Study Motivation of Security Technologies, Systems and Management Students

Transcription

1 Study Motivation of Security Technologies, Systems and Management Students LUCIE JUŘÍKOVÁ, ALENA PADÚCHOVÁ, KATEŘINA SULOVSKÁ, DAVID ŠEVČÍK Faculty of Applied Informatics, Department of Security Engineering Tomas Bata University in Zlín Nám. T. G. Masaryka 5555, Zlín CZECH REPUBLIC Abstract: Tomas Bata University in Zlín, the Czech Republic and its Faculty of applied informatics offers for more than 10 years specialized bachelor and master degree in Security technologies, systems and management. The field of study is continually customized to trends in security market and needs of commercial security industry. There are six main universities in the Czech Republic that deal with the security education on high level, beginning with Charles University in Prague, Masaryk University, VŠB Technical University Ostrava, Tomas Bata University in Zlín, The Police Academy of the Czech Republic in Prague, University of Defence, and concluding with the Private University College of Economic Studies, Ltd. In this paper, we introduce our preliminary research into motivation of security field students in their second year at Tomas Bata University in Zlín, their thoughts and future plans in university education. This small survey will serve to improvement of study field at our university that will be tenderable, interesting and conforming to the provisions of private companies. Key-Words: security field, study motivation, present study students, survey, security education, Czech Republic 1 Introduction Study field Security Technologies, Systems and Management (STSM) is a unique field of study in the Czech Republic conducted at Tomas Bata University in Zlín (TBU), Faculty of Applied Informatics (FAI). The STSM can be studied in two degrees bachelor (6 semesters) and master one (4 semesters), especially three as students have also the opportunity to continue their studies in the Ph.D. studies in the study field Engineering Informatics with the specialization on STSM. The main courses in bachelor and master degrees contains: systemization of security industry, special physical training, mechanical preclusive systems, technology of commercial security, technical means of security industry, criminalistics, technology of detective operation, security electronic means, special security technologies, information safety, cryptology, projecting safety systems, risk (crisis) management, above standard means of object s safety, security technologies of securing information systems, electronic safety and access systems, camera systems, projecting integrated systems, modeling of crises, futurology, forensics, safety and hygiene at work, project management, and safety system and public service. Other courses e.g. consist of mathematics, mechanics and thermics, physics, instrumentation and measurements, law, and English language. Information and Control Technologies Security Technologies, Systems and Management Study program: Engineering Informatics Information and Control Technologies (B) Information Technologies in Administration (B) Information Technologies (M) Automatic Control and Informatics (M) IT Teaching at Primary and Secondary Schools (M) Computer and Communication Systems (M) Integrated Systems in Buildings (M) Computer and Communication Systems (B, M) Fig. 1 Study programs at TBU, FAI (B = Bachelor degree, M = Master degree) ISBN:

2 The aim of this paper is to present a subjective feelings and opinions of STSM student in their 4 th semester about the studies, their thoughts about the curricula of the study in bachelor degree and their future plans. Results are displayed in their own section together with a commentary and suggestions for the faculty. Table 1. University Ranking in Q of Czech universities [1] CZ World University Rank Rank Charles University in Prague Masaryk University in Brno Czech Technical University in Prague Brno University of Technology Palacký University University of West Bohemia Technical University of Ostrava University of South Bohemia Tomas Bata University in Zlín Mendel University of Agriculture and Forestry Brno Czech University of Life Sciences Prague (University of Agriculture) University of Economics Prague Institute of Chemical Technology in Prague University of Pardubice Ostrava University 2 Problem Formulation The issue of high quality education is nowadays often talked at every university or college in the Czech Republic. The trend was for many years quantity at the expense of quality. Even though it may seem that the study programs and courses were depleted, it had not always been that way on most universities. The problem of heightened competitiveness of study fields emerged few years ago, when the Czech labor market became oversaturated by many absolvents of universities in many fields, especially those from economics, history, and philology. This can be seen even for the absolvents of the STSM field (full-time study) where 68 % of our graduates do not work in the field due to our research [2], whereas only 29 % of the alumni work in the security field. The biggest issue with the STSM field can be spotted in fast changing security and safety environment worldwide. The field itself cannot stand so dramatic changes, even the faculty tries to modify the curricula on regular basis to fulfill the requirements made by the whole security market including security companies, developers, detective agencies etc. During the annual alumni meeting in September 2014 the greatest issue marked was very bad employability in the field, no field experience during study assured by faculty and no awareness of STSM field by security companies. Another problem, also mentioned by alumni, is moderating the knowledge requirements as the standard of students is decreasing every year, and partially disconnection of education from the reality. This disconnection is debatable; however it can mean a knowledge gap in the curricula. Whether the same opinion prevails between 4 th semester students of STSM is shown in Sec. 3. Our survey also reveals some issues that also very important for the future of this field at TBU. 3 Results & Discussion The survey was held in March 2014 and 45 fulltime students of the STSM in their 4 th semester took part in it. Students were asked to answer truly and without any hesitation to get predicative insight into their thoughts about the field. As a method for obtaining data a questionnaire was chosen. The questionnaire consisted of 13 questions, where 11 were closed question and 2 were open. Tracked sample contained 4 women and 41 men, because men are predominant in 90 % in the STSM field. 3.1 Reasons for studying STSM As a first question, we studied why students were presented the application for the field. Most of the students (62 %) wrote that their motivation to study is the interest in the security field, because it is very promising field and they feel not to have any problems with future employment. About 9 % of students stated that their interest for studying the field was made by their friend, who has been already studying STSM. 7 % of students referred as a reason the location of the university, and alternative because they were not accepted to their first choice university. Minority of students typed as a reason following matters: no will to work, easy field of study, second round of applications, throwing-out from previous university, and in one case fascination with security field from motion pictures. According to these results, we can say that most of student chose STSM because of the high attraction of the security field and future ISBN:

3 possibilities in this field, not only in private sphere, but also in the realm of science. 3.2 Evaluation of the STSM, faculty, staff and curricula Another set of questions dealt with the students ideas about the STSM field, demandingness of the field, evaluation of the faculty in contrast to other faculties in the Czech Republic, and finally about the advisability of the STSM curricula after four semesters. 78 % of students think that the study is medium demanding as some of the courses are more demanding and some are modest or conducted in creative way so that they do not perceive them hard. On the other hand, only 2 students consider STSM s courses as hard. Those students are from generally specialized high school so that they have to make bigger endeavor to study with good grades. 18 % of students consider the field very easy. These responses were made by men who studied high schools focused on electronics, weak current or computer sciences. For such students, the STSM can be really easy field to study, usually with very good grades ending with higher level of stipends. Question dealing with curricula revealed very interesting facts. 9 % of students think that some courses are missing, but cannot say which ones. In all 22 %, students do not feel anything is missing the STSM is according to them perfectly created. Rest of the students wrote down the imperfection in curricula as, according to them, there are too much courses that are unavailing. This results show two different facts. Firstly, the knowledge level of students is really lower than a few years ago, because as a redundant courses were selected mathematics, physics, law, languages, electronics and electrotechnics, and economics, which are key in understanding the design, development and projecting of security appliances. It also shows orientation to easier and more creative type of courses (e.g. survival tactics, martial arts/sports, graphics). Moreover, students become demotivated, as they have no will to study extra materials on their own, and only wait the information to be told them by lecturers/teachers. Secondly, we take this result as an upraised index finger. Not only it can mean that some of tutors do not motivate students properly (even though it is very hard in some cases), but it can also foreshadow some problems with their capability of taking the courses really seriously, which was also mentioned by several students. This also corresponds with results of following question (s. Fig. 2). Fig. 2 Evaluation of academic staff After this question, the question evaluating the faculty followed. The results are summarized in Table 2. According to the results, majority of students rate TBU, FAI as a competitive university among Czech universities with comparable level of education. This result is very promising and cannot be obtained without the academic staffs, which in most cases satisfy students expectations on courses and science made at FAI. The most elusive answers concern the use of doctoral students in laboratory practice or seminars. Most of the students wrote down the lack of motivation or knowledge of doctoral students in selected courses and expressed disbelief in their skills and qualifications. This can be a consequence of regulation enacting tuition to Ph.D. candidates in the amount of at least 4 hours/weekly where possible. The problem here is, that parts of the seminars/laboratories are divided not according to the qualification of the student but by the supervisors/faculty opinion and potentialities. Table 2. Evaluation of the faculty in contrast to other faculties Standard of FAI No. of cases Higher 2 Lower 14 Comparable 25 Do not know 4 This in our opinion corresponds with responds to our next question Would you apply to STSM again if you can turn back the time?. Whole 67 % answered No and would choose a different field (better option) or university. The answer Yes was chosen in 37 % of cases, which is quite satisfying, even though the percentage in this case is more stimulative to the further evolution of the field. One person chose the option going to work instead of studying. The last part of this section will be concluded by evaluation of courses, respectively elective courses ISBN:

4 and field experience and attitudes by students. The answers are depicted in Fig. 3. Fig. 3 Attitudes to elective courses and field experience As can be seen in Fig. 3, most students are very interested in field experience as a tool to get practice for their future work. However, most of them know that providing field experience in the security field is very challenging. As FAI has some contacts to private companies dealing with security willing to employ students for a 1 3 months long field experience, this may persuade faculty to create such opportunity for students, or at least the best of them. 3.3 Contribution of study to further life Students were also asked about their future life and plans. At first, we asked them to tell us whether they think the study will benefit for their future life and work. 44 % of them circled a variant with definite benefit for future life adding that they have better understanding of some things and are able to react better to new situations and act more flexible. 49 % found the study partially beneficial, as they in some cases do not consider the study demanding as was discussed in previous section. Even in this case, they also told us, that they are more flexible in dealing with problems and solve life problems more operationally. The rest of students considered that studies have no impact on their lives. This 7 % responds with answers about future work ambitions, where same amount of respondents answer they want to do nothing, or ideally be renters. According to our survey, 49 % or students want to work in the security field in their future life, including also work positions as criminalist, detectives or police officers. Future work in different than security field chose 18 % of students. These students want to work as IT specialists, at family companies or in music industry. Employment that will earn living and will be amusing is a dream of 13 % of STSM students, while whole 9 % still do not know what will be their job, which is mainly why they started to study university. The 4 % of the students wrote they want to have any kind of job that will earn them big amounts of money. It is interesting that these students were not only satisfied with the STSM as a field, but also do not consider STSM to be a hard field to study. 3.4 Further thoughts and ideas Students were also given a space for their concerns and ideas. This section was very interesting to evaluate, because it highly corresponds to our debate with alumni later this year. Furthermore, students added few of their worries starting with disconnection of education and reality in security field and some teachers. This is very worrying as the classes, even though more theoretical, should be still connected to real life and applications. Students also pointed out the issue of Ph.D. students that are not motivated to teach them properly and in a few cases are also arrogant or with haughty attitude. Another problem arising from the questionnaire is that some of the theoretical courses are not taken seriously but the teachers and there for nearly 50 % of students are disappointed with some of the supporting courses that are important for their future work. This is a real problem, as the students get demotivated at the beginning of the course and stop paying attention to other courses led by the same teacher or similar courses led by others. The solution of this issue is up to the faculty, and even though the solution is simple, there are several problems arising, that are difficult to be solved. 4 Conclusion Submitted paper deals with results of survey done in March 2014 by STSM students. According to the results, it can be said, that most of the student chose TBU because of the interest in security field and at least half of them enjoy and appreciate the field. During the evaluation of the questionnaires, few issue arose, that have to be solved to get better ranking from students, and even to get better ranking across Czech universities. While discussing results with faculty, several issues are to be solved as well, as the apparatus to solve problems is very complicated and mistakes in this sphere are not tolerated. However, further evolution of the STSM is prepared and steps to avoid issues mentioned in this paper are being taken. Another problem arising from our survey is demotivation of students during their studies not only due to demotivated academic staff, but also because the thought that everything should be told ISBN:

5 them by teachers and they unwillingness of learning something on their own that will enrich their knowledge in the way they want it to be. This topic is for longer discussion and may even not be solved due to many circumstances in the studentexpectation-teacher equation. 6 Acknowledgements This work was supported by the Internal Grant Agency at Tomas Bata University in Zlín, projects number IGA/FAI/2014/001, IGA/FAI/2014/018, IGA/FAI/2014/041, IGA/FAI/2014/055, and by the European Regional Development Fund under the Project CEBIA-Tech No. CZ.1.05/2.1.00/ References: [1] Ranking Web of Universities, [online], available: < europe/czech%20republic%20> [2] TOLAR, Dan, Employment opportunities of alumni of full-time study of the STSM field, Bachelor thesis, supervisor Kunovský Jan, 2014 [3] POLKOVÁ, Lucie, Youth values as socialeducative issue, Diploma thesis, Kraus Blahoslav, 2010 [4] MLÝNEK, Ondřej, Study motivation of parttime students, Bachelor thesis, supervisor Vízdal František, 2009 [5] MASLEN, Sarah, HOPKINS, Andrew, Do Incentives work? A qualitative study of managers motivations in hazardous industries, Safety Science, Vol. 70, December 2014, pgs [6] HANUS, Michael D., FOX, Jesse, Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance, Computers & Education, Vol. 80, January 2014, pgs ISBN: