Comparison between Bridging Students and Traditional First-Year Students in Engineering Technology

Autor/inn/en	Van den Broeck, L.; De Laet, T.; Lacante, M.; Pinxten, M.; Van Soom, C.; Langie, G.
Titel	Comparison between Bridging Students and Traditional First-Year Students in Engineering Technology
Quelle	In: European Journal of Engineering Education, 43 (2018) 5, S.741-756 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1417357
Schlagwörter	Comparative Analysis; College Freshmen; Engineering; Engineering Education; STEM Education; Academic Achievement; Dropouts; Dropout Rate; Foreign Countries; Transitional Programs; Learning Strategies; Study Skills; Measures (Individuals); Engineering Technology; Belgium; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Studienanfänger; Maschinenbau; Ingenieurausbildung; STEM; Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Messdaten; Maschinenbautechnik; Belgien
Abstract	To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin's Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01