New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Continuing Professional Development
The ongoing pace of technological changes has been enhancing criticality of lifelong learning skills of engineering students. Therefore, all the leading accreditation systems have included lifelong learning as one of the graduate attributes. The education systems require leading indicator for the attribute to better manage development of the attribute. Further, the industrial organizations need to inferentially evaluate the attribute while hiring fresh graduates.
We used an instrument to measure lifelong learning developed by John R. Kirby, et al. based on the five characteristics of lifelong learners identified by Knapper and Cropley. We chose an engineering school that has more than 600 students in the final (senior) year; out of which only forty six students were placed in a large Information technology services company. We administered a survey using the Kirby form and found statistically significant difference among students who are placed and who are not placed in questions such as, ‘I prefer to have others plan my learning’, ‘When I approach new material, I try to relate it to what I already know’, ‘I feel others are in a better position than I am to evaluate my success as a student’, ‘I often find it difficult to locate information when I need it’, ‘I prefer problems for which there is only one solution’ and ‘I feel uncomfortable under conditions of uncertainty’. The remaining eight questions did not have significant difference between the two samples.
The experiment needs to be repeated in different academic and industrial organization combinations to validate the findings.
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