Motivation and Hindering Factors in Engineering Education–Perspectives of Engineering Educators at European Universities

Paper in proceeding, 2024

Research highlights the influence of faculty on educational change in engineering education, emphasizing the need for interdisciplinary research and strategies aligned with individual perspectives. This study investigates the role of motivational and hindering factors among faculty engaged in engineering education across different European universities as part of the ENHANCE alliance. For this purpose, a survey was developed and distributed to faculty engaged in engineering education from the ENHANCE universities. Statistical analysis of 391 responses reveals intrinsic motivation as the most relevant factor for engaging in engineering education, with varying perceptions of extrinsic motivation and hindering factors among universities. Further analysis indicates financial constraints, bureaucratic challenges, and political influences as common barriers, with differences attributed to national policies and institutional contexts. The results underline the relevance of considering local and national contexts in addressing motivational factors and barriers to quality engineering education. Further research is needed to explore correlations with political frameworks and individual beliefs, aligning with strategies for educational change in engineering education.