Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 The aG p Between Engineering Education and Postgraduate Preparedness Abdulla Farah Warsame Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Higher Education Administration Commons, and the Higher Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Abdulla Farah Warsame has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. James Valadez, Committee Chairperson, Education Faculty Dr. Christian Teeter, Committee Member, Education Faculty Dr. Jennifer Seymour, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract The Gap Between Engineering Education and Postgraduate Preparedness by Abdulla Farah Warsame MS, University of Kentucky, 1987 BS, University of Kentucky, 1984 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2017 Abstract Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers’ experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum. The Gap Between Engineering Education and Postgraduate Preparedness by Abdulla Farah Warsame MS, University of Kentucky, 1987 BS, University of Kentucky, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2017 Dedication This work is dedicated to the memory of my parents, who chose me to be the one child they could afford to send to school. This choice came with the expectation that I fully pursue and succeed in my learning. My parents instilled in me a strong sense of purpose and focus toward my goals. Acknowledgments All praise belongs to God for giving me the wisdom and determination to complete this degree, attain this level of education, and live a fruitful life. I acknowledge and thank my wife, Kitty, for her encouragement, patience, and unwavering support for the past 3 decades, especially during the process of completing this dissertation. I also thank my committee members, Dr. James Valadez, Dr. Christian Teeter, and Dr. Jennifer Seymour, for their support and guidance in the process of completing the thesis. Thank you for bringing this journey to the highest point, a joyful graduation. Table of Contents List of Tables .......................................................................................................................v Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ..............................................................................................3 Rationale ........................................................................................................................4 Evidence of the Problem at the Local Level ........................................................... 4 Evidence of the Problem from the Professional Literature ..................................... 8 Theoretical Framework ................................................................................................12 Definitions....................................................................................................................15 Significance..................................................................................................................15 Guiding Research Question .........................................................................................16 Review of the Literature ..............................................................................................16 Engineering Education and Calls for Reform ....................................................... 18 Resistance to Engineering Education Reform ...................................................... 27 Learning Styles Versus Teaching Methods .......................................................... 30 Gap Between Engineering Education and Industry Practice ................................ 34 Incorporating Engineering Practice into Engineering Education ................................43 Industry Role and Feedback.........................................................................................45 Conclusions from the Literature Review .....................................................................46 Summary of Literature Review ....................................................................................48 Section 2: Research Method ..............................................................................................50 i Introduction ..................................................................................................................50 The Case Study Design ................................................................................................50 Reasons for Selecting the Case Study Method ..................................................... 51 Use of the Qualitative Method in Engineering Education Research .................... 52 Research Question .......................................................................................................54 Research Design ...........................................................................................................54 The Case................................................................................................................ 56 Generalizability of Case Study Data ..................................................................... 57 Participants ...................................................................................................................58 Criteria for Selecting Participants ......................................................................... 58 Justification for the Number of Participants ......................................................... 59 Gaining Access to Participants ............................................................................. 59 Ethical Protection of Participants.......................................................................... 60 Participant Profiles ................................................................................................ 60 Data Collection ............................................................................................................61 Conducting the Interviews .................................................................................... 62 Recording and Transcribing the Interviews .......................................................... 62 Role of the Researcher .................................................................................................63 Data Analysis ...............................................................................................................64 Theme 1: Participants’ Perspectives of Overall Engineering Education .............. 65 Theme 2: Deficiencies in Engineering Skills ........................................................ 66 Theme 3: Training and Learning for Engineering Competency ..........................