Research Publications (Engineering and Built Environment)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/215
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Item Re-constructing the use of educational technology in the deprived engineering classroom(2018-11-01) Fomunyam, Kehdinga GeorgeThe use of educational technology in classrooms is gaining grounds in the world. Educational technologies such as Intercom, Internet use, Email, use of phones and tablets for research, video chats, YouTube video lesson, WhatsApp discussion groups and many others are used today to enhance learning. Despite this rapid embrace and use of technology, the bone of contention in this paper is that engineering classrooms in Cameroon are still being deprived of educational technology. The research sought out to examine the reason for this nonexistence of educational technologies in classrooms as well as state the advantages that accrues from using educational technology in deprived engineering classrooms in Cameroon. Data was collected through semi-structured interviews with final year engineering students and their lecturers, transcribed and analyzed using the qualitative analytical approach. The study reveals that ignorance of the significance of educational technology, fear of being replaced by the new technology, stiff administrative grip on funds for these technologies are some of the reasons why some engineering classrooms are deprived of educational technology. The advantages include: time serving, access to alternative educational materials, audio-visuals, knowledge sharing with distant and foreign students, an increase in on-line course availability and learning activities, the growth of interactive communications usage, a growing dependence on distant interactions and non-face-to-face learning, increasing numbers of international education and business relationships and partnerships. The article recommends that the reconstruction of educational technology in engineering education in Cameroon needs to be embraced by school authorities, and classroom teachers. It should begin with school administrators who should be intentional about introducing this alternative education technology in their institutions.Item Chaos theory as relevance for engineering education in the era of the Fourth Industrial Revolution in Africa(Blue Eyes Intelligence Engineering and Sciences Engineering and Sciences Publication - BEIESP, 2020) Fomunyam, Kehdinga GeorgeIn the fourth industrial revolution (4IR)period, an inclusion of Chaos Theory (CT) in Engineering education (EE) and its significant relevance have involved debates from engineering academia and industrial professional over the years. Thus, much has been done to recall relevance for EE, yet EE has not attained Sustainable Development Goal for educational target, in areas of research relevance, curriculum restructuring, and learning materials/instructional platforms redesigning are still lacking in engineering academia and profession in Africa. With much sensitization on inclusion of CT to instil EE relevance in Africa, is still far from addressing EE gaps; hence the crux of this paper. This paper was guided by Chaos theory providing definite perception which involves equilibrium constructs that are crucial in EE. This paper focused on the concept of CT as its relevance in EE in the4IR in Africa. In particular, it explores how CT can enhance relevance in EE; and how the principles of CT can improve the EE relevance, as well as its implications in Africa. Thus, to address these gaps, recommendations such as developing nonchaotic curriculum for EE, adopting Chaos theoretical principles in facilitating staff training and students’ skill development were advocated.Item Globalisation and localisation of engineering education in Africa(The World Academy of Research in Science and Engineering, 2021-11) Fomunyam, Kehdinga GeorgeThe problem of globalisation and localisation of engineering education in Africa is discussed in this paper. This is because, as compared to other continents, engineering education in Africa is still far behind in terms of quality and importance and is considered outdated and has no place in global engineering. To this impact, authors have argued that the globalization of African engineering education could be a possible solution to this anomaly facing the continent's engineering education. It is on this note that this research argues that it is important to globalize engineering education in Africa. This study further argues that while it is important to globalize engineering education, it is also relevant that it is localised alongside. To this end, this study believes that engineering education on the continent needs to undergo a 'localized globalization' for engineering education in Africa to take its correct place and role in global engineering. It is through this notion that this research is organized. Based on the analogy of this report, it is concluded that engineering education on the continent must be 'globalized locally' in order for engineering education in Africa to take its rightful place in world engineering. Therefore, this study recommends that local engineering values should be mixed together to achieve successful localized globalization while globalizing engineering education in Africa.Item Rebuilding after a pandemic, the place of engineering education in nation building(Blue Eyes Intelligence Engineering and Sciences Engineering and Sciences Publication - BEIESP, 2020) Fomunyam, Kehdinga GeorgeEngineering education was defined as a field, discipline, practice and profession that has ties with the development, acquisition and the application of technical, scientific and mathematical principles to understand, design, implement and invent materials, machines, structures, systems and processes for specific activities. This typifies that engineering education has the drive to make things better. Engineering education is vital for national development and competitiveness. Issues of health are vital to humans and humans are key elements in nation building. At the termination of the year 2019, series of pneumonia cases were discovered in Wuhan China. The corona virus disease 2019 (COVID-19) is an RNA virus with a crown like appearance when viewed under an electron microscope as a result of the presence of glycoprotein spikes on its envelope. The study looked at the place of engineering education to ensure rebuilding after a pandemic. Findings from the study revealed that engineering is important for nation building and various evidences that supports this were considered in this study. The Impetus of engineering education for rebuilding after the pandemic to contribute to nation building was also considered in the study. The study therefore recommended that effort must be made at leveraging on engineering education because of its import for rebuilding after a pandemic.Item Post-doctoral and non-faculty doctorate researchers in engineering education: demographics and funding(Durban University of Technology, 2022) Fomunyam, Kehdinga GeorgeThe driving force behind research in many countries is funding for research and development. The research at postgraduate level is predicated on a core research group championed by one principal investigator which might include staff scientists, postdoctoral appointees, non-faculty doctorate researchers, or graduate students and they play major roles in supporting the day-to-day duties in a research laboratory in order to gain more knowledge to continue their own independent research careers. In this case study, postgraduate postdoctoral appointees and doctorate holding non-tenure researchers in engineering were the study group and secondary data from National Center for Science and Engineering Statistics (2018) was used in this study. From this result, it was noticeable that there were more of postdoctoral appointees in units much more than the other categories. There were more males than females among postdoctoral appointees and non-faculty doctorate researchers in engineering education. Findings reveal that the most prominent primary sources of support for postdoctoral appointees are federal and nonfederal domestic. From the primary mechanism of support, research grants were the most available for post-doctoral appointees. This study therefore recommends that there should be more inclusion for females in engineering education and efforts be intensified on increasing funding in postdoctoral engineering education.Item Gender and gender mainstreaming In engineering education in Africa(Blue Eyes Intelligence Engineering and Sciences Engineering and Sciences Publication - BEIESP, 2020) Fomunyam, Kehdinga George; Matola, Noluthando; Moyo, SibusisoIn Africa, a lot of debates on the issues of gender gap and gender inequality has raised concerns in engineering education (EE) and engineering workforce. Thus, gender inequality and equity are significant in realizing Sustainable Development Goals (SDGs), and in recent years much has been done to address gender gaps, yet women are still excluded, underrepresented, segregated and relegated inengineering profession and academia. With much sensitization on gender equality, Africa is still far from addressing gender gaps in EE; hence the crux of this paper. This paper was guided by Liberal Feminism theory, focusing on women’s freedom as an autonomy to be free from coercive interference, due to‘gender system’ or patriarchal nature of inherited traditions and institutions. This paper takes a broad look at the concepts of gender and gender mainstreaming in EE in Africa. Specifically, it explores gender and inequality in EE and how gender mainstreaming canbe enacted to address gender gaps in EE, as well as its implications in Africa. Thus, to address these gaps, recommendations such as developing gendersensitive curriculum for EE, adopting policies in facilitating women’s access to training and employment opportunities as well as creating gender-sensitive career counselling were advocatedItem The political, social and economic dimensions of engineering education(The World Academy of Research in Science and Engineering, 2021) Fomunyam, Kehdinga GeorgeThe social, political, and economic structure of a society influences several aspects of the society, including the education sector and these three areas are often interconnected and affected by similar issues. Engineering, like other aspects of education is affected by policies and ideologies in a country and in turn, has an effect on the development of the economy. This paper shines a searchlight on modern day engineering education, focusing on its adaptation to economic and socio-political issues and changes, how they affect engineering education and its relevance in the face of evolving patterns and emerging trends in science and technology. This paper explores how these dimensions are being introduced into the engineering curricula-how engineering is taught and learned, changes that need to occur to maximize benefits obtainable from this linkage between engineering and the various aspects of society, how socio-political and economic content impact the field of engineering, and the contribution of engineering to these aspects of human life.Item Redefining the theory of engineering for relevance in the 21st Century in Africa(Blue Eyes Intelligence Engineering and Sciences Engineering and Sciences Publication - BEIESP, 2020) Fomunyam, Kehdinga GeorgeAcademia and professionals’ attention has been drawn towards redefining theory of engineering for relevance in the 21st century. This has become an imperative as it has brought changes in engineering courses, and yet engineering curriculum have not been modified to accommodate these changes. With increased intellectual demand for ground-breaking engineering performance in Africa, African engineering institutions are still lagging behind as they are yet to meet up with the 21st century needs; hence the crux of this paper. This paper was guided by Jean Piaget’s constructivism learning theory, focusing on individual’s understanding and knowledge, rooted on one’s experience erstwhile to learning setting. This paper takes a broad look at the overall investigation of redefining the theory of engineering for relevance in 21st century in Africa. The specific objectives explore the principles of theory of engineering as well as its applicability and to examine how theory of engineering can be improved for contextual relevance, as well as its implications for 21st century engineering curriculum. Thus, to address this gaps, recommendations on redefinition and relevance of theory of engineering pertaining to curriculum revision and providing adequate staff development for engineering educators with intellectual capacity and skill improvement were recommended.Item Decolonising the engineering curriculum in a South African University of Technology(Research India Publications, 2017) Fomunyam, Kehdinga GeorgeThe coming to being of the ‘MustFall’ movements in South Africa heightened the call for decolonising the higher education sector. With engineering being at the heart of national development and transformation, there is greater need for engagements in the engineering curriculum to foster the debate on epistemological access and skills development. This paper therefore explores the challenges in the engineering sector in South Africa and highlights decolonising the curriculum as one way of addressing it. As such the research was designed as a qualitative case study and data was generated using open ended questionnaires. The data generated was coded and categorised and themes were developed from the categories which were used for analysis. The findings of the study reveal that four key areas required decolonisation; theory and practice, language, academics and pedagogy. It further revealed that teaching and learning within the institution failed to enhanced decolonisation. The findings further indicated that the decolonisation process can be enhanced by creating contextual relevance and curriculum change. The paper concludes by recommending that decolonising the engineering curriculum is long overdue and the powers that be need to take responsibility and engage the subject if the training of more engineers is the goal. Secondly, the language of instruction, pedagogy, teaching and learning process and or theory and practice requires further interrogation to enhance the training of young engineers for without this the engineering question or challenge will for ever be a mystery.Item Convergence and divergence in engineering education in Africa(Transstellar Journal Publications and Research Consultancy Private Limited (TJPRC), 2021-12-01) Fomunyam, Kehdinga GeorgeEngineering education is the process of teaching and learning engineering which has the capacity to make systems, processes and structures better. But in solving problems, there has been the case for having a finite appropriate solution or a plethora of solutions known as the convergence-divergence nexus. The convergence-divergence complex has been at the front burner of issues since the beginning of the 1950s and various scholars have argued for both in addressing challenges. This study unraveled the engineering education dynamic while also trying to understand convergence and divergence in engineering education in Africa. findings from the study revealed that Findings from the study revealed that convergence-divergence has been at the front burner of issues for long and various authors have made the case for each of the concepts as a result of their defining peculiarity and applicability. It was found out that it is important to understand both processes so as to ensure the selection of the best approach to issues and it was thus important to analyze both. This study, therefore, recommends that there must be synergy between convergence and divergence to ensure appropriate solutions to challenges in engineering education.