Boundary Spanning and Engineering: A Qualitative Systematic Review

Jesiek, Brent K.; Mazzurco, Andrea; Buswell, Natascha Trellinger; Thompson, Julia

doi:10.1002/jee.20219

Cited by 38 publications

(29 citation statements)

References 108 publications

(333 reference statements)

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“…We used Boyatzis's (1998) thematic analysis technique to compile all mentions of instructor strategies to aid implementation of active learning and categorize these excerpts into certain strategies. This technique uses both deductive and inductive coding processes (Creswell & Creswell, 2017;Jesiek, Mazzurco, Buswell, & Thompson, 2018).…”

Section: Analysis Procedures For Coding Strategiesmentioning

confidence: 99%

Instructor strategies to aid implementation of active learning: a systematic literature review

et al. 2021

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Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

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Section: Analysis Procedures For Coding Strategiesmentioning

confidence: 99%

Instructor strategies to aid implementation of active learning: a systematic literature review

et al. 2021

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“…Thus, it does not appear surprising that in complex contexts characterized by uncertainty and change, there is a need of individuals who can bridge the divide between differ-ent parties (within or between organizations) and thereby connect different worlds [12,36]. Research on inter-organizational collaboration as well as in organizational behavior and strategic management has long recognized the value of such boundary spanning individuals [13,14,18,37,38], although sometimes referred to by other names such as networker, broker, collaborator, cupid, civic entrepreneur, boundroid, sparkplug or collabronaut [39]. Boundary spanners need not be individuals with a formally designated or nominated role; the roles may also be performed in practice by individuals without such nomination [11,15].…”

Section: Boundary Spanners As Agents Of Change In Sustainable Transitionsmentioning

confidence: 99%

“…They should be visionaries and frontrunners, openminded and able to look beyond their own domain or working area. Such individuals are essentially boundary spanners-individuals with specific relational skills and competences to bridge diverging perspectives as well as facilitate the dissemination and integration of new information and knowledge into an organization [10][11][12][13][14]. Being a boundary spanner also entails navigating power dynamics in managing complexity, understanding motives, roles and responsibilities in "the big picture", having insights into organizational strategies Sustainability 2021, 13, 8073 2 of 17 and visions, as well as knowing how and who to influence in order to obtain authority and legitimacy to drive change in an organizational context [10,11,15].…”

Section: Introductionmentioning

confidence: 99%

Preparing an Organization for Sustainability Transitions—The Making of Boundary Spanners through Design Training

Yström

Agogué

Rampa³

2021

Sustainability

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Organizations today need to adapt their operations for a more sustainable future, and the transition management literature has highlighted the need for individuals who can collaborate with others to find new paths forward. Essentially, these individuals are boundary spanners with specific skills and competences to bridge diverging perspectives and facilitate knowledge dissemination and integration. Such individuals become critical change agents in organizations and essential in preparing the organization for sustainability transitions. The purpose of this study is to explore how organizations can enable and encourage individuals to take on this role and develop the skills and competences needed to become boundary spanners. Based on a case study set in a large Canadian energy corporation striving to shift towards more sustainable operations, our paper explores the emergence of boundary spanners, focusing on the effects of a design training program in supporting such roles in the organization. Our findings outline essential characteristics of boundary spanners; through illustrative career trajectories of four individuals participating in the training program, we show how the training program contributed to the emergence of boundary spanners.

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“…The result of this phase was organized in a list that includes the analyzed papers with their associated characteristics (Appendix). In the inductive phase, I identified some specific "themes in each topic area with particular emphasis on characterizing the ones most prevalent" (p. 385) [22], after three iterations.…”

Section: Discussionmentioning

confidence: 99%

Engineering Design and Social Justice: A Systematized Literature Review

Hynes

Vargas-Ordóñez

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Colombian Ph.D. student in Engineering Education at Purdue University. He is a Master in Education from the University of Los Andes in Colombia, a Master in Science, Technology, and Society from National University of Quilmes in Argentina, and B.S. in Chemical Engineering from the University of America in Colombia. He has belonged to Colombian educational formal and informal ambits like Pedagogic Consultant at the Planetarium of Bogotá for the project Centers of Interest in Astronomy, Innovation Mediator at the science and technology museum Maloka and Chemistry Teacher in school environments. He has worked in primary, secondary, and tertiary sectors, and in private and public companies throughout his professional life. He also develops as Hatha Radja Yoga Teacher.

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Boundary Spanning and Engineering: A Qualitative Systematic Review

Cited by 38 publications

References 108 publications

Instructor strategies to aid implementation of active learning: a systematic literature review

Instructor strategies to aid implementation of active learning: a systematic literature review

Preparing an Organization for Sustainability Transitions—The Making of Boundary Spanners through Design Training

Engineering Design and Social Justice: A Systematized Literature Review

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