The Relevance of the Master’s in Engineering Education at a University of Technology in South Africa

Abstract

Abstract The purpose of this theoretical paper is to explain the relevance of the Master of Engineering Education (M Eng. in Education) at one university of technology in South Africa, that comprises four distinct faculties. The paper is based on relevant literature review. The M Eng in Education creates the nexus between Engineering Sciences and Education as specific fields of study and research to enhance cross-boundary knowledge, skills, pedagogy and application. This is in line with the South African National Development Plan, Vision 2030, that accentuates the need for Science, Technology, Engineering and Mathematics (STEM) education in the country to address the economy, develop skills, create jobs, eradicate poverty and unemployment towards a capable developmental state. Using a social constructivist lens, the researchers draw from their experiences while working with Engineering lecturers who enrolled for the Postgraduate Diploma in Higher Education (PGDHE) programme, offered within the institution. From the interaction with the Engineers through the PGDHE programme, the researchers found that the teaching and research skills of these engineers fundamentally improved because they had to submit long essay-type assessments. The researchers conclude that the M Eng in Education will enable engineers to teach better and improve student learning within their classrooms.