• Journal of Engineering Education Research
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• v.23 no.5
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• pp.16-25
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• 2020

This article aims to analyze the experience of designing and operating a class model linking undergraduate and graduate students in engineering education and suggest its development direction. To achieve these objectives, the undergraduate-graduate linked class model was applied to community problem-solving education and a case was analyzed. It also specifically presented the process of how we design the class model and what the actual operational performances and improvements are. This study found that undergraduate and graduate students could build integrated and horizontal cooperative relationships in their classes through undergraduate-graduate linked education and, particularly, graduate students could gain meaningful educational experiences. However, it was difficult to obtain tangible performances through the team activities of these students within a semester. In order for engineering colleges to operate undergraduate-graduate linked education, it would be necessary to provide a longer and more systematic educational environment and better curriculum. The study tried to seek specific tasks and ways to improve them.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.20-32
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• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• Asian Journal of Business Environment
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• v.4 no.3
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• pp.13-18
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• 2014

Purpose - This study examines students' perspectives (stream-wise) of parameters affecting education quality in an affiliated undergraduate engineering institution in NCR, Haryana. Research design, data, and methodology - This study involves descriptive research and data collection using a structured questionnaire based on the Likert scale. The sample comprises 500 student respondents. For data analysis, an f-test was performed using high quality SPSS software. Results - For "Selection" and "Personality Development & Industry Exposure," the analysis of variance revealed a statistical difference between the mean values of the groups. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the analysis of variance revealed no statistical difference between the mean values of the groups. Conclusions - Students' perceptions about the "Selection" and "Personality Development & Industry Exposure" change according to the various specializations they opt for in their undergraduate engineering education in Haryana. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the perceptions of the students do not vary because of the different specializations they have opted for in their undergraduate engineering education.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.29-40
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• 2021

This research aims to examine the relationship between major satisfaction and psychological well-being of female engineering students. To achieve this goal, first, differences in major satisfaction and psychological well-being among engineering students were examined. Second, differences in major satisfaction and psychological well-being among female undergraduate students were investigated. In addition, the effects of psychological well-being, as perceived by undergraduate students by gender and major, on major satisfaction were explored. A total of three hundred and forty-nine (349) undergraduate students from two universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, male engineering students scored higher in two variables including their most sub-factors, and that gender differences in relation satisfaction as well as positive relationship with others, autonomy, and environmental mastery were statistically significant. Secondly, female engineering students scored higher in major satisfaction and several sub-factors of two variables, and that major differences in major satisfaction (total), social perception satisfaction, and autonomy - a sub-factor of psychological well-being - were statistically significant. Thirdly, a positive correlation among major satisfaction and psychological well-being was identified. Finally, psychological well-being could explain about 19% of major satisfaction. The practical implications of these findings are discussed herein, with attention on education for promotion of major satisfaction.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.11-20
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• 2021

The purpose of this study is for science and engineering students to experience social contribution through voluntary projects. The method of research is to create and introduce the exhibits and its exhibition commentary of Science Museum for local youth. The exhibition commentary is a project that stimulates student's interests in science and technology by providing scientific knowledge and research information. Producing exhibits is a project that discovers local technologies as well as introduces its history, technology, and scientific principles to young students. Two projects confirmed the positive effects of creating opportunities for science and engineering students to contribute to society and expanding scientific content, and showed implications for engineering education.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.22-31
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• 2015

The purpose of this study is to suggest the general education contents for undergraduate students at engineering related departments through need analysis in order to develop creative and integral talents. For this study, the need analysis was conducted by using focus group interviews, Borich's educational need equation and the Locus for Focus Model, and highly ranked priorities on both methods proposed as the highest priorities. As a result, 'drawing up a letter of self-introduction and a portfolio', 'understanding fields', 'understanding careers related to the major', 'presentation skills', 'knowledge for certificated exams', 'method to deduct creative ideas' were high on the list of top five priorities. The selected items by Locus for Focus Model show that undergraduate students at engineering related departments need general education contents associated with career development and communication by priority.

• Journal of Engineering Education Research
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• v.20 no.5
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• pp.14-22
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• 2017

This research aims to explore characteristics of engineering students' thinking styles compared with those of undergraduate students in Korea. For this, we investigated whether there were differences of thinking styles in undergraduates according to majors and gender. 'Thinking styles', one individual-difference variable, has received particular attention in recent years. Styles are not abilities but rather refer to individuals' preferred way of applying their abilities in cognitive tasks(Sternberg, 1988). There has been much research(domestic and foreign) about thinking styles and their related factors. However, to date, little attention has been paid to engineering students' thinking styles, and few studies have dealt with them together with undergraduate students' of various majors. This study was conducted with a total of 865 students from 3 universities, and thinking styles have been measured online. Our findings show that firstly, there were significant differences in undergraduate students' thinking styles by majors. Engineering students scored significantly higher in external style, students majoring in humanities scored higher in executive, hierarchical and conservative styles, and students majoring in arts scored higher in legislative, internal and liberal styles. Second, there was a significant difference in students' thinking styles by gender. Male students scored significantly higher than females in judicial, global and external styles. Whereas female students scored higher than males in hierarchical and internal styles. Third, there was a significant difference in engineering students' thinking styles by gender. Male engineering students scored significantly higher than females in judicial and monarchic styles. Whereas female engineering students scored significantly higher in hierarchical styles. Based on these findings, it is expected to apply thinking styles to develop related courses as well as programs for engineering students.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.10-17
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• 2017

This study proposes a means of guiding undergraduate research assistants programs in a more positive direction. This will be achieved by researching the reality of the programs operated in engineering departments for graduate school students and by analyzing the problems thereof. To achieve this objective, a literature study and research were conducted, which comprised of a survey on 204 graduate school students within the metropolitan area of Korea. The results of the study demonstrated that experience as an undergraduate research assistant has a positive influence on the adaptation to and life in graduate school. However, the role of the student and the level of salary varied depending on the role of the student, based on the capacity and support of individual professors. Thus, it is deemed that there will be a need for systematic program improvement and the development of a program that can provide significant academic activities, rather than simple experimental assistance.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.47-57
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• 2022

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

• Asian Journal of Innovation and Policy
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• v.5 no.1
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• pp.35-54
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• 2016

This study starts from the perspective that preparing students for employment is the most important role of undergraduate degree programs. Therefore, we examine the determinants of undergraduate employment, especially highlighting the differences by disciplines. We classify 28 factors into five categories such as personal attributes, entrance attributes, students’ employment-related activities, regular curriculum and employability programs provided by universities. This study is based on data from 7,616 students from a Korean university over four and half years. Findings reveal that university efforts are crucial in engineering. Only exchange programs and employment programs have an impact on science. There are no specific factors in humanities and social science. Grade point average and students’ efforts are important in business. Face-to-face coaching in employability support programs is effective for securing employment except in science disciplines. The study results do not point to the absence of a role of university even in the low employment disciplines. Rather, the issue is that of an over-supply of graduates exceeding job offers that results from the worldwide expansion of higher education services.