"Hungry for Hands-on": Talented, Inner-City Engineering Students, Applied Learning and Employer Engagement in a Vocational-Learning Trajectory

Autor/in	Haight, Annie
Titel	"Hungry for Hands-on": Talented, Inner-City Engineering Students, Applied Learning and Employer Engagement in a Vocational-Learning Trajectory
Quelle	In: Journal of Education and Work, 25 (2012) 4, S.381-402 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2012.708724
Schlagwörter	Engineering Education; Secondary School Students; College Students; Student Attitudes; Student Experience; Student Motivation; Aspiration; Preferences; Vocational Education; Teacher Attitudes; Vocational Education Teachers; College Faculty; Talent; Student Surveys; Semi Structured Interviews; Case Studies; Experiential Learning; Relevance (Education); Urban Areas; Employment; School Business Relationship; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Sekundarschüler; Collegestudent; Schülerverhalten; Studienerfahrung; Schulische Motivation; Streben; Ausbildung; Berufsbildung; Lehrerverhalten; Ausbilder; Fakultät; Begabung; Hochbegabung; Schülerbefragung; Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Relevance; Relevanz; Urban area; Stadtregion; Dienstverhältnis; Ausland
Abstract	This paper analyses the findings of a case study into the attitudes and experiences of engineering students and teachers on a vocational education trajectory from the 14-19 Diploma in Engineering through post-16 vocational courses to a university Access course. The research took place in 2008-2009 in a deprived inner city area of London. A baseline survey of nearly 100 participants sought the views of secondary and further education (FE) students as to learning preferences, attitudes to the subject, motivation and aspirations. These issues were investigated in more depth through interviews with secondary, vocational and university access students nominated by their teachers as talented. Engineering teachers at secondary, FE and higher education levels were interviewed regarding their understandings of talent in engineering and their approaches to nurturing such talent. The paper overviews the findings on these questions, and focuses in more depth on issues surrounding applied learning and employer engagement. The study found strong preferences among learners and teachers in all phases for applied and work-relevant learning approaches in engineering education. Opportunities for these were unbalanced through the phases, however, with work experience, enrichment events and access to professional engineers more available to the younger, 14-19 Diploma students than to further or higher education students. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10