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Mikateko-Hoppener Phd-Thesis-Final Perspectives on engineering education in universities and its contribution to sustainable h uman development in Germany and South Africa b y Mikateko Höppener Supervisor: Prof. Melanie Walker Co - supervisor: Dr Merridy Wilson - Strydom This thesis is submitted in accordance with the requirements for the PhD in Development Studies in the Centre for Development Support, Fac ulty of Economic and Management S ciences at the University of the Free State 01 February 2016 Table of contents List of tables and figures ................................ ................................ ................................ ...... vi List of acronyms and abbreviations ................................ ................................ ..................... vii Declaration ................................ ................................ ................................ ........................... ix Acknowledgements ................................ ................................ ................................ ............... x Abstract ................................ ................................ ................................ ............................... xi Samevatting ................................ ................................ ................................ ........................ xii Part I: Background, context, and theoretical foundations of the study ................................ 1 Chapter 1 : Introduction, background, and conceptual perspective ................................ .. 2 1.1 Background: Sustainable dev elopment ................................ ................................ ......... 2 1.2 Locating engineering in sustainable development ................................ ......................... 6 1.3 Conceptual foundation for a normative account of engineering education .................... 9 1.3.1 The capability approach ................................ ................................ ....................... 10 1.3.2 Human development: the overarching goal ................................ .......................... 15 1.3.3 Sustainable human development ................................ ................................ .......... 17 1.3.4 Public - good professionalism ................................ ................................ ................ 23 1.4 Aim of the study and research questions ................................ ................................ .... 26 1.5 Motivation to study German and South African perspectives ................................ ..... 26 1.6 Thesis outline ................................ ................................ ................................ ............ 28 1.7 Conclusion ................................ ................................ ................................ ................. 31 Chapter 2: Student activism as catalysts of social change in Germany and South Africa ……………………………………………………………………………………….. 32 2.1 Background ................................ ................................ ................................ ............... 32 2.2 Student activism as catalysts for social change ................................ ........................... 34 2. 2 .1 South Africa ................................ ................................ ................................ ........ 34 2. 2 .2 Germany ................................ ................................ ................................ ............. 37 i 2. 3 Education in Germany and South Africa: Policies, structures and administratio n ....... 41 2. 3 .1 Policy objectives ................................ ................................ ................................ 41 2. 3 .2 Education structures ................................ ................................ ............................ 44 2. 3 .3 Number of universities and student populations ................................ ................... 46 2. 3 .4 Funding, governance and institutional autonomy ................................ ................. 47 2. 4 Summative discussion ................................ ................................ ................................ 49 Chapter 3: Review of literatures on engineering education in universities .................... 51 3.1 Introduction ................................ ................................ ................................ ............... 51 3.2 A brief history of engineering and engineering education in universities .................... 52 3.3 The role of the humanities in engineering education ................................ ................... 56 3.3.1 Cultivating ‘soft’ and transversa l skills in engineering education ......................... 5 6 3.3.2 Improving engineers’ dispositions towards sustainable development ................... 63 3.4 Gender and engineering ................................ ................................ ............................. 65 3.6 Summative discussion ................................ ................................ ................................ 68 Chapter 4 : The capability approach and higher education research .............................. 70 4.1 A capabilities lens on ed ucation ................................ ................................ ................. 70 4.1.1 Education as a capability ................................ ................................ ..................... 71 4.1.2 Education as an instrument of social justice ................................ ......................... 72 4.1.3 Education as a foundation for agency ................................ ................................ .. 75 4.1.4 Education as a basis for sustainable human development ................................ ..... 76 4.2 Developing ideal - theoretical lists for educational capabilities ................................ ..... 79 4.3.1 Terzi’s basic capabilities for educational functioning ................................ ........... 81 4.3.2 Walker’s basic capabilities for higher education ................................ .................. 82 4.3.3 Wilson - Strydom’s capabilities for university readiness ................................ ........ 85 4.3 Towards a framework for public - good engineering ................................ .................... 86 Chapter 5: Methodology ................................ ................................ ................................ ... 91 5.1 Introduction ................................ ................................ ................................ ............... 91 5.2 Paradigmatic foundation ................................ ................................ ............................ 92 5.3 Research approach ................................ ................................ ................................ ..... 94 ii 5.4 Case selection and participant recruitment ................................ ................................ 95 5.5 Principles for ethical research ................................ ................................ .................. 100 5.6 Access and ethical clearance procedures ................................ ................................ .. 101 5.7 Collecting the data ................................ ................................ ................................ ... 103 5.7.1 Semi - structured interviewing ................................ ................................ ............. 103 5.7.2 Focus group discussions ................................ ................................ .................... 106 5.8 Transcribing the data ................................ ................................ ............................... 109 5.9 Analysing the data ................................ ................................ ................................ ... 110 5.10 Researcher positionality ................................ ................................ ......................... 112 5.11 Summative discussion ................................ ................................ ............................ 112 Part II: Results of the study ................................ ................................ .............................. 114 Chapter 6: Employers’ views on education for public - good engineering ..................... 115 6.1 Introduction ................................ ................................ ................................ ............. 115 6.2 Introducing the employers ................................ ................................ ........................ 116 6.2.1 German employers ................................ ................................ ............................ 116 6.2.2 South African employers ................................ ................................ ................... 117 6.3 The qualities of an ideal e ngineer ................................ ................................ ............. 118 6.4 Valuable soft skills and transversal skills ................................ ................................ 124 6.4.1 Critical thinking and open - mindedness ................................ .............................. 124 6.4.2 Communication and collaboration ................................ ................................ ..... 128 6.5 Gender nuances ................................ ................................ ................................ ....... 133 6.6 Public - good engineering ................................ ................................ .......................... 136 6.7 What can universities do (better)? ................................ ...............................
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