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Author: search.filters.author.Murphy, Elizabeth

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    Pre-service teachers' concerns about diversity
    (2021-10-12)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
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    Engineering educators’ perspectives on the feasibility of fostering sustainability through the internet of things
    (2021-01-01)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    The purpose of this study was to identify the feasibility of integrating the internet of things (IoT) in engineering education (EE) to promote environmental, social and economic sustainability. This purpose is explored through self-report surveys with 113 engineering educators in Thailand. Analysis relied on descriptive statistics and two-way ANOVA. Results revealed high feasibility of integration with less feasibility for social sustainability. There were no significant differences in relation to feasibility and demographic factors such as educators’ years of experience and type of EE. Respondents identified factors that can promote the integration. These were grouped into the following categories: curricula and programs, instructor and student-related factors, administrative and policy factors and technology-related factors.
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    Quality, equity, inclusion and lifelong learning in pre-service teacher education
    (2019-12-01)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.
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    Sustainability awareness, attitudes and actions: A survey of pre-service teachers
    (2019-01-01)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service, industrial-education teachers (N=390) regarding economic, social and environmental sustainability. Survey items were derived from learning objectives provided by UNESCO in relation to 17 sustainable development goals (SDGs). Research questions focused on overall results as well as analyses to determine differences based on program type and year of study. Results showed an average overall higher percentage in the categories of attitudes (90%) and action (91%) than for awareness (69%). The lowest ranked items in the categories of attitudes and action were related to SDG 5, gender equality. Pre-service teachers in year two of their program reported significantly higher levels of awareness than those in their first, third, fourth or fifth year. There were no significant differences for program type. Implications point to the value for higher education institutes, programs and instructors of identifying sustainability issues most relevant to their context in terms of culture and subject area. Results also pointed to the possibility that higher education institutions may be able to address aspects of sustainability through other initiatives (e.g., mental health awareness days) that are not necessarily branded specifically as sustainability issues.
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    The role of engineering education for innovation in the 21st century
    (2019-01-01)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    This conceptual paper first presents a synthesis of the central target and related concepts of five innovation policies from Asia. The paper then identifies how engineering education (EE) can help realise this target. Methods involved online, quantitative, key concept analysis combined with qualitative analysis of units of meaning. Analysis of the policies revealed that the overall target was social and economic prosperity. The prosperity is powered by a capacity for sustainability and inclusivity and by five other sub-categories of capacity as follows: human; relational; research and development; science, technology and innovation and; entrepreneurship and competitive. EE can contribute to social and economic prosperity by helping to build this capacity. Building capacity requires a shift from teaching as telling, to teaching as doing, from transmission of knowledge, to construction of knowledge, from teacher- to learner-centred learning and from didactic teaching to project- and problem-based learning situated in authentic, scientific, social and technological contexts.
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    A Model of Engineering Education for Innovation
    (2018-09-17)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    ;
    Tuntrakool, Sunti
    The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.