PhD Defence by Elizabeth Rees

Principal supervisor:

• Associate Professor Lene Duedahl-Olesen

Co-supervisors:

• Associate Professor Hanne Løje
• Associate Professor Sara Grex

Examiners:

• Associate Professor Timothy Hobley, DTU Food
• Professor Xiangyun Du, Aalborg University
• Dr. Roland Tormey, École Polytechnique Fédérale de Lausanne

Chairperson at Defence:

• Associate Professor Jesper Kruse, DTU Engineering Technology & Didactics

Resume
Engineers play a critical role in addressing many of the world’s most pressing challenges. However, there is a growing global shortage of engineers, further complicated by engineering students being more likely to leave their studies prematurely.

The issue of student persistence in engineering is complex and influenced by multiple interconnected factors. Students’ motivation is a primary individual driver of their persistence. This motivation is underpinned by their belief in their abilities, a sense of belonging within the educational environment, and how they relate their studies to personal and professional goals.

However, instead of focusing solely on individual factors, this study considers broader systemic elements. These include how students have changed over time (such as Generation Z and increased cultural and ethnic diversity), as well as shifts in societal expectations and educational policies. This ecosystem-based approach aims to provide a more holistic understanding of the issue.

Key findings of this research emphasise that teaching approaches strongly influence students’ motivation. Clear and transparent communication of expectations and goals is important, as are engaging and supportive interactions between teachers and students. Timely, constructive, and interactive feedback, along with recognition of students' efforts, positively impact motivation. The research also revealed important misalignments between teachers' intended approaches and how students perceived them. These misalignments highlight opportunities for enhancing teaching effectiveness.

Moreover, the study identified that students' sense of belonging is deeply affected by their experiences in group activities, their interactions with teachers, and overall communication within their educational setting. Additionally, traditional cultural elements within engineering education were found to clash with the expectations and needs of increasingly diverse student populations. This underscores the necessity for educational practices to evolve accordingly.

This study explored what motivates engineering students to continue their studies, how teaching practices can enhance their persistence, and the barriers that prevent the effective implementation of such practices. In conclusion, by implementing inclusive, supportive, and clearly communicated teaching practices, addressing misalignments in teacher-student interactions, and fostering environments where students feel valued and connected, universities can better support engineering students. This enables more students to complete their studies and positively contribute to society.

A copy of the PhD thesis is available for reading at the department.