Evaluating Higher Education Policy in Turkey: Assessment of the Admission Procedure to Architecture, Planning and Engineering Schools

The admission procedure to higher education institutions in Turkey is based on the student’s high school grades and Central University Entrance Examination (CUEE) score, with a much greater weight on the latter. However, whether the CUEE is an appropriate measure in the admission process to universities is still a much-debated question. This study assesses the validity of the CUEE as a selection tool for design-based departments by examining the relationship between CUEE scores and success in university education in two design-based departments, architecture and city planning. The analysis is then extended to test the relationship in three engineering departments, computer engineering, civil engineering, and mechanical engineering. Based on the bivariate correlation and one sample t-test result, we report that CUEE scores and graduation grades have no relationship at all. We conclude that the current admission procedure to design-based schools based on solely a central examination score is not preferable

Engineering students and their prospective employers: expectations and reality.

Masters Degree. University of KwaZulu-Natal, Durban.Since the dawn of democracy in South Africa in 1994, numerous changes have occurred at tertiary institutions to enable greater access for people of all backgrounds and increased graduate throughput to fulfil the needs of the labour market for engineers. Widespread changes in the size and composition of successive undergraduate engineering cohorts have occurred. Simultaneously, the needs of industry have undergone significant changes due to the information age, globalisation and the rapid increase in technological advances and access to technology. This study attempted to assess the alignment between the expectations of students who have graduated in engineering, the expectations of engineering employers and reality. A mixed methodology was developed. The study firstly surveyed engineering graduates at the University of KwaZulu-Natal (UKZN) using a questionnaire developed for quantitative analysis. Convenience sampling and a positivist approach were used. Graduates’ needs, study approaches, employment and workplace expectations were determined, analysed and interpreted through the lens of three frameworks, namely Biggs’ study motives and strategies, Bloom’s taxonomy and Boundaryless and Protean careers. Secondly, the study surveyed all engineering discipline academic leaders at UKZN by qualitative, semi-structured interview within an interpretivist paradigm and using deductive thematic semantic analysis. Academic leaders were used as a proxy for obtaining industry opinion and expectations and questioned on a number of themes including graduate and employer expectations, positive or negative trends, graduate training programmes, further training and postgraduate study, exit-level outcomes (ELOs) and graduate attributes, the reality of mis-alignment and what UKZN can do to limit it. Responses were collated and compared quantitatively and qualitatively where appropriate. A number of issues and mis-alignments was identified together with causes of mis-alignment. Mis-alignment was identified in salary, growth and guidance expectations, confidence, software and niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering hobbyist backgrounds, workload and study strategies, assessment changes and personal responsibility. Findings were discussed within the three theoretical frameworks mentioned above and summarised in light of the objectives of this study. Recommendations for UKZN to play a role in mitigating many of the issues and misalignment were provided, along with recommendations for any possible future research in this area

Factors affecting female students studying engineering at a higher education institution

Engineering is of vital importance for humankind. Engineering combines the fields of mathematics and science, including engineering science and technology, in order to solve problems in the real world and in order to improve the society and economies of countries. It includes the ability to implement ideas in a cost effective and practical manner. Some of these solutions may include sustainability, needs of society, necessary risks and protection of the environment. Engineers develop ideas by using production of technology in order to improve the living of humankind. This includes designing and manufacturing different products based on customer needs and expectations. Although a field in engineering is largely a male-dominated career, women are becoming more interested in this career, compared to a few years ago. The problem remains that female students are still in the minority compared to their male counterparts studying engineering. Therefore, universities need to find solutions to attract female students towards engineering. There are various reasons why female students choose to study engineering, which include different influences, encouragements and their perception towards the Faculty and the academic staff. Thus, the purpose of the research study is to identify the reasons for both genders, currently studying engineering at Nelson Mandela University, formally known as Nelson Mandela Metropolitan University (NMMU), why they chose to study engineering, what influenced their studies, their encouragements or discouragements and overall perception and experience while studying engineering. The main focus will be on female students. This research study was an exploratory, mixed method study, which contains literature studies, surveys and cross-sectional studies. A literature study was compiled by using secondary sources in order to identify the importance of engineering internationally and within South Africa, women in the workplace and female students studying towards engineering. The empirical study, which consisted of a survey, was compiled and distributed to all Nelson Mandela University undergraduate students studying towards an engineering qualification. Respondents were asked various questions regarding pre-studies and their perceptions and experiences during their studies. This includes their experience with the academic staff and the Faculty of Engineering in general. For the analysis of the data, both Descriptive and Inferential Statistical methods were used. Some of the findings from the research study include that both genders develop an interest for engineering at a young age (between ages 13 – 18). Therefore, an interest is developed during high school level. Both genders choose to study engineering for the same reasons. The interest for choosing a career for both genders was triggered by a qualified engineer’s influence. During high school, female students take part in science, mathematics and engineering programmes and participate in competitions or contests. Both gender’s science, mathematics and engineering abilities increased since they started their studies at a higher education institution. From the findings, both genders indicated that they have a high level of interest in engineering, they are satisfied with their choice of engineering field and they are committed to complete their engineering qualification. Both genders are confident that they will find employment in engineering that pays well. Female students believe that they are better at problem solving activities, they are more committed to their studies, they work better with other people and they are more confident in their engineering abilities compared to the male counterparts. The findings also include that during their studies, both genders receive encouragement from various factors, but the significant source of encouragement for both genders are their mothers and employment opportunities. Whereas the most significant source of discouragement for both genders are their grades or academic performance and the amount of time required for engineering. Both genders receive equal quality in lecturing throughout their studies and the academic staff do not treat female students different from male students. It is also significant that female students receive support from the Faculty of Engineering. Female students will definitely encourage other females to study towards a field in engineering and find the academic staff approachable. Academic staff does give regular feedback to students regarding their academic performance. Therefore both genders know at all-time their academic performance and therefore will be able to improve their results. There are not enough female lecturers within the Engineering Department. Female lecturers serve as role models for female students. Therefore, the University’s management team needs to investigate this matter. The research study concluded with recommendations and considerations, contribution towards the body of knowledge, future research and the limitations of the study. Furthermore, the study offers an understanding of engineering students at Nelson Mandela University, which includes their current overall experience during their studies. The treatise will therefore assist the readers and especially Nelson Mandela University to attract and retain female students by addressing their challenges they experience during their studies