Mechanical engineering academics’ attitude towards graduate attributes: antecedents and a conceptual model

Abstract

This study explored the relationship between mechanical engineering lecturers’ attitudes towards graduate attributes and their antecedents and roles in engineering education. It used a qualitative case study approach and collected data from four mechanical engineering lecturers at a university in South Africa using audio-recorded semistructured interviews for thematic analysis. The study found that mechanical engineering lecturers’ attitudes towards graduate attributes were influenced by their perceived ease of implementation, perceived usefulness and shared understanding of graduate attributes. It was further found that the perceived usefulness of graduate attributes is related to the perceived ease of implementation and shared understanding of graduate attributes. However, no association was found between the shared understanding of graduate attributes and the perceived ease of implementation. Finally, it was found that the university-driven implementation of graduate attributes influenced the perceived ease of implementation. This study uncovered in-depth issues pertaining to academic staff’s attitudes towards graduate attributes that would form the foundation of future studies. The most significant implication of this study is the need for consultation and training before adopting or when changing, learning