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Barriers from Preparing Students with, the Desired Skills

Industry, faculty, and students reported several barriers from preparing students

with desired skills, and the two main emerging themes were as follows:

  • • Motivation: Students normally tend to achieve the minimum requested. The students are normally grade oriented but not learning oriented. Overall speaking, males are less motivated than females and nationals are less motivated than non-nationals.
  • • Lack of significant practical experience in engineering curriculum: This concern has been frequently raised by all stakeholders groups (industry, faculty, and students). Engineering curriculum is more theory oriented, and less focus is given to the professional side of engineering. Internships are normally 8 weeks long, conducted in the summer, and are not enough. Furthermore, the vast majority of faculty members do not have industry experience (very similar to majority of engineering sciences schools worldwide).

Table 7.25 Descriptive statistics of actions that help to prepare students for work

Variable

N

Mean

Median

Mode

The university changes the curriculum depending on the needs of the country in the future

41

3.88

4

4

Increase collaboration with industry

40

4.53

5

5

Sector-specific internship/work placements as an integral part of the engineering study programme

39

4.08

4

5

Reward faculty members who conduct engineering education research

41

3.76

4

5

Faculty members think that there should be a professional practice course

39

3.74

4

4

Need of providing professional development office

41

3.76

4

4

 
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