A Quantitative Study of Collaboration Patterns of Engineering Education Researchers

Xian, Hanjun; Madhavan, Krishna

doi:10.18260/1-2--20856

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Engineering Education Research (EER) is a growing field that is becoming increasingly connected around the globe through international collaborations. The benefits of collaborations in EER are well reported and include, for example, improving diversity of thought on projects, reducing the risk of "reinventing the wheel" by leveraging regional developments, increasing research quality, and increasing funding opportunities (Borrego & Bernhard, 2011;Borrego & Newswander, 2008;Xian & Madhavan, 2012). Of particular note, as contextual and cultural differences are fundamentally important in much of EER because of its roots in the humanities and social sciences (Beddoes, Jesiek, & Borrego, 2011), international collaborations offer an opportunity to consider these contextual differences so that different systems of education may learn from one another.…”

Section: Introductionmentioning

confidence: 99%

Understanding Australian and United States Engineering Education Research (EER) contexts through the eyes of early-career EER researchers

Deters

Holloman

Pearson

et al. 2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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Core to a successful international collaboration is the consideration and understanding of cultural and contextual differences. Although previous research has identified a range of challenges stemming from these elements, Engineering Education Research (EER) specific recommendations tend to focus on European-U.S. contextual differences. As the Australian EER landscape continues to expand, particularly for early-career researchers, it is important to broaden comparative EER efforts, particularly because international collaborations are increasingly an important consideration for career promotion indicators. PURPOSE This research focuses on how engineering education researchers familiar with both the Australian and U.S. contexts experience and undertake EER in both contexts. This research aims to provide greater insights into the similarity and differences of the systems EER operates within across the two countries. METHODS Semi-structured interviews were conducted with engineering education researchers at U.S. and Australian tertiary institutions to gather their perceptions of EER in both contexts. Interviewees were selected for having significant experience in both contexts and falling into early-career categories. An iterative process of thematic analysis was undertaken to analyse interview transcripts using open coding. ACTUAL OR ANTICIPATED OUTCOMESInterviews with early-career engineering education researchers illuminated the structural differences across contexts that ultimately impact and lead to differences in how EER functions in both contexts. These contextual differences are also impacted by sociocultural differences that influence how international collaboration does and does not work. CONCLUSIONS/RECOMMENDATIONS/SUMMARYThis work contributes to the literature that explores what is different about EER across contexts by pointing to why we may see these differences. It is imperative that we consider organizational and sociocultural contexts when exploring differences across EER contexts and capacities for collaboration.

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Section: Introductionmentioning

confidence: 99%

Understanding Australian and United States Engineering Education Research (EER) contexts through the eyes of early-career EER researchers

Deters

Holloman

Pearson

et al. 2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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Complex Systems Research and Evaluation in Engineering Education

Hilpert

Marchand

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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The purpose of this theory-to-practice paper is to discuss complex systems research needs within engineering education. We provide a comprehensive definition of complex systems educational research (Hilpert & Marchand, under review; Jacobson et al., 2016) and an overview of methods specific to the approach (Hollenstein, 2013; Koopsman & Stavalomsis, 2016; Strogatz, 1994). After this, we delineate a research-based framework that can be used to develop and conduct complex systems research and evaluation. We identify two areas within the field of engineering education where complex systems research can be useful: 1) educational research focused on student interaction and cognition and 2) assessment and evaluation of collaboratives such as grant funded projects and communication/ publication networks. We discuss existing literature in these spaces, and then outline the critical research needs for engineering education. We address each of these critical needs with an eye on theory as well as methodological and analytic techniques that can be used to design and conduct complex systems research and evaluation in engineering education settings and contexts. The result is a set of specific guidelines that researchers can use to move complex systems research forward in engineering education. This material is based upon work supported by the National Science Foundation under Grant Number NSF DUE #1245018 and partial support was also provided by the National Institute of General Medical Sciences, Grant No. P20GM109025.

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Mapping the Study of Blended Learning in Engineering Education

Brown

2015 ASEE Annual Conference and Exposition Proceedings

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A Quantitative Study of Collaboration Patterns of Engineering Education Researchers

Cited by 3 publications

References 25 publications

Understanding Australian and United States Engineering Education Research (EER) contexts through the eyes of early-career EER researchers

Understanding Australian and United States Engineering Education Research (EER) contexts through the eyes of early-career EER researchers

Complex Systems Research and Evaluation in Engineering Education

Mapping the Study of Blended Learning in Engineering Education

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