REES AAEE special issue on engineering education research capability development: introduction by guest editors

Dart, Sarah; Cicek, Jillian Seniuk; Sohoni, Sohum

doi:10.1080/22054952.2023.2231768

Cited by 2 publications

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, due to limited structural support on how to conduct EER and a lack of established novice-expert relationships, there's a growing need to train the new researchers to conduct research that directly impacts students and stakeholders, as current EER work is being critiqued for risks of becoming isolated and less relevant (Dart et al, 2023). To make EER more relevant to the needs of the local community, modern educational context, and changing ecosystems, barriers must be recognized and solved using an enabling ecosystem.…”

Section: Literature Reviewmentioning

confidence: 99%

Enablers and Barriers for Engaging in Engineering Education Research in India

Meshram,

Joshi,

Kandakatla

et al. 2024

Research in Engineering Education Symposium

View full text Add to dashboard Cite

ContextIndia needs to improve its Engineering Education Research (EER) to address its unique educational requirements and align with the visionary goals set forth in the National Education Policy (NEP) 2020. To truly follow the NEP 2020 vision, we need to understand and tackle the challenges stopping us from diving deeper into EER. Purpose or GoalEngineering faculty in India are one of the key stakeholders as they can engage in EER in alignment with the vision of NEP 2020. However, an extremely low participation of engineering faculty in EER remains a major concern. Therefore, this work aims to systematically explore the barriers to engaging in EER in India and suggest potential directions to overcome these barriers via dialogue with stakeholders about enablers. MethodsA qualitative approach was used in this study to gather insights and perspectives from various stakeholders regarding the barriers to engaging in EER in India and potential enablers. Semi-structured interviews were conducted with engineering education researchers, and leaders at engineering education institutes in India. Collected data was analyzed using thematic analysis and specific themes are reported. OutcomesThis study identifies barriers and enablers to facilitate high-quality EER in India, provides recommendations for institutional and governmental policies, and motivates individuals to implement practical solutions. A few of the barriers we found include a lack of institutional support for EER, bridging research and teaching practice in academia, disciplinary silos, lack of direction, lack of recognition of EER as a field of inquiry, a small community of EER researchers, and lack of funding. Some enablers found include motivation to advance EER in India, institutional recognition, acknowledgment of EER by the engineering community, capacity building and collaborations, technology-based research, and NEP 2020. ConclusionThis analysis provides valuable guidance for future research and policy initiatives aimed at enhancing engineering education in India. The findings can be utilized by stakeholders at both individual and systemic levels to drive positive change within the EER ecosystem in India.

show abstract

Section: Literature Reviewmentioning

confidence: 99%