Lifelong Learning Orientations of Freshman Engineering Students and Faculty Members

Abstract

Rapid advances in science and subsequent technological changes in engi- neering require practicing engineers to update their skills and knowledge. This necessitates engineering faculties to include lifelong learning (LLL) skills in their curricula and determine their students’ readiness for LLL. With this in mind, this study aimed to identify the LLL orientations of freshman engineering students and faculty members during the 2012 and 2013 academic year in the Petroleum Institute, Abu Dhabi. A total num- ber of 196 students, with a mean age of 19, and 31 faculty members, with a mean age of 42, participated in the study. About 75.5% of the student participants were expatriates. The data, collected using the Lifelong Learning Tendency Scale, were analyzed through comparisons between genders and ethnic backgrounds. Students’ LLL orientations were also compared to those of the faculty members. Data analysis was done using the SPSS statistical software version 18.0 (SPSS Inc., Chicago, IL, USA). Descriptive statistics such as frequencies and percentages were used to interpret the data. Mann-Whitney U test was used for group comparison. The findings indicated that the students’ overall score was average, with comparatively lower scores for the perseverance and self-regulation skills. However, the faculty members’ overall score was found to be high, with a comparatively higher score for curiosity skills. The female students’ scores appeared to be higher with statistically significant differences in self-regulation and curiosity domains. Also, the expatriate students’ scores for all sub-skills were found to be higher at a statistically signifi- cant level. It is concluded that engineering students will benefit from hav- ing their awareness raised about LLL skills, and engineering curricula need to incorporate explicit teaching of these skills. Some practical sug- gestions are provided to encourage students to assume the characteristics of lifelong learners.