Sektörel Geri Bildirim, Akreditasyon ve Mikro-Yeterlilik Perspektifinden Mühendislik Stajları

Abstract

Eğitimin ayrılmaz bir parçası olan staj, öğrencilere teorik bilgilerini uygulamaya dökme ve profesyonel iş ortamını deneyimleme fırsatı tanır. Bu çalışmada, kişisel ve mesleki beceriler konusunda asgari nitelikler kazandırmak üzere verilen mühendislik eğitimindeki staj programı, öğrencileri stajyer olarak istihdam eden sektör temsilcilerinden gelen geri bildirimler üzerinden çevre mühendisliği disiplini odağında incelenmiştir. Programın etkililiği; öğrenci performansına yönelik dört yıllık bir periyotta elde edilen nicel ve nitel verilerle Mühendislik Eğitim Programları Değerlendirme ve Akreditasyonu (MÜDEK) kapsamında değerlendirilerek, öğrencilerin staj süreçlerinden elde ettikleri kazanımlar (mikro-yeterlilik) ve bu kazanımların sürdürülebilir staj programlarına etkisi bağlamında irdelenmiştir. Nicel veriler betimsel istatistik ve nitel veriler ise mentörlerden elde edilen görüşler doğrultusunda açık kodlama yapılarak içerik analizi ile değerlendirilmiştir. Veri setinin niteliği ve hacmi göz önünde bulundurularak Mann Whitney U testi de gerçekleştirilmiştir. Sektörel geri bildirimler, öğrencilerin MÜDEK yetkinliklerinde tanımlanan becerilerin çoğuna sahip olduğunu ortaya koymaktadır. Betimsel istatistik parametreleri bağlamında öğrenciler arasında önemli farklılıklar görülmemiştir. Kamu ve özel kuruluşlardan elde edilen staj verilerinin ileri analizinde ise özellikle mesleki bilgi ve beceri yeterlikleri açısından kamu kurumları lehine anlamlı bir fark olduğu görülmüştür (p<0,05). Özellikle akreditasyon çıktıları açısından önemli bir bulgu olan bu durum, programın güçlü yönlerini ortaya koyarak iyileştirme fırsatları sunmuş, sektörün mühendis adaylarından beklediği temel yeterlilikler ve bu yeterliliklerin staj sürecinde nasıl entegre edilebileceği konusunda içgörüler oluşturmuştur. Çalışma, stajları daha işlevsel ve etkileşimli hale getirecek önerilerde bulunarak, üniversite-sanayi arasındaki köprüyü güçlendirme potansiyeline işaret etmektedir. Mezuniyet sonrası istihdam edilebilirlik ve bireysel kazanımların ispatı bağlamında önemli araca dönüşebilecek mikro-yeterlilik konusunda daha fazla araştırmaya ihtiyaç duyulmaktadır.

Keywords

• Mühendislik eğitimi
• Mesleki uygulama
• MÜDEK
• Sürdürülebilir staj
• Mikro-yeterlilik

Engineering Internships from the Perspective of Sector Feedback, Accreditation, and Micro-Credentials

Abstract

Internships constitute an indispensable component of the educational process, offering students the chance to apply their theoretical knowledge in a practical setting and gain insight into the professional work environment. This study examines the internship program in engineering education, which is designed to impart minimum qualifications in personal and professional skills, with a particular focus on the discipline of environmental engineering. The effectiveness of the program was evaluated in accordance with the Association for Evaluation and Accreditation of Engineering Programs (MÜDEK) criteria, utilizing both quantitative and qualitative data on student performance over a four-year period. Additionally, the study examined the gains (micro-credentials) achieved by students through their internships and the potential impact of these credentials on sustainable internship programs. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using content analysis with open coding in line with the opinions obtained from the mentors. Considering the nature and volume of the data set, the Mann-Whitney U test was also performed. Sectoral feedback indicates that students possess most of the skills defined in MÜDEK competencies, and there are no significant differences between students in terms of descriptive statistics parameters. Further analysis of the internship data obtained from public and private institutions showed a significant difference in favor of public institutions, especially in terms of professional knowledge and skills competencies (p<0.05). This finding is particularly relevant in terms of accreditation criteria, as it highlights the program’s strengths and offers opportunities for improvement. The study provides insights into the fundamental competencies that the sector expects from engineering candidates and how they can be integrated during internships. It also proposes recommendations to enhance the functionality and interactivity of internships, thereby reinforcing the university-industry bridge. Furthermore, it underscores the need for further research on micro-credentials, which have the potential to serve as a pivotal instrument in substantiating post-graduation employability and individual accomplishments.

Keywords

• Engineering education
• Vocational practice
• MUDEK
• Sustainable internship
• Micro-credentials

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