No Cover Image

Journal article 444 views 49 downloads

Why do students choose to study on engineering foundation year programmes within the UK?

Natalie Wint

European Journal of Engineering Education, Volume: 48, Issue: 1, Pages: 157 - 179

Swansea University Author: Natalie Wint

  • 59471.VOR.pdf

    PDF | Version of Record

    © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

    Download (2.22MB)

Check full text

DOI (Published version): 10.1080/03043797.2022.2047895

Abstract

In recent years there have been calls to increase both the number and diversity of engineering graduates within the UK. In addition to this, technological advancement and the need to solve complex socio-economic problems, have contributed toward a shift in the skills and abilities that practicing en...

Full description

Published in: European Journal of Engineering Education
ISSN: 0304-3797 1469-5898
Published: Informa UK Limited 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa59471
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-02-28T13:09:15Z
last_indexed 2023-03-22T04:16:52Z
id cronfa59471
recordtype SURis
fullrecord <?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>59471</id><entry>2022-02-28</entry><title>Why do students choose to study on engineering foundation year programmes within the UK?</title><swanseaauthors><author><sid>5be5dcc4b97c78b3063e258add4fff5c</sid><firstname>Natalie</firstname><surname>Wint</surname><name>Natalie Wint</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-02-28</date><deptcode>FGSEN</deptcode><abstract>In recent years there have been calls to increase both the number and diversity of engineering graduates within the UK. In addition to this, technological advancement and the need to solve complex socio-economic problems, have contributed toward a shift in the skills and abilities that practicing engineers require. Such changes have led to increased focus on attracting students from a variety of backgrounds, who may want to study engineering for an increasing number of reasons. There is thus an interest in the factors which influence students to apply to study engineering. This paper describes the use of digital storytelling to understand the reasons that 82 engineering FY students from one UK based institution, chose to study engineering. The research makes use of social cognitive career theory (SCCT). The findings demonstrate the complex way in which environmental contextual factors influence self-efficacy, learning experiences and career expectations. Based on these findings, some suggestions are made for attracting and retaining engineering students.</abstract><type>Journal Article</type><journal>European Journal of Engineering Education</journal><volume>48</volume><journalNumber>1</journalNumber><paginationStart>157</paginationStart><paginationEnd>179</paginationEnd><publisher>Informa UK Limited</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0304-3797</issnPrint><issnElectronic>1469-5898</issnElectronic><keywords>Career choice, widening participation, motivation, engineering education</keywords><publishedDay>2</publishedDay><publishedMonth>1</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-01-02</publishedDate><doi>10.1080/03043797.2022.2047895</doi><url>http://dx.doi.org/10.1080/03043797.2022.2047895</url><notes/><college>COLLEGE NANME</college><department>Science and Engineering - Faculty</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>FGSEN</DepartmentCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><funders>Swansea University</funders><projectreference/><lastEdited>2023-07-27T14:18:44.9008169</lastEdited><Created>2022-02-28T13:07:14.7825912</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2"/></path><authors><author><firstname>Natalie</firstname><surname>Wint</surname><order>1</order></author></authors><documents><document><filename>59471__27997__8225c3d60d284549b4a9146f59d0a269.pdf</filename><originalFilename>59471.VOR.pdf</originalFilename><uploaded>2023-06-28T11:49:43.6157712</uploaded><type>Output</type><contentLength>2326051</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor &amp; Francis Group. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by-nc-nd/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling v2 59471 2022-02-28 Why do students choose to study on engineering foundation year programmes within the UK? 5be5dcc4b97c78b3063e258add4fff5c Natalie Wint Natalie Wint true false 2022-02-28 FGSEN In recent years there have been calls to increase both the number and diversity of engineering graduates within the UK. In addition to this, technological advancement and the need to solve complex socio-economic problems, have contributed toward a shift in the skills and abilities that practicing engineers require. Such changes have led to increased focus on attracting students from a variety of backgrounds, who may want to study engineering for an increasing number of reasons. There is thus an interest in the factors which influence students to apply to study engineering. This paper describes the use of digital storytelling to understand the reasons that 82 engineering FY students from one UK based institution, chose to study engineering. The research makes use of social cognitive career theory (SCCT). The findings demonstrate the complex way in which environmental contextual factors influence self-efficacy, learning experiences and career expectations. Based on these findings, some suggestions are made for attracting and retaining engineering students. Journal Article European Journal of Engineering Education 48 1 157 179 Informa UK Limited 0304-3797 1469-5898 Career choice, widening participation, motivation, engineering education 2 1 2023 2023-01-02 10.1080/03043797.2022.2047895 http://dx.doi.org/10.1080/03043797.2022.2047895 COLLEGE NANME Science and Engineering - Faculty COLLEGE CODE FGSEN Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2023-07-27T14:18:44.9008169 2022-02-28T13:07:14.7825912 Faculty of Science and Engineering Natalie Wint 1 59471__27997__8225c3d60d284549b4a9146f59d0a269.pdf 59471.VOR.pdf 2023-06-28T11:49:43.6157712 Output 2326051 application/pdf Version of Record true © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title Why do students choose to study on engineering foundation year programmes within the UK?
spellingShingle Why do students choose to study on engineering foundation year programmes within the UK?
Natalie Wint
title_short Why do students choose to study on engineering foundation year programmes within the UK?
title_full Why do students choose to study on engineering foundation year programmes within the UK?
title_fullStr Why do students choose to study on engineering foundation year programmes within the UK?
title_full_unstemmed Why do students choose to study on engineering foundation year programmes within the UK?
title_sort Why do students choose to study on engineering foundation year programmes within the UK?
author_id_str_mv 5be5dcc4b97c78b3063e258add4fff5c
author_id_fullname_str_mv 5be5dcc4b97c78b3063e258add4fff5c_***_Natalie Wint
author Natalie Wint
author2 Natalie Wint
format Journal article
container_title European Journal of Engineering Education
container_volume 48
container_issue 1
container_start_page 157
publishDate 2023
institution Swansea University
issn 0304-3797
1469-5898
doi_str_mv 10.1080/03043797.2022.2047895
publisher Informa UK Limited
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
url http://dx.doi.org/10.1080/03043797.2022.2047895
document_store_str 1
active_str 0
description In recent years there have been calls to increase both the number and diversity of engineering graduates within the UK. In addition to this, technological advancement and the need to solve complex socio-economic problems, have contributed toward a shift in the skills and abilities that practicing engineers require. Such changes have led to increased focus on attracting students from a variety of backgrounds, who may want to study engineering for an increasing number of reasons. There is thus an interest in the factors which influence students to apply to study engineering. This paper describes the use of digital storytelling to understand the reasons that 82 engineering FY students from one UK based institution, chose to study engineering. The research makes use of social cognitive career theory (SCCT). The findings demonstrate the complex way in which environmental contextual factors influence self-efficacy, learning experiences and career expectations. Based on these findings, some suggestions are made for attracting and retaining engineering students.
published_date 2023-01-02T14:18:40Z
_version_ 1772579896107728896
score 11.012678

Similar Items