Dissertation
Age of lecturer respondents
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Age of lecturer respondentsThe examination of the age distribution of the participants is a crucial element of this investigation, as it offers valuable perspectives on the range of experiences and knowledge possessed by the instructors. The findings indicate that a majority of the instructors belong to the age group of 46-55 years (35.3%), trailed by the age group of 36-45 years (23.5%), 56-66 years (21.6%), 25-35 years (13.7%), above 65 years (3.9%), and below 25 years (2.0%). The significance of comprehending the demographics of engineering educators is underscored in the research background, as it is essential for cultivating a learning environment that is more diverse and inclusive. The age distribution of the lecturers corresponds with the anticipated outcomes, as the findings demonstrate a varied spectrum of ages among the participants. The advantages of diversity in engineering education have been demonstrated in prior research (Marra et al., 2012), encompassing pedagogical approaches, experiential learning, and the prospect of cross-generational cooperation. The research findings have revealed an unforeseen result, indicating a comparatively limited representation of lecturers in the younger age brackets, specifically those aged below 25 years and between 25-35 years. The aforementioned phenomenon may be ascribed to the demanding academic and vocational prerequisites for attaining a position as a mechanical engineering instructor, which frequently mandate extensive periods of academic and practical training. Moreover, the characteristics of the discipline may allure individuals possessing substantial industrial expertise, thereby augmenting the prevalence of senior instructors. The findings of the study indicate that there exists a varied age range among mechanical engineering instructors in technical universities in Ghana. The presence of diverse individuals within the educational setting has the potential to enhance the academic experience for students by providing a range of teaching methodologies, viewpoints, and personal backgrounds. The idea that diversity in education has a positive impact on student learning and development is supported by prior research (Marra et al., 2012). Prospective areas for further investigation entail examining the influence of lecturers' age distribution on students' educational experiences and achievements, alongside exploring plausible approaches for enticing and retaining younger engineering instructors. Rationalising the necessity for forthcoming investigation, comprehending the ramifications of age heterogeneity amidst educators, and discerning efficacious tactics for cultivating a more comprehensive academic milieu will augment the advancement of mechanical engineering education in technical universities in Ghana, ultimately conferring advantages to the engineering vocation and society. Download 2.1 Mb. Share with your friends:
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