Dissertation
Technical university staff development and the mode of teaching
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Technical university staff development and the mode of teachingIn discussing the findings, it was determined that workshop digital equipment (WET) has no significant effect on the mode of teaching (MoT) in the context of bridging the digital skills gap with disruptive technologies in engineering, particularly in the case of mechanical engineering education in Ghanaian technical universities. To comprehend how the data responds to the research question, it is necessary to connect the findings to pertinent prior research on the topic. Contrary to the findings of this study, previous research (e.g., Damşa et al., 2021) has emphasised the significance of digital instruments in transforming teaching practises. In the context of the current study, the differences in findings could be attributed to insufficient resources, training, or a lack of alignment between apparatus availability and actual teaching practises. The data provide evidence that leads to the rejection of the proposed hypothesis, which stated that digital workshop equipment would have a substantial effect on the instructional method. However, this conclusion must be evaluated in light of the limitations of the research. For instance, the study’s scope and sample size are restricted to mechanical engineering students at Ghanaian technical institutions, which may limit the findings’ applicability to other disciplines or nations. In addition, the study relies on student self-reported data, which may be susceptible to social desirability bias. Future research could include objective measurements of digital workshop equipment and teaching method to mitigate this issue. The study provides important insights into the relationship between digital workshop apparatus and the mode of instruction in Ghanaian technical universities. It emphasises the need for a more comprehensive strategy that focuses on integrating digital equipment into teaching practises and assuring the equipment’s quality and relevance. This information can assist policymakers and educators in bridging the digital skills divide and enhancing engineering education through the use of disruptive technologies. Table 4.23’s findings demonstrate, in summary, that disruptive technologies in the classroom and digital infrastructure in education influence the mode of instruction, with digital infrastructure being the more significant predictor. Other variables, such as digital equipment and tools (DET), technical universities and industries partnership (TUIP), technical university staff development (TUSD), and workshop digital equipment (WET), have no statistically significant effect on the mode of instruction. These insights can be useful in guiding the development and implementation of educational policies and practises that seek to enhance teaching strategies and accommodate ongoing technological advances. Figure 4.13 Structural model predicting mode of teaching Table 4.28 Effects of user acceptance, quality assurance practices and perceived ease of use on digital technology acceptance
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