Dissertation
Analysis of Focus Group Discussion
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- Availability of digital systems and equipment for student training
Analysis of Focus Group DiscussionThis section of the findings and discussion presents an analysis of the responses obtained from the focus group discussion involving mechanical engineering lecturers at Technical Universities in Ghana. This is accompanied by direct quotations (referenced by the codes representing the groups that participate in the discussion LTTU1- LTTU5, LHTU1 - LHTU5, and LCCTU1 - LCCTU5). Availability of digital systems and equipment for student trainingIn response to the question of whether TUs provided the essential digital systems and instruments for student training, the majority of interviewees concur that there is a significant deficiency in this area. One participant believes that the TUs have done their best, but concedes that it is insufficient, stating, "not enough modern technology is provided for student training" (LTTU2). This is consistent with the findings of Liljaniemi & Paavilainen, (2020), who contend that the paucity of modern apparatus in educational institutions is a significant impediment to the technical skill development of students. Another participant echoes this sentiment, emphasising the need for more digital tools for appropriate training and employability (LHTU3). This perspective is consistent with previous research (e.g., Bennett Gayle et al., 2021; Kenayathulla et al., 2019) that highlights the significance of practical training for graduates' employability and competitiveness on the labour market. The responses have revealed significant obstacles in supplying adequate digital systems and equipment for student training. In the automotive workshop, "students are not trained on how to diagnose vehicle faults due to the lack of a diagnostic machine" (LTTU4), nor have they been exposed to technologies such as 3D printing machines and CNC (LCCTU2). This is similar to the findings of T. Agrawal, (2014), who contends that the dearth of access to advanced technologies in the curriculum hinders students' ability to acquire practical experience and adapt to the industry's constant evolution. While there has been some improvement in internet service for online instruction since the COVID-19 period, students continue to struggle with practical training due to a lack of industry collaboration, resulting in a dearth of digital equipment. According to one respondent, "the major issue is the lack of industry collaboration in the provision of digital equipment for student training" (LHTU1). This observation is supported by Liljaniemi & Paavilainen, (2020), who emphasises the significance of industry participation in supplying resources and assistance for effective student training. In India, the engineering industry oversees mechanical engineering training and provides equipment and funding to institutions (Kumar & Chandra, 2018), whereas such initiatives are not prevalent in Ghana. The Higher National Diploma curriculum emphasises theory over practical training, and students are tested primarily on their theoretical knowledge. The current curriculum remains theory- based (LTTU1) despite efforts to develop a curriculum with competency-based training (e.g., Ramasamy, 2020). In addition, universities lack the infrastructure necessary to accommodate training equipment, and "the university lacks infrastructure that can accommodate training equipment" (LCCTU3). In addition, classrooms lack digital compatibility, resulting in issues with "unsatisfactory internet" and a lack of projectors (LHTU2). These findings are consistent with those of Radchenko et al., (2020); Ramasamy, (2016) and who emphasise the importance of digital infrastructure and resources in modern engineering education. Last but not least, the lack of computers and limited resources prevents students from engaging in hands-on training, causing industries to reject student requests for industrial attachments (LTTU3). This lack of collaboration makes it difficult for students to find employment after they graduate, as is the case in other nations, such as the United Kingdom, where industries frequently hire students, they have trained during their internship period (Kwok, 2022). Thus, the respondent contrasts this circumstance with their experience in the United Kingdom, where industries frequently employed students following their internship (LCCTU5). In conclusion, the findings of the focus group discussions indicate that lecturers of mechanical engineering in Ghana's TUs perceive a significant lack of digital systems and apparatus for student training. This dearth of resources, coupled with insufficient collaboration between the education sector and industry, has a negative impact on the practical training of students and, ultimately, their employability. McGunagle & Zizka, (2020; Teng et al., (2019), highlight the significance of providing students with access to modern technology and equipment in order to better prepare them for the employment market. Moreover, the necessity of industry participation in curriculum development and resource allocation, as demonstrated in countries such as India and the United Kingdom, demonstrates the potential benefits of closer collaboration between educational institutions and industries in Ghana (Addy & Adabor, 2021; Owusu-Agyeman et al., 2018). To address these challenges and improve the quality of mechanical engineering education in Ghana, it is essential to invest in digital infrastructure, revise the curriculum to emphasise practical training, and foster partnerships between educational institutions and industries to ensure students have access to the necessary resources and practical experience. Download 2.1 Mb. Share with your friends:
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