Engineering education

Engineering education

This project delves into the factors that contribute to the perceived lack of preparedness among new professors for teaching roles within higher education. Recognizing the pivotal role that effective teaching plays in academia, this investigation employs ATLAS.ti software, a qualitative data analysis tool, to conduct a comprehensive examination of 12 interview transcripts sourced from diverse backgrounds.

The primary objective is to identify, categorize, and compare the reasons cited by new professors for their perceived lack of preparedness in teaching. Through the utilization of ATLAS.ti, a qualitative research analysis tool, the study employs coding and thematic categorization of responses to systematically explore commonalities and variations in the experiences of participants. By adopting qualitative research methods, the aim is to capture the nuanced perspectives of new professors, providing an in-depth understanding of the challenges they encounter as they adapt to the teaching environment.

Following the completion of the analysis, a detailed comparison of the identified reasons is conducted to generate meaningful results. The overarching goal is to provide insights into shared challenges and individual variations, shedding light on the perceived lack of preparedness among new professors for their teaching roles.

The use of ATLAS.ti software is integral to this study, as it facilitates a rigorous and systematic examination of interview transcripts, enhancing the reliability and efficiency of the analysis process. The results obtained contribute valuable information to the discourse on faculty development, offering a nuanced understanding of the factors influencing the preparedness of new professors for their teaching responsibilities within the academic setting. By addressing these challenges, the project aims to make a meaningful contribution to the improvement of faculty preparedness and, consequently, the overall quality of higher education.