Do different learning contexts, processes and environment affect perceptions, dispositions and approaches to learning?

This paper is the initial report of an investigation into students' perception and approaches to learning as an extension to a Mixed Methods study. The initial study developed and applied a quantitative instrument within one institution, this study sought to deepen our knowledge through the deployment of the same instrument within a second institution delivering a mechanical engineering programme under similar circumstances. The results obtained through this quantitative stage show that for many questions the institutional context did not impact upon the student views which gives engineering academics a clear indication of where opportunities for enhancement of practice exist in relation to approaches to learning and studying, module and classes, ways of learning, and assessment in addition to student responses to material aspects such as student perceptions of staff and university resources. The paper details the methodology and quantitative instrument which will enable wider application in further contexts or the employment of the findings within a further and deeper qualitative investigation.