An exploratory investigation into the context specific perceptions and practices of second year mechanical engineering undergraduates

摘要: This thesis explores students’perceptions and practices within the context of a Mechanical Engineering undergraduate degree at UK Higher Education institution. engineering education research is situated in pragmatic paradigm informed by relational view learning. The study perceptions students throughout second year their programme also investigates during same time period. The employs mixed-methods exploratory methodology with data collection led dominant qualitative phase followed quantitative phase. Data integrated to present holistic understanding students’ practices. The results demonstrate importance for academia consider expectations understand actual Analysis has enabled be defined from student perspective; showing four key areas as being staff-student relationships, cultures, teaching assessment context, course contexts. The connection between clearly established data. findings highlight complexities involved carrying out practice learning complex environment alongside own discipline, programme, peers staff. Combining two types significance highlighted, vast elements demonstrated finally recommendations produced inform design execution education. Specific attention drawn which suggest further explanatory work required explore aspects such as; importance, participation informal peer working, distinction procedural conceptual discipline expectation professionalism that hold.