Abstract
Education in the field of engineering management is rapidly increasing worldwide, and particularly in developing countries that are industrialised. In South Africa, Stellenbosch University and the University of Pretoria respond to the need for these skills through dedicated postgraduate programmes. The programmes link the concept of adult learning with a web-based environment. Furthermore, project-based learning activities are typically used in the modules of the programmes. The research summarised in this chapter set out to determine whether the web-based platform is a constraint for project-based learning on the programmes, and to ascertain whether the learning styles on the programmes are conducive for these learning activities; to then understand better how learners develop appropriate knowledge and competencies in engineering management. An action research approach and a questionnaire research methodology were combined, focusing on a specific module that is offered on the programmes. It is concluded that the web-based platform is not a constraint to the programmes. Furthermore, the learning styles of the typical educators and learners are conducive to project-based learning, although the principles of flexible learning, through reflective practice, must be incorporated for students of different characteristics. Finally, the chapter introduces a conceptual model for curricula design to facilitate effective and flexible learning on the programmes. Further research is required to determine the practicality of the conceptual model for the postgraduate engineering management programmes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Atherton, J. S. (2005). Learning and teaching: Bloom’s taxonomy. Available at: http://www.learningandteaching.info/learning/bloomtax.htm. Accessed 27 Nov 2013.
Biggs, J. (1999). Teaching for quality learning at university. Buckingham: SRHE/OU Press.
Brent, A. C. (2012). An overview of environmental management and sustainable development concepts for management practices. In W. Nel (Ed.), Management for engineering and technology scientists. Cape Town: Juta.
Brent, A. C., & du Toit, P. (2006). Evaluation and prioritisation of learning principles for modules of postgraduate engineering and technology management programmes. Engineering Education for Sustainable Development, Proceedings of the 3rd African Regional Conference on Engineering Education & the 4th South African Conference on Engineering Education, pp. 235–246.
Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systemic change in advancing situated learning, constructivism, and feminist pedagogy. Educational Technology, 38(1/2), 8–9.
Davison, T. (1996). Distance learning and information technology: Problems and solutions in balancing caring, access and success for student. Distance Education, 17(1), 145–158.
Donnelly, R., & Fitzmaurice, M. (2005a). Designing modules for learning. In: G. O’Neill, S. Moore, & B. McMullin (Eds), Emerging issues in the practice of university learning and teaching (pp. 99–110). Dublin: AISHE Readings.
Donnelly, R., & Fitzmaurice, M. (2005b). Collaborative project-based learning and problem-based learning in higher education: A consideration of tutor and student roles in learner-focused strategies. In: G. O’Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 87–98). Dublin: AISHE Readings.
Duhaney, D. C. (2005). Technology and higher education: Challenges in the halls of academe. International Journal of Instructional Media, 32(1), 7.
Holzl, A. (2000). How do we assess graduate attributes. TEDI Teaching and Learning Conference, Brisbane.
Johnson, R. A., Miller, I., & Freund, J. (1994). Miller and Freund’s probability and statistics for engineers (5th ed.). Englewood Cliffs: Prentice-Hall International, Inc.
Keat, R., & Watts, P. (2003). The development and use of WebCT in interdisciplinary social science courses. School of Social and Political Studies, C-SAP Project 2001–2, University of Edinburgh. Available at: http://www.c-sap.bham.ac.uk/resources/project_reports/admin/extras/21-SAP_02.pdf. Accessed 27 Nov 2013.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Eaglewood Cliffs: Prentice Hall.
Konrad, J. (2003). Review of educational research on virtual learning environments: Implications for the improvement of teaching and learning and access to formal learning in Europe. European Conference on Educational Research, University of Hamburg.
Labuschagne, C., & Brent, A. C. (2005). Sustainable project life cycle management: The need to integrate life cycles in the manufacturing sector. International Journal of Project Management, 23(2), 159–168.
Labuschagne, C., Brent, A. C., & van Erck, R. P. G. (2005). Assessing the sustainability performances of industries. Journal of Cleaner Production, 13(4), 373–385.
Mitchell, C. A., Carew, A. L., & Clift, R. (2004). The role of the professional engineer and scientist in sustainable development. In A. Azapagic, S. Perdan, & R. Clift (Eds.), Sustainable development in practice: Case studies for engineers and scientists (pp. 29–55). London: Wiley.
Monaghan, P. (2003). Interdisciplinary research design. Committee on personnel and professional development, School for New Learning. Available at: http://www.learningace.com/doc/2799880/f650b0197f7bf5ca6c364276ea450bd0/ird. Accessed 27 Nov 2013.
Myers, M. D. (1997). Qualitative research in information systems. MIS Quarterly, 21(2), 241–242.
Oliver, R. (1998). Maintaining accessible and equitable education programs using technology: A Western Australian perspective. In J. M. Barker (Ed.), Learning together: Collaboration in open learning forum (pp. 99–102). Springwood: Conference Publications.
Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age. New York: McGraw-Hill.
Ryan, G. (1999). Ensuring that students develop an adequate, and well-structured, knowledge base. In D. Boud & G. Feletti (Eds.), The challenge of problem-based learning (2nd ed., pp. 125–136). London: Kogan Page.
Sharpe, R., & Benfield, G. (2005). The student experience of e-learning in higher education: A review of the literature. Brookes eJournal of Learning and Teaching, 1(3).
Terrell, S. R., & Dringus, L. (2000). An investigation of the effect of learning style on student success in an online learning environment. Journal of Educational Technology Systems, 28(3), 231–238.
Toohey, S. (1999). Designing courses for higher education. London: Routledge.
Underhill, A. F. (2006). Theories of learning and their implications for on-line assessment. Turkish Online Journal of Distance Education, 7(1), 165–174.
Van Ryneveld, L. (2004). Surviving the game: Interaction in an adult online learning community. PhD thesis, Department of Teaching and Training Studies, University of Pretoria.
WebCT. (2013). Blackboard. Available at: http://www.webct.com. Accessed 27 Nov 2013.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Brent, A.C. (2015). Appropriate Curricula for Engineering Management Programmes: A South African Approach. In: Christensen, S., Didier, C., Jamison, A., Meganck, M., Mitcham, C., Newberry, B. (eds) International Perspectives on Engineering Education. Philosophy of Engineering and Technology, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-319-16169-3_17
Download citation
DOI: https://doi.org/10.1007/978-3-319-16169-3_17
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-16168-6
Online ISBN: 978-3-319-16169-3
eBook Packages: Humanities, Social Sciences and LawPhilosophy and Religion (R0)