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ERIC Number: ED540678
Record Type: Non-Journal
Publication Date: 2007-Aug
Pages: 3
Abstractor: ERIC
Reference Count: 0
The Role of Doggedness in the Completion of an Undergraduate Degree in Engineering. Research Brief
McCain, Janice; Fleming, Lorraine; Williams, Dawn; Engerman, Kimarie
Center for the Advancement of Engineering Education (NJ1)
Research in engineering education over the past 15 years has shown that the interest in pursuing undergraduate degrees in engineering has declined among graduating high school students. A large portion of this engineering education research focuses on factors used to predict the likelihood that a student will successfully complete an undergraduate degree in engineering. However, there is lack of research and discussion pertaining to the significance of personal motivation that can be described as "doggedness" relative to successful completion of graduation requirements. A small but identifiable group of dogged engineering students was found in the structured interview segment of the study. A dogged student may or may not enjoy his/her studies, but innately feels it is their responsibility to proceed with the academic program they started. Since the most dogged students persevere without a high level of satisfaction they are perhaps the most likely to make non-engineering post-baccalaureate career choices even if they are able to complete the undergraduate degree. Continued effort needs to be made to promote graduate education among engineering degree recipients. To increase the number of engineering students entering graduate school, undergraduate program coordinators need to address some of the aspects of the program that students dislike.
Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr.; Web site:
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: University of Washington, Center for the Advancement of Engineering Education (CAEE)