Continuous process improvement applied to an engineering education system
- Authors: Mabizela, Siyabonga Thami , Oosthuizen, Gert Adriaan , Pretorius, Jan-Harm
- Date: 2015-06-08
- Subjects: Engineering - Study and teaching , Student throughput
- Type: Article
- Identifier: uj:5152 , http://hdl.handle.net/10210/14247
- Description: The Engineering education is considered to be a system. Most engineering education systems are under pressure to meet the demands set by its government and private industries . While an expensive student throughput increase is possible, continuous improvement of the education system at all levels will be a more feasible and realistic approach. Within the operation management community a multitude of process improvement champions are competing for the attention of managers (or organisaion leaders). Each champion advocates the adoption of thier improvement methodology. Almost all plead that if one can adopt their specific tools or follow a specific way of thinking, all operation problems can be solved. Most managers (leaders) are however still confused to select the best process improvement methodology for their situation or system’s culture. In this research study several process improvement methodologies were evaluated and related to issues in an engineering education system. The objective is to support heads of an engineering education system with strategic operation decisions to meet future demands. Working through the apparent conflicting claims of performance improvement programs, it was found to critical to concentrate on the primary and secondary effects of these programs. Although each improvement methodology can contribute valuable approaches to an engineering education system, it is still found to be a challenge for leaders to define quality education and set targets for continuous improvements. The finding of this study illustrates that the various continuous improvement process methodologies can be utilised at various levels of the engineering education system. In order to fully maximise the effectiveness of the improvement methodology or initiative the system must be transformed from the traditional engineering education system to a more innovative system which includes process improvement as part of its culture.
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Enkele determinante van akademiese prestasie in ingenieurstekene
- Authors: Henning, Jan Albert
- Date: 2014-11-19
- Subjects: Academic achievement - Research - South Africa - Johannesburg , College students - Psychology - South Africa - Johannesburg , Engineering - Study and teaching , Engineering drawings
- Type: Thesis
- Identifier: uj:12953 , http://hdl.handle.net/10210/12843
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Talk that counts : participation in practicums and student success in civil engineering
- Authors: Simpson, Z. , Bester, J.
- Date: 2015
- Subjects: Student success , Engineering education , Engineering - Study and teaching
- Type: Article
- Identifier: uj:5137 , http://hdl.handle.net/10210/14104
- Description: Engineering courses across the globe include practical components generally undertaken in small groups. This study aims to determine whether the quantity and quality of students’ participation in these group-based practicums could be correlated with their academic performance. A first year course in Concrete Technology was selected, and groups of students were filmed as they undertook a practicum that required them to mix, test, cast and crush concrete cubes as per the guidelines of two established procedures. Approximately four hours of film was then time-coded according to student activity. The resulting transcripts were analysed quantitatively in terms of total time spent on specific activities, and qualitatively in terms of the nature of student engagement with those activities. The results show that group discussion may have a greater impact on student learning than time spent on the task itself. However, this depends on the specific nature of this talk. Implications of the study include the fact that attention needs to be given to designing group tasks in such a way that they facilitate group interaction, and the fact that tutors and lecturers should promote group discussion and be aware of interactional dynamics that act to the detriment of student learning.
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