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

Abstract

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.