Abstract
This article reports on a study examining 28 university engineering educators’ viewpoints on how to provide continuing education for professional engineers in a Danish university context. The Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Three significantly different viewpoints were identified, prioritizing (1) a continuing engineering educa-tion (CEE) business model as an institutional priority, (2) organizational structure, and (3) pedagogy inspired by problem-based learning (PBL). The study also captured consensus on the importance of identifying the industry’s need for CEE organizations. The results reveal that CEE development needs to address diverse voices from different stakeholders, including leadership, academic faculty, and administrators; thus, suggestions from an organizational change perspective are proposed in four key aspects of CE organizations.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
