Disruptive Innovation as a Panacea for Sustainable Engineering Education in Nigeria

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue IV, April 2020 | ISSN 2321–2705

 Disruptive Innovation as a Panacea for Sustainable Engineering Education in Nigeria

Adeoye, I. A¹; Adanikin, A.^2
1Department of Business Administration and Marketing, Caleb University, Imota, Lagos State
²Department of Civil & Environmental Engineering, Elizade University, Ilara-Mokin, Nigeria

Abstract – The pace of globalization in the world has brought about tremendous shifts and changes in every sector of the economy. This is also evident in the educational sector which has evolved over time from the traditional method of teaching experience to embracing of different technological advancement to create a teacher-learner friendly environment. However, much of these has not been experienced in the engineering education in Nigeria as students are still regimented to the traditional approach of learning experience as such, cannot compete effectively in the global market. It is due to this aforementioned that this study examined the role of disruptive innovation as a panacea for sustainable engineering education in Nigeria. A qualitative analysis approach was used to query engineering education in Nigeria and its readiness in embracing technological innovation for a cutting-edge teacher-learner experience. The diffusion of innovation theory model was utilized to understudy how individuals respond/react to innovation when the adopters lack information or its potential benefits to them. The study therefore concluded that in order for engineering education in Nigeria to compete with global standards, there will be a need to invest heavily in research and development. It will also become imperative to learn, re-learn and adapt to innovative culture across boards. The study also recommends that manpower should be trained and taught the innovation processes and changes.

Keywords -Disruptive innovation, Engineering education, Nigeria, Technology, Student/Learner approach

I. INTRODUCTION

The global industry has witnessed a period of unprecedented change which has also impacted the pace of engineering education sporadically. The future of engineering education is being framed by the constant and competitive global forces which transcend national boundaries such as the impact of globalization, rapid technology advances, climate change and inequality (Parashara & Parasharb, 2012). Hence, disruptive innovation has therefore become a fundamental issue in the development of engineering education in the new global economy as it is seen as the best adaptive profile for engineering students/technicians. The concept of disruptive innovation is directly concerned with ‘technological core’ or ‘technological advancement’ in a particular field which brings about fundamental breakthroughs.

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