Abstract:

In line with the new policy introduced in 2005, Victoria University (VU) decided to implement new pedagogical directions. The two engineering schools, as a consequence, introduced Problem-Based Learning (PBL) pedagogy in their undergraduate engineering programs. It was hoped that this action would inspire more and better qualified students, of both genders, to consider engineering courses at VU. This was followed by an extensive publicity in secondary schools and vocational colleges. Despite some small increase in attracting greater number of students to engineering, VU engineering still remained as the least attractive destination for students considering engineering as their course of study. The proportion of girls who chose VU engineering remained low. Seven years of surveys demonstrated an increasing awareness of PBL at VU amongst final year secondary students and direct (though small) incentive in attracting students to VU engineering. However this pedagogical novelty proved disappointing to a large proportion of students however would have preferred more traditional instructive teaching in augmenting PBL subjects. The relative high proportion of students indicating their desire to transfer to another university showed that PBL had little effect on possible attrition rates suggesting that other strategies need to be adopted. Introduction of PBL had also a disappointing impact on attrition rates and attracting both particularly women and students with higher scores to VU engineering.

Keywords:

Engineering pedagogy, engineering attractiveness, problem-based learning.