Final year projects in engineering education: a comparative study of final year engineering projects at public universities in Malawi, Namibia and South Africa

Abstract

This study investigates and contrasts the final year (capstone) engineering projects at three public universities in Southern Africa: Cape Peninsula University of Technology (CPUT), Malawi University of Science and Technology (MUST), and Namibia University of Science and Technology (NUST). The research examines their practices, structures, assessment criteria, and challenges through qualitative case studies, utilizing collaborative autoethnography. The findings highlight the crucial role of capstone projects in engineering education and identify significant challenges such as project selection, limited funding, and assessment methods. A comparative analysis reveals local relevance, cross-cultural differences, and the potential of industry-linked projects to enhance regional engineering education. Despite funding and time constraints, the study underscores the need for innovative collaborations to improve project quality and strengthen industry partnerships. These insights contribute to understanding effective engineering education practices, fostering curriculum improvements, enhancing project selection, and refining assessment strategies within Southern African universities. By comparing final year projects across these institutions, the study provides valuable insights into program effectiveness, revealing opportunities for advancement and innovation. This research aims to improve educational practices, consider cultural influences on final year projects, align graduate skills with industry demands, share best practices, address challenges, inform policy and curriculum development, and stimulate collaboration.