Engineering Education Research in Europe – coming of age

Bernhard, Jonte

doi:10.1080/03043797.2017.1412854

Cited by 12 publications

(7 citation statements)

References 7 publications

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“…Validity and reliability Bernhard (2018), in his editorial, reflects on the maturation of engineering education research and its relevance for practice, and how this is contingent upon research quality.…”

Section: Discussionmentioning

confidence: 99%

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Daniel

Mazzurco

2019

European Journal of Engineering Education

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Co-design is fundamental to humanitarian engineering and increasingly recognised as such in engineering curricula. However, it is challenging to teach, learn, and assess. In this paper we describe the development and validation of a scenario-based instrument to distinguish novice and expert approaches to codesign in the context of humanitarian engineering. The instrument assesses the extent to which respondents describe stakeholder participation in each of the scope, design, and deliver phases of the design process, with co-design experts taking a collaborative approach throughout. We analyse and compare responses to the instrument from first-year undergraduate engineering students and experienced humanitarian engineering practitioners. Implications for educators, to use this scenario-based assessment in their own research, teaching, and curriculum development, are discussed in detail.

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Section: Discussionmentioning

confidence: 99%

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Daniel

Mazzurco

2019

European Journal of Engineering Education

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“…Although some EngEd departments has been formed since then, and new degrees in EngEd have appeared [4] [5], most researchers in EngEd have evolved from their own engineering fields of knowledge, with no well-established EngEd communities in their universities, and therefore face a difficult path to becoming EngEd researchers [6]. Furthermore, some uncertainty still exists about what constitutes quality research in EngEd [7][8] [9] and about how to promote international collaboration by developing an internationally connected field of inquiry [10] [11] [12].…”

Section: Introductionmentioning

confidence: 99%

Designing Training Activities for a New PhD Program in Engineering Education

López

2021

2021 IEEE Frontiers in Education Conference (FIE)

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This research paper for the practice of work-in-progress presents the training activities designed for students of a new PhD program in Engineering Education. These activities are based on the study of the training courses of five Engineering Education PhD programs, and on the literature concerning PhD training challenges. A set of competencies to be acquired is first defined; then the training activities are designed by means of a SPOOC (Self-Paced Open Online Course) in order to guide the acquisition of these competencies. The SPOOC is currently under design, taking an initial cohort of 9 students as an experimental group.

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“…Initially, most of these articles came from the United States, where significant federal funds from the National Science Foundation (NSF) had begun to be directed toward these research endeavors, prompting the establishment of academic departments and PhD programs (Benson et al, 2010), as well as a reorienting of the Journal of Engineering Education (JEE) toward research (Lohmann, 2005). From the second decade of the 2000s, scholars from other countries, notably in Europe, also started contributing to this genre of writing, offering distinct, and often alternative, perspectives (Bernhard, 2018;Borrego & Bernhard, 2011;Edström, 2020;Malmi et al, 2018).…”

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confidence: 99%

Productive tensions? Analyzing the arguments made about the field of engineering education research

Klassen

Case

2021

J of Engineering Edu

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Background: A body of literature has arisen analyzing and legitimating the emerging field of engineering education research (EER). Using concepts from the sociology of knowledge, EER can be described as a region because it has relationships both to other academic fields and to its field of practice. Of interest is the strength of boundaries between these fields, described by the sociologist Bernstein's concept of classification. Purpose/Hypothesis: This study addresses the research questions: (1) How, when and by whom are arguments made to strengthen or weaken the boundaries, first between EER and other academic fields and second between EER and engineering teaching? (2) How do these arguments change across time and national contexts? Design/Method: Drawing on a survey of 21 EER experts, this sociological discourse analysis focuses on a purposive dataset of 17 papers from 2000 to 2020. Results: The study identified three main arguments in this literature, favoring: (1) strong classification (a singular in sociological terms); (2a) a region linked outward to teaching practice; and (2b) a region linked inward to other social science disciplines. Conclusions:The argument for EER as a strongly classified field has served value in establishing legitimacy and associated resources in some contexts buthas not yet delivered a unique knowledge base for such legitimation. An alternative framing holds together the productive tension between two directions in which EER as a region can face: Looking inward to parent disciplines for theoretical and methodological direction and looking outward to the world of practice for meaningful problems to guide its studies.

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Engineering Education Research in Europe – coming of age

Cited by 12 publications

References 7 publications

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Designing Training Activities for a New PhD Program in Engineering Education

Productive tensions? Analyzing the arguments made about the field of engineering education research

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