Dissertation
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DECLARATION ii DEDICATION iii ACKNOWLEDGEMENT iv ABSTRACT v LIST OF TABLES xiv Table 3.1 Population and Sample size of the study xiv Table 4.2 Respondents’ profile – Lecturers xiv Table 4.3 Respondents’ profile – Students xiv Table 4.4 Results on availability of digital infrastructure in education (TUDI).. xiv Table 4.5 Results on technical university staff development (TUSD) xiv Table 4.6 Results on digital equipment and tools (DET) xiv Table 47 Results on mode of teaching (MoT) xiv Table 4.8 Results on classroom disruptive technologies (CDT) xiv Table 4.9 Results on workshop digital equipment (WET) xiv Table 4.10 Results on technical universities and industries partnership (TUIP) . xiv Table 4.11 Results on availability of digital infrastructure in education (ADIE) xiv Table4. 12 Results on technology for classroom training (TCT) xiv Table 13 Results on computer technology application (CTA) xiv Table 2.14 Results on attitude towards technology (ATT) xiv Table 4.15 Results on laboratory equipment for teaching (LET) xiv Table 16 Results on workshop equipment for training (WDE) xiv Table 17 Results on digital technology acceptance (DTA) xiv Table 4.18 Results on perceived ease of use (PEU) of technology xiv Table 4.19 Results on user acceptance (UA) xiv Table 4.20 Results on quality assurance practices (QAP) xiv Table 4.21 Construct reliability and convergent validity xiv Table 4.22 Discriminant validity - HTMT xiv Table 23 Predicting attitude of students towards technology xiv Table 4.24 Predicting mode of teaching from its drivers xiv Table 4.25 Effects of user acceptance, quality assurance practices and perceived ease of use on digital technology acceptance xiv LIST OF FIGURES xv Figure 1.1 Yearly Graduation of Mechanical Engineering Students xv Figure 2.1 Disruptive Technology in the Classroom xv Figure 2.23 Scan Tools for Automobile Workshop Training xv Figure 2.34 Rapid Disruptive Technologies. xv Figure 2.45 AI Car Designerr Figure 2.56 AI for the Automotive Industry xv Figure 2.7 Autonomous Robots Figure 2.8Autonomous mobile robotsxv Figure 2.9 Smart sensors in automotive xv Figure 2.10 AI with Smart sensors reshaping the automobile industry. xv Figure 2.11 Vehicle under simulation for aerodynamic capabilities xv Figure 2.12 The Disruptive Model; adopted from Terry Heick, 2021 and modified ............................................................................................................................... xv Figure 13 Future vehicles will have more advanced technology xv Figure 14 Technology transforming engineering training in classroom xv Figure 2.15 Integrated of Technology Acceptance Model (TAM) and Theory of Plan Behaviour (TPB) xv Figure 2.16 Feedback Loop Between Industry 4.0 And Engineering Education.. xv Figure 2.17 Research Framework xv Figure 3.18 Brands of Kantanka vehicles manufactures in Ghana xv Figure 3.2 The map of Ghana and the location of the TUs within the study area xv Figure 3.4 Triangulation data collection method xv Figure 4.1 Structural model predicting attitude of students towards technology . xv Figure 4.2 Structural model predicting mode of teaching xv Figure 4.3 Structural model predicting lecturers’ digital technology acceptance. xv LIST OF APPENDICES xvi Appendix 1: Research Instruments for Students to Address Objective 1 xvi Appendix 2: Research Instruments for Lecturers to Address Objective 1 xvi Appendix 3: Research Instruments for Lecturers to Address Objective 4 xvi Appendix 4: Interview questions for experts in the Mechanical engineering Industry in Ghana xvi Appendix 5: Interview Questionnaire for Policymakers at the Ghana Commission for Technical Vocational Training CTVET and Ghana Tertiary Education Commission (GTEC) xvi Appendix 6: Lecturers Focus Group Discussion xvi CHAPTER ONE 1 INTRODUCTION 1 Background of the Research 1 Research Problem 5 Research Objectives 6 Significance Research 7 Structure of Dissertation 8 CHAPTER TWO 10 LITERATURE REVIEW, RESEARCH FRAMEWORK AND HYPOTHESES 10 2.1 Literature Review 10 Status of TVET in the Digital Era 10 Factors enhancing technology trends and training 19 Digital technologies for mechanical engineering training 23 Benefits of disruptive technology in mechanical engineering training 25 Integration of disruptive technology in the classroom 27 Scan Tools for Automobile Workshop Training 27 Rapid disruptive technologies 30 Theoretical Framework 40 Grand theories 41 2.2.1.2 The Disruptive Model 42 Middle range theories 45 2.2.3. Applied theories 47 Previous Research 49 The impact of digitalization on TVET education systems 49 Disruptive technology and higher education social processes 50 The impact of technological advancement on education 52 The feedback loop between industry 4.0 and engineering education 54 Disruptive technologies in the automotive industry 55 Skills gap in the engineering industry and its impact on graduates 57 Other researchers’ articles 59 Research Framework 63 CHAPTER THREE 64 METHODOLOGY 64 3.1. The Study Area 64 Sampling Methods 68 Description of Participants 69 Research Design 70 Data Collection Instruments ` 71 Survey instrument 71 Qualitative Interviews 74 Third phase- data collection instrument 74 3.5.3 Focus group discussion 78 Data analysis 87 Survey Analytical Method 87 Interview data analysis procedures 88 Focus group analytical procedure 92 3.7 Ethical Considerations 93 CHAPTER IV 95 FINDINGS AND DISCUSSION 95 Demographic Profile 95 Lecturers’ demographics 95 Students demographics 103 Assessment of Availability of Technologies, Learning Environment and Teaching Strategies for Skill Training (Lecturers’ Perspective) 106 Assessment of Availability of Technologies, Learning Environment and Teaching Strategies for Skill Training (Students’ Perspective) 140 Lecturers Perceived Acceptance and Usage of Technology for Mechanical Engineering Training 164 PLS-SEM Analysis 174 Status of digital infrastructure in education (ADIE) and students’ attitudes towards technology 177 Computer technology application and students’ attitudes towards technology 178 Laboratory equipment for teaching and students’ attitudes towards technology 179 Technology for classroom training students’ attitudes towards technology ..................................................................................................................... 180 Workshop equipment for training and students’ attitudes towards technology 182 Classroom disruptive technologies and the mode of teaching 184 Digital infrastructure in education and the mode of teaching 185 Digital equipment and tools and the mode of teaching 186 Technical universities and industries partnership and the mode of teaching 187 Technical university staff development and the mode of teaching188 Technical university staff development and the mode of teaching 189 Perceived ease of use and digital technology acceptance 192 Quality assurance practices and digital technology acceptance 193 4.5.12 User acceptance and digital technology acceptance 194 Analysis of Interview Responses from Industry Experts 196 Mechanical engineering graduates’ employment 196 Implementation of Computer-Aided Design (CAD) and Other Engineering Software in the Industry 209 Nature of Partnerships Between Industry and Technical Universities 213 The importance of regular industrial training for lecturers and instructors on emerging technologies 217 Influence of partnerships on mechanical graduate employment success ..................................................................................................................... 218 Impact of Partnerships on Students’ Skills During Attachment Training ..................................................................................................................... 219 Involvement in curriculum development and policy improvement for training 220 Future plans to improve engineering training with emerging technologies ..................................................................................................................... 221 4.7 Analysis of Focus Group Discussion ........................................................ 221 Availability of digital systems and equipment for student training 222 Meeting industry standards: digital tools for teaching 224 Benefits of digital technologies in training for students, universities, and industry 225 Challenges in utilizing digital technology for student training 226 Experiences with new digital technologies in mechanical engineering education 227 Digital technology and the replacement of traditional teaching methods ..................................................................................................................... 228 Embracing Emerging Digital Technologies for Training: Personal Experiences 230 Attitudes of lecturers and technicians towards disruptive technology in student training 231 4.8 Triangulation of Quantitative and Qualitative Findings 233 CHAPTER V 235 CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS 235 5.1 Conclusions 235 Implications 236 Recommendations 237 Suggestions for Future Research 238 REFERENCES 240 List of Appendices 314 Download 2.1 Mb. 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