PhD in Pedagogical Sciences Yuliana Lavrysh
National Technical University of Ukraine “ Igor
Sikorsky Kyiv Polytechnic Institute”
New benchmarks in Engineering Education: Globalization
and Transformative Learning
Nowadays we are
witnessing as educational paradigm shift has affected the demands to the modern
vocational training concept as well as an increased awareness of the vital
importance employer’s role in the global
world educational process. The economic and industrial needs of society enforce education
toward technically oriented graduates
who are more directed to the labor market requirements. Future
specialists should be better mastered in
their field and operate greater volume
of practical experience, construct their own conception of advantages and
assessment criteria, reflect it through the personal professional competencies
and personal characteristics such as
critical thinking, awareness of
modern professional trends, mastering
in research projects.
The framework of
our review deals with new benchmarks in engineering education. To set the stage
for our discussion of emergent teaching approaches in engineering education, we
briefly comment here on some highly relevant ones: trend to globalization and
transformative learning as an integral part life-long learning.
We have reviewed the literature
on transformative learning in the following areas: theories of transformative
learning (P. Cranton, 2006, J. Mezirow,1997), course content and
instructional activities as they relate to transformative learning, and
challenges for instructors who teach transformational material (M. Belenky, E.
Lange, J. Piaget). An engineering education requests the development in
students the ability to demonstrate the leadership, to employ the scientific
principles, to be knowledgeable in the social and cultural realms with the view
of formation the connection between technology and society demands and
priorities. These claims match up the document published by the University of
Michigan, entitled “Engineering for a Changing World: a road map to the future
of Engineering practice, research and education”. In this paper it is declared
that “To establish engineering as a true
liberal arts discipline, similar to the natural sciences, social sciences, and
humanities, by imbedding it in the general education requirements of a college
graduate for an increasing technology -driven
and –dependent society of the century ahead ” (James J. Duderstadt, 2008,
p.5).
With this in mind, we can state that the process of
knowledge acquiring is considered as a continuous, global and multicultural
process. It requires the transformation of the education in order to develop not only professional skills but the high mental skills as well as communication skills ,
entrepreneurial skills and
implement the cross disciplinary
approach.
To
survive under the condition of globalization, according to Charles Vest
research the educators should, ”…discover new scientific knowledge and
technological potential through research and
drive high-end, sophisticated technology faster and better than anyone
else” (Vest, 2004). Facing this challenge of globalization makes universities
and enterprises work in collaboration, advance the interdisciplinary studies,
and develop new approaches to the education.
So, the main
challenge for a teacher is to provide students with complex, interdisciplinary
and collaborative knowledge. It leads to the shifts in teaching strategies and
approaches from simply acquisition or transformation of knowledge to creation
of knowledge. Universities have to
provide the society with highly educated and innovative workforce, capable to
generate and utilize new attainments.
At this point,
engineers worldwide clear understand that in order to maintain career
sustainability it is not enough just to be graduated from a university. Their
competitiveness through all professional life is based on the ability to study
any time, any place and any subject at any depth. And to acquire this ability
is the modern engineers’ life-long goal which calls for a personal and
professional undertaking. The accepting of this time requirement leads to the
transformation of primary universities objective from providing with
information to formation of skills how to learn, receive and process the
information. It will be resulted in new created knowledge obtained while
discoveries and innovations, made not only inside the university but in the
working environment as well. During the professional career engineers acquire
new skills, implement and analyze previous experience and they have more
opportunities to broad the professional knowledge, which make them more
competitive on the global labor market. We
strongly agree with Peter Drucker, who
states, “We redefining what it means to
be an educated person. Traditionally an educated person was someone who had a
prescribed stock of formal knowledge. Increasingly an educated person will be
someone who has learned how to learn and who continues to learn throughout his
or her lifetime” (Drucker, 1999).
One of the way
to promote the professional career and sustain the personal competiveness is
the transformative learning as an integral part of life-long learning. The
Transformative Learning Theory was first introduced by Jack Mezirow,
sociologist and a professor of Columbia University. J.Mezirow explained
transformative learning as a process of effecting change in a frame of
reference (Mezirow, 1997).The objective of transformative learning is to revise
old assumptions and ways of interpreting experience through critical reflection
and self-reflection (Cranton, 2006). It means to empower individuals to change
their perspectives and habit of minds (understanding of what is “right” or
“wrong”). The activation of new
cognitive concepts occurrence is forced by fast social shifts, multi
professional labor market and net interaction of national and international
employers.
Such kind of
learning implies graduate students understanding that they have obtained a
limited view of the world and they have to adjust their personal and
professional qualities to accommodate more extend vocational conceptions. Whether it is a part of professional or
personal realization, the student has transformed a perspective of personal
view of reality. This conscious shift facilitates the transformation of an
apprentice to an experienced expert who can not only adjust to changes in
society but initiate some qualitative
changes.
Central to transformative
learning is the process of making meaning from life and professional
experience, conscious altering of basic assumptions and values whereas process
of cognitive transformations is bounded with the life experience. Transformative learning fosters us to
identify, assess and reformulate key assumptions through critical
reflection. As a consequence,
individuals are able to act in accordance with their believes and values but do
not just rely on others opinions and interferences. For this to be achieved it is
essential to have graduates prepared to explicate high-level critical thinking
skills, to develop the capacity for multiple views and interpretations of past
life issues (Cooper, 2009). Susan Cooper defines the conscious engagement in
reflective learning as the core of transformative learning. It enables students to construct critical
mind habits and refine their own life objectives. Through conscious reflection
learning can become transformative and be translated into personal empowerment and
self-awareness.
In summary, it is necessary
to admit that there are still many more problems in education to be solved in
order to meet the requirements of the changing world. But we would like to
assume that engineering education is moving toward a learning beyond the
university. With time the distinction between the postgraduate studying and
life-long learning will disappear. Transformative learning possesses a great
potential and is based on constant social shifts which enable students to
develop their professional skills and strategies, become conscious of prior
assumptions, achieve critical reflection upon these assumptions, create
effective working process and become real leaders of XXI century.
References:
1. Cooper, S. (2009). J. Mezirow’s
Transformation Learning. Retrieved
10.09.2015 from : http://www.lifecirclesinc.com/Learningtheories/humanist/mezirow.html
2. Cranton, P.
(2006). Understanding and Promoting
Transformative Learning: A Guide for Educators of Adults. San
Francisco : Jossey-Bass, 228
p.
3. Drucker, P. (1999)
Beyond the Information Revolution. Retrieved from www.theatlantic.com/
issues/99oct/9910drucker.htm
4. Duderstadt J.J., (2008).
Engineering for A Changing World.
The University of Michigan Retrieved 15.10.2015
from:
http://milproj.dc.umich.edu/publications/EngFlex_report/download/Eng
5. Goldberg, D.E. (2010). The missing basics and other
philosophical reflections for the transformation of engineering education. In
D. Grasso & M.B. Burkins (Eds.), Holistic Engineering Education (pp.
145-158). New York, NY : Springer Science.
6.
Hussey, T. (2010). Transitions in Higher Education. Innovations in Education and Teaching
International, Volume 47, Issue 2, pp. 155–164.
7. Mezirow, J. (1997).
Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, Issue 74, pp. 5–12.