How do mechanical engineering students see their training and learning at university? Findings from a case study

Abstract

This article draws upon research aimed at investigating teaching and learning in higher education within the so-called Bologna Process. The author discusses the ways in which students acquire engineering education and analyses the implications of redesigning initial training and rethinking teachers’ role. Data were gathered through interviews and questionnaires. A questionnaire was designed including both closed and open-ended questions. Four levels of information were included: biographic data (gender, age, initial training, current job position, etc), academic education (reasons for choosing mechanical engineering, reasons for selecting the University of Minho, expectations about the mechanical engineering course, etc), transition from the university to the labour market (difficulties faced, scope and nature of the work, etc) and graduate and post-graduate interests (areas, type and organisation for high level courses, specific courses). Background characteristics, such as years of experience, academic years of experience at the current job were also included. Overall, findings suggest a positive evaluation of initial training, namely, the ways students adapted to the University, relationships between students and the length of their practicum. They also highlighted a number of issues to be improved: a more hands-on approach and a better pedagogical intervention from lecturers.