Abstract

This study examined how an introductory, survey-based manufacturing systems and processes course – which uniquely integrated a flipped classroom structure and multiple experiential learning elements – influenced engineering technology (ET) students’ perceptions of careers, workforce expectations, workplace dynamics, and essential industry skills within manufacturing. Pooled qualitative data from 52 ET student’s pre- and post-course reflection surveys, administered across four cohorts, were analyzed using topic modeling, sentiment analysis, comparative assessments, keyword frequency analysis, and/or impact assessment. The data offered valuable insights into students understanding of essential job skills, definitions of a good job, and perceptions of factory work. Before the course, students often associated factory environments with monotony and outdated stereotypes. However, post-course responses indicated a greater appreciation for modern, technology-driven manufacturing settings (i.e. Industry 4.0), workplace governance, and career growth opportunities. The results underscored the role of experiential learning in reshaping students’ industry perceptions and improving workforce readiness. By integrating real-world observations and hands-on engagement, this case study highlighted the continued need for curriculum strategies that aligned ET education with evolving industry demands.

Comments

This is the publisher PDF of Webster, R. (2025) "Shaping Engineering Technology Students’ Perceptions of Manufacturing Through Experiential Learning in a Flipped Classroom – A Case Study." International Journal of Engineering Education 41(5): 1342-1349. Copyright Tempus Publications, it is shared here with permission. 

Keywords

flipped classroom; experimental learning; industry tours; engineering technology; manufacturing; qualitative research

Date of this Version

2025

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