University technical college students’ perceptions and experiences of studying engineering

Oct 20, 2026

Uploaded by Fahsai

University Technical Colleges (UTCs) provide a technically oriented curriculum for learners aged 14–19 by combining technical study with academic subjects such as English, maths, and science. Focus group discussions in two Midlands UTCs explored Year 10 students’ motivations and experiences of studying the Engineering Diploma, including perceptions of the learning environment, workshop time, responsibility, and transferred planning skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

University Technical Colleges

The Learning and Motivation in Engineering Research Project

Focus Groups

Participants

Centre for Education Research and Policy University technical college students’ perceptions and experiences of studying engineering Debra Malpass & Hayley Limmer Presented at the Inaugural Edge Research Conference, 16th November 2012, at the National Exhibition Centre, Birmingham, UK Abstract University Technical Colleges (UTCs) aim to provide a technically-oriented curriculum for 14-19 year olds. Technical learning with state-of-the-art equipment is integrated with academic subjects such as English, maths and science to support pupils’ technical learning. The UTC curriculum aims to become highly regarded and to establish parity of esteem between technical and academic pathways of study. Focus group discussions took place in two UTCs in the Midlands area of England. Forty nine Year 10 pupils shared their experiences of studying the Engineering Diploma. Focus group discussions explored why pupils chose to study at a UTC, their perceptions and experiences of engineering and their plans for the future. Discussions also examined how the UTC learning environment is perceived by its students. Most of the UTC students reported feeling highly motivated. They described a culture where working hard most of the time is normal and suggest that a desire to learn is required to attend a UTC. Compared to their previous schools, they reported that it was easier to learn in smaller classes with fewer disruptive students. They enjoyed their Engineering lessons but would prefer more time in the workshop as they liked the “hands-on” element of the subject. Students reported more planning activities which enabled them to take more responsibility for their own learning. Some students reported that they had transferred the planning skills that they had learnt in Engineering to other subjects. The longer hours associated with attending a UTC meant that students frequently reported being unable to socialise with their friends. Many students felt that the UTC’s extra-curricular activities made the day seem unnecessarily long and they would prefer participation to be optional not compulsory. However, these compromises were judged to be worthwhile due to the benefits of attending a UTC. These included: being treated more like adults, the involvement of employers and access to state-of-the-art equipment. Overall, the UTC students reported high levels of motivation and self-regulated learning. However, it is not known if this is due to more able students self-selecting to attend UTCs. This is being explored further in a quantitative survey of learning and motivation in UTC and comprehensive school students. This study is part of a wider longitudinal programme of research into technical education. 1. Introduction 1.1. University Technical Colleges The aim of University Technical Colleges (UTCs) is to provide a technically-oriented curriculum for 14-19 year olds while integrating national curriculum requirements such as English, mathsand science to support pupils’ technical education. The first UTC opened in September 2010 and there are currently five UTCs operating in England (see Table 1) . Table 1 List of open UTCs in England as of September 2012. | UTC | Local Authority | Specialism | Date Opened | | --- | --- | --- | --- | | JCB Academy | Staffordshire | Engineering and
enterprise | September 2010 | | Black Country | Walsall | Engineering and science | September 2011 | | Aston | Birmingham | Engineering and
Science | September 2012 | | Central Bedfordshire | Central Bedfordshire | Engineering, manufacturing and product design | September 2012 | | Hackney | Hackney | Digital media and healthcare | September 2012 | Developed by the Baker Dearing Trust , UTCs are 14-19 schools that are independent from local authority control while receiving state funding through the Academies programme ( Fuller & Unwin, 2011) . Each UTC must be sponsored by a further education college, a university and an industrial partner who are all

FAQs

What curriculum model do UTCs aim to deliver for 14–19 year olds?

UTCs aim to integrate technically oriented learning with academic subjects like English, maths, and science, using state-of-the-art equipment and an “integrated curriculum” approach.

Why did Year 10 pupils choose to study at a UTC?

The discussions explored pupils’ motivations for choosing a UTC and their perceptions of engineering study, including how the learning culture and support affected their engagement.

What benefits and trade-offs did students report about attending a UTC?

Students reported high motivation and self-regulated learning, easier learning in smaller classes, and hands-on workshop enjoyment. Longer hours were also associated with difficulties socialising and a view that extra-curricular activities could make the day feel too long.

Oct 20, 2026

Uploaded by Fahsai