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Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education: The Case of Chinhoyi University of Technology, Zimbabwe

Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education: The Case of Chinhoyi University of Technology, Zimbabwe

Fredreck Chinyemba
Copyright: © 2011 |Volume: 1 |Issue: 2 |Pages: 15
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781613508947|DOI: 10.4018/ijqaete.2011070104
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MLA

Chinyemba, Fredreck. "Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education: The Case of Chinhoyi University of Technology, Zimbabwe." IJQAETE vol.1, no.2 2011: pp.35-49. http://doi.org/10.4018/ijqaete.2011070104

APA

Chinyemba, F. (2011). Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education: The Case of Chinhoyi University of Technology, Zimbabwe. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 1(2), 35-49. http://doi.org/10.4018/ijqaete.2011070104

Chicago

Chinyemba, Fredreck. "Mobility of Engineering and Technology Professionals and its Impact on the Quality of Engineering and Technology Education: The Case of Chinhoyi University of Technology, Zimbabwe," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 1, no.2: 35-49. http://doi.org/10.4018/ijqaete.2011070104

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Abstract

This study explores the impact of mobility of qualified and experienced engineering and technology lecturers on the quality of engineering and technology education. A structured questionnaire was used to collect data from students, lecturers, Heads of Departments and Academic Deans at Chinhoyi University of Technology, Zimbabwe. The findings from this study indicate that the absence of experienced and qualified professionals has a negative effect on the quality of engineering and technology education. The lecturer’s experience is considered a rich legitimate source of quality. Findings also reveal that the use of teaching assistants and part time lecturers as an alternative to experienced professionals, coupled with lack of resources, adversely impacted on the quality of graduates from the institution. Essentially, lectures conducted were characterized by poor instructional delivery, rushing through courses and over burdened lecturers. Scientific research output was significantly low and productive time was being wasted on human resource issues.

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