Enhancing Engineering Professional Skill Development Through Industry-led Guest Lectures: A Transformative Learning Approach in African Engineering Education

Vicent Rutagangibwa; Irene Magara; Comfort Musiimenta

doi:10.54337/irspbl-11099

Authors

Vicent Rutagangibwa University of Cape Town
Irene Magara University of Nebraska-Lincoln
Comfort Musiimenta University of Cape Town

DOI:

https://doi.org/10.54337/irspbl-11099

Keywords:

Industry-led guest lectures, Professional skills development, Industry readiness, Reflective learning, African engineering education

Abstract

This study examined the impact of integrating industry-led guest lectures with reflective learning on the professional skill development of final-year electrical engineering students at Mbarara University of Science and Technology (MUST), Uganda. Grounded in Kolb’s Experiential Learning Theory and using Maxwell’s interactive research design, the study explored how this combined approach enhances students’ professional competencies and industry readiness. A mixed-methods design was employed, involving 73 students who participated in pre- and post-intervention surveys, reflective journals, and sessions led by three expert guest lecturers in maintenance engineering. Quantitative analysis showed statistically significant gains in students’ confidence and readiness to tackle industry-related challenges. Reflections further revealed improved problem-solving, deeper understanding of real-world practices, and growth in professional identity. Students reported high motivation and perceived relevance of the sessions. These findings underscore the effectiveness of structured industry engagement in developing both technical and soft skills among engineering students. The study offers practical strategies for bridging the academia–industry divide, particularly in resource-constrained settings, and contributes to emerging scholarship on experiential and practice-oriented engineering education.

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