Volume 13, Issue 2A and 2B, 2025
Quality Assurance and Professionalism in Engineering/Technology Education: An Empirical Study
Zosu Segbenu Joseph & Adewuyi Babajide Adetunji
Abstract
This research investigates the relationship between quality assurance
mechanisms and the development of professionalism in engineering and
technology education. Through a combination of empirical analysis, case
studies, and literature review, the study examines how accreditation processes,
curriculum alignment with industry needs, and ethical standards contribute to
the cultivation of professionalism among graduates. The research draws on
data collected from 400 respondents, including educators, students, and
industry professionals, and utilizes chi-square tests for quantitative analysis
alongside thematic analysis for qualitative insights. Key findings reveal
significant disparities in perceived professionalism between graduates and
current students (?² = 43.71, df = 2, p < 0.05), pointing to varying levels of
understanding and experience at different stages of education. Interestingly,
the analysis shows that accreditation status does not significantly impact
professionalism levels among graduates (?² = 0.1175, df = 2, p > 0.05),
suggesting that other factors, such as curriculum relevance and ethical
standards, may play a more critical role. The study highlights a strong
correlation between curriculum alignment with industry demands and
heightened professionalism among students (?² = 14.16, df = 2, p < 0.05),
underscoring the importance of aligning educational content with real-world
requirements. Additionally, the research emphasizes the profound influence of
ethical standards on professionalism (?² = 31.91, df = 2, p < 0.05; ?² = 13.57,
df = 2, p < 0.05), advocating for the integration of robust ethical guidelines
into engineering and technology programs. In conclusion, the study finds that
curriculum alignment and ethical standards significantly impact the
development of professionalism, while accreditation status alone has a less
marked effect.
Keywords
Accreditation, Curriculum Alignment, Engineering/Technology Education, Professionalism, Quality Assurance.
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