Dissertation
Working of lecturer experience
Download 2.1 Mb.
|
Working of lecturer experienceExamining the lecturers' employment history is a crucial aspect of the study, as it can shed light on their expertise and the quality of education they provide. The findings indicate that the most prevalent cohort of instructors possesses a tenure of 10-15 years (29.4%), with the subsequent highest percentage belonging to those with under a decade of experience (25.5%). Additional categories comprise of instructors who possess 21-25 years of experience (17.6%), 16-20 years of experience (15.7%), and in excess of 25 years of experience (11.8%). The exposition of research findings underscores the significance of comprehending the professional experience of engineering instructors in order to gain a deeper understanding of the calibre of education being dispensed. The results are in accordance with anticipated outcomes, given the reasonable assumption that instructors possess a varied array of experiences. Prior studies (Darling-Hammond, 2000), have demonstrated the importance of educators' background in influencing the calibre of education. A noteworthy observation pertains to the comparatively significant percentage of instructors who possess fewer than ten years of professional expertise (25.5%). The aforementioned discovery could potentially indicate that technical universities in Ghana are proactively seeking to attract fresh talent in order to adapt to the evolving landscape of engineering education, or that there has been a recent expansion in this particular industry. Instances of such expansion may include the implementation of novel programmes, the amplification of pre-existing programmes, or a surge in the need for engineering education. The findings of the study suggest that mechanical engineering lecturers in Ghanaian technical universities possess a wide array of professional backgrounds and work experiences. The presence of diverse individuals within the educational setting can potentially enhance the quality of instruction through the incorporation of various pedagogical methods, viewpoints, and personal backgrounds, thereby augmenting the overall learning encounter for pupils. The idea that a diverse range of experiences among educators has a positive effect on the quality of education and student outcomes is supported by prior research (Darling-Hammond, 2000). Based on the findings of the research, it can be inferred that there is a diverse array of professional backgrounds among mechanical engineering instructors in technical universities located in Ghana. Prospective studies may explore the potential influence of instructors' professional background on their pedagogical efficacy and the academic achievements of their pupils. Furthermore, investigating approaches to draw in and maintain proficient educators while providing assistance for their career advancement could potentially generate significant findings. Rationalising the necessity for forthcoming investigations, comprehending the ramifications of heterogeneous occupational backgrounds among educators, and ascertaining efficacious methodologies for their vocational advancement will augment the progression of mechanical engineering instruction in technical universities in Ghana, ultimately conferring advantages upon the engineering vocation and the community. The majority of lecturers who participated in this study are male, middle- aged, married, and possess advanced degrees. In addition to their varied professional backgrounds, the respondents provide a comprehensive perspective on the topic of digital infrastructure, technology, and instruments in education. This diverse demographic profile of mechanical engineering educators in Ghanaian technical universities may contribute to a rich educational experience for students and provide valuable insights into the development and improvement of mechanical engineering education in the context of closing the digital skills gap with disruptive technologies. Download 2.1 Mb. Share with your friends:
|