In my experience engineering degree programmes are relatively demanding in terms of class contact hours which
are typically up to a factor of two greater than many equivalent arts based courses. The predominant teaching strategy involves lectures and tutorials which usually take on the form of problem solving sessions and laboratory work. This commitment of time taken together
with the necessary study required to complete assignments and coursework means that a consistently, steady work pattern is generally a prerequisite of success.
In my role as a lecturer in engineering
I have found that increasingly academic ability needs to be
supplemented by motivation, effort and a structured work ethic. Furthermore, anecdotal evidence suggests that many students cannot manage their learning without significant levels of support, guidance and direction, particularly at levels 0 and 1. This may in part be attributed to the teaching methods that students have been exposed to earlier
in their education which appear to be increasingly prescriptive. However, difficulties are often exacerbated by financial pressures which require an increasing proportion of the student body to undertake part-time work
with unsocial working hours often disrupting attendance at classes. A vicious circle can ensue whereby inability to manage learning serves to de-motivate and lack of motivation in turn further reduces the ability to manage study, possibly leading ultimately to failure and/or
withdrawal
