A new study involving researchers from, among others, Chalmers University of Technology shows that there are significant differences in how engineering education is organised at technical universities across Europe. At the same time, the programmes face several common structural challenges. Increased collaboration with industry and more inter-disciplinary cooperation are highlighted by teachers as key areas for development.
The study, published in "the European Journal of Engineering Education", is based on survey responses from engineering teachers at technical universities across Europe. The results show that the conditions for teaching vary considerably between institutions, both in terms of resources, institutional support, and everyday pedagogical practice.
“Engineering education plays a central role in Europe’s ability to address future societal challenges. A more coherent and better-resourced education system can contribute to sustainable innovation and technical competence,” says Christian Stöhr, Professor at the Department of Communication and Learning in Science at Chalmers University of Technology and one of the researchers behind the study.
The teachers who participated in the study point to several recurring problems. Teaching is often valued less highly than research, funding is insufficient, and many teachers lack formal pedagogical training.
“There is no universal solution that works everywhere. Improvements must take national and institutional conditions into account,” says Christian Stöhr.
At the same time, many teachers emphasise the need for a stronger connection between education and working life. Increased collaboration with industry is seen as a way to better prepare students for their future professions and to ensure that education remains relevant in relation to changing professional roles and labour market needs. Interdisciplinary collaboration and professional development for teachers are also highlighted as areas that need to be strengthened.
Facts about the study
The study is based on survey responses from engineering teachers at five technical universities in four European countries, within the framework of the ENHANCE Alliance – a network of technical universities collaborating across national borders. Nearly 500 respondents answered 21 questions about teaching experience, the use of teaching and learning methods, attitudes towards teaching, as well as motivating and hindering factors and political and institutional framework conditions. The study was led by researchers from, among others, RWTH Aachen University and Chalmers University of Technology.
For questions, please contact:
- Director of Graduate Studies, Communication and Learning in Science