Development of a New Ergonomics-Based Technology Education Curriculum for Nigerian Universities: Needs Analysis

Jamilu Mustapha Chedi, Ramlee Mustapha

Abstract


In this study, a needs analysis was conducted to identify the ergonomics awareness among technology education lecturers in Nigerian universities. In addition, the study was also designed to determine the gap in the existing technology curriculum with regard to ergonomic integration across the technology programs in Nigerian universities. Also to determine the perception of lecturers toward the introduction of ergonomics-based technology education. Participants were 119 lecturers’ of technology education from selected Nigerian universities. Data were collected using questionnaires and interview protocol. Descriptive statistics such as frequency, percentage, means and standard deviation were used to describe the empirical data. The main result indicates a low level of ergonomics awareness among technology lecturers in Nigerian universities. Also, with regards to the need of a new curriculum of ergonomics-based technology education, the study reveals that most respondents concur that a curriculum is needed. In fact, the majority of the lecturers perceived the incorporation of ergonomics-based technology education into technology education of the Nigerian universities as a milestone.


Full Text:

PDF

References


Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for specific purposes, 21(1), 59-79.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Seven edition, Abingdon, Oxon: Routledge.

Dul, J., Bruder, R., Buckle, P., Carayon, P., Falzon, P., Marras, W. S., ... & Doelen, B. V. (2012). A strategy for human factors/ergonomics: developing the discipline and profession. Ergonomics, 55(4), 377-395. doi:10.1080/00140139.2012.661087

English, L. M. (Ed.). (2005). International encyclopaedia of adult education. New York: Palgrave Macmillan.

Finch, C. R., & Crunkilton, J. R. (1999). Curriculum Development in Vocational and Technical Education, Planning, Content, and Implementation. Boston: Allyn and Bacon.

Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (1st edn.) (pp. 325-346). West Sussex, UK: John Wiley & Sons.

Gass, J. (2012). Needs analysis and situational analysis: Designing an ESP Curriculum for Thai Nurses. English for Specific Purposes World, 36(12), 1-21.

Grier, A. S. (2005). Integrating Needs Assessment into Career and Technical Curriculum Development. Journal of Industrial Teacher Education, 42(1), 59-66.

Horvat, M., & Kailer, N. (1989). Needs Analysis in Continuing Engineering Education—Matching Individual and Organisational Needs. European Journal of Engineering Education,14(1), 97-104. doi:10.1080/03043798908903341

Ismaila, S., & Samuel, T. (2014). Human-centered engineering: the challenges of Nigerian engineer. Journal of Engineering, Design and Technology, 12(2), 195-208. doi:10.1108/jedt-02-2011-0013

Karwowski, W. (2005). Ergonomics and human factors: the paradigms for science, engineering, design, technology and management of human-compatible systems. Ergonomics,48(5), 436-463. doi:10.1080/00140130400029167

McCrone, T., O’Beirne, C., Sims, D. and Taylor, A. (2015). A Review of Technical Education. Slough: National Foundation for Educational Research (NFER).

Mohd Puad, M. H. (2015). The role of employability skills training programs in the workforce of Malaysia. (Unpublished doctoral dissertation). https://docs.lib.purdue.edu/dissertations/AAI3719684/

Mustapha, R. & Norani, M. S. (2007). Self-Fulfilling prophecy and digital divise revisited: vocational and IT competencies of special needs population in Malaysia. Jurnal Kerja Sosial 6(1), 33-65

Mustapha, R. (2010). Proposing a New Model of Knowledge Innovation for Research University Based on Entrepreneurial Paradigm. EDUCARE: International Journal for Educational Studies, Vol.2 (2) February, pp.111-130. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.

Mustapha, R. B. (2017). Skills Training and Vocational Education in Malaysia. In Education in Malaysia. Springer, 137 – 153.

Piaw, Y.C. (2012). Mastering Research Methods. Selangor: McGraw-Hill Education (Malaysia) Sdn.Bhd.

Pickens, A. W., & Benden, M. E. (2013, September). Curriculum Development for HF/E Graduate Students Lessons Learned in an Ongoing Effort to Educate and Meet Industry Demands. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 57, No. 1, pp. 452-456). SAGE Publications.

Qiu, X., Wang, D., Lo, H., & Tsang, M. (2014). Needs analysis and curriculum development of vocational Chinese for NCS students. SpringerPlus, 3(Suppl 1). doi:10.1186/2193-1801-3-s1-o3

Roberts, M. E., Stewart, B. M., Tingley, D., Lucas, C., Leder-Luis, J., Gadarian, S. K., . . . Rand, D. G. (2014). Structural Topic Models for Open-Ended Survey Responses. American Journal of Political Science,58(4), 1064-1082. doi:10.1111/ajps.12103

Sava, S. D. (2012). Needs analysis and programme planning in adult education. Opladen: Barbara Budrich.

Society for the History of Technology (2016). http://www.historyoftechnolog.org/publications/ booklets.html [Retrieved: 23/10/2016].

Triner, D., Greenberry, A., & Watkins, R. (1996). Training needs assessment: A contradiction in terms. Educational Technology, 36(6), 51-55.

Watkins, R. (2008). Needs Assessment. http://wesharescience.com/na/nafaqs.html [Retrieved: 06/08/2016]


Refbacks

  • There are currently no refbacks.