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Section: Findings and Analysissupporting

confidence: 70%

Section: Developing Industry Awareness Via Site Visits and Guest Spea...supporting

confidence: 62%

Exploring the perspectives of engineering undergraduates on employability and employability building activities

Howell

Hall

Geelan

2022

HESWBL

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“…In order for K-12 STEM education to be more internalized and effectively adopted in classroom, students should be exposed to positive and authentic STEM learning experiences as early as preschool and throughout their educational pathways (Moomaw & Davis, 2010). In addition, if students have the opportunity to experience field trips to explore real-world problems by using CMA tools, it will stimulate students' intrinsic motivation more in STEM learning (Hanh & Hop, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

Long

Yen²,

Hanh

2020

International Journal of Education and Practice

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The STEM education emphasizes on Science, Technology, Engineering and Mathematics with a major focus on engineering design process that engineers require in solving challenges or problems. Kolb's model provides micro-learning activities such as experiencing, sharing and processing, generalizing and applying. Therefore, both Kolb's model and engineering design process are indispensable in K-12 STEM education. The K-12 STEM curriculum provides and guides students to complete a series of experiential tasks in engineering design process. Kolb's model explains how Science, Technology, Engineering and Mathematics are connected and integrated in each task of engineering design, while the engineering design process is an effective pedagogical approach for students to learn how to solve real problems. The purpose of this study was to explore the positive role of Kolb's model and engineering design process in K-12 STEM education from the students' perspective. The results of experimental research with 32 middle school students showed that a series of experiential tasks in engineering design process are effective activities to cultivate knowledge construction, intrinsic motivation and satisfaction of students, and stimulate students' interest in STEM fields. Contribution/Originality: The paper is the first logical analysis of the combination of Kolb's experiential learning model and engineering design process in K12-STEM education system. The findings can act as a blueprint for educators to design interdisciplinary K12-STEM curriculum. 1. INTRODUCTION The STEM education emphasizes on Science, Technology, Engineering and Mathematics with a major focus on engineering design process which engineers require in solving challenges or problems. According to National Academy of Engineering (NAE) and National Research Council (NRC) (2014), STEM education can effectively support students' awareness of the role of Science, Technology, Engineering and Mathematics in modern society. The research results of Asghar, Ellington, Rice, Johnson, and Prime (2012) show that secondary teachers feel that engineering-based hands-on activities would be particularly useful to students who wish to master math and science concepts. Margot and Kettler (2019) imply that teaching through engineering design process is an effective approach to integrate the subjects using a project-based approach as a STEM pedagogy. There are various forms of engineering design processes, but they require a cyclical process to solve a real-world problem (Margot & Kettler, 2019). However, secondary teachers notes that they have difficulty teaching science concepts as well when utilizing

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“…[31314] First-year students have very few opportunities to observe let alone experience hospital life, as one of the careers they can choose in the future. This increase the impact on field trip as it is also in accordance to their current stage of career development.…”

Section: Discussionmentioning

confidence: 99%

Impact of MiniMedJob as medical career intervention program

Putri

Syakurah

Rasyid

2019

J Edu Health Promot

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The effectiveness of the industrial field trip in introduction to engineering: A case study at Hung Yen University of Technology and Education, Vietnam

Cited by 12 publications

References 8 publications

Exploring the perspectives of engineering undergraduates on employability and employability building activities

Exploring the perspectives of engineering undergraduates on employability and employability building activities

The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

Impact of MiniMedJob as medical career intervention program

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