July 26, 2021
July 26, 2021
July 19, 2022
Educational Research and Methods
In this study, we used classical grounded theory and thematic analysis to develop a framework to help us understand the process that academics go through to become engineering education researchers. As a data source, we accessed the publicly available interview transcripts from the Cambridge Handbook of Engineering Education Research: Updated Perspectives (CHEER-UP) 2020 virtual summer seminar. In this series of 15 seminars, 32 CHEER authors engaged in one-hour discussions to elicit their current views on the topic highlighted in their chapters. As part of the introduction to each seminar, the authors answered why and how they entered the field of EER, which we used for our analysis.
Using NVivo 12, we administered a line-by-line coding of the interviews using inductive thematic analysis, identifying themes that helped us answer our research question. We identified five main themes: Engineering Culture, Opportunity, Education Knowledge Community Involvement, and Desire to Right Wrongs. The individual themes identified here are aligned with and supported by publications in engineering education and other disciplines.
The central ideas of our findings are two-fold. First, an Opportunity is often the catalyst for the boundary-crossing between the disparate disciplines of engineering and education. Second, having an intrinsic motivation (i.e., Desire to Right Wrongs) and the external support of Community Involvement are crucial to help the researcher continue to thrive and explore within this dual-discipline in which boundary-crossing is endemic.
Bezerra Rodrigues, R. A., & Paul, J. W., & Seniuk Cicek, J. (2021, July), Entering the Discipline of Engineering Education Research: A Thematic Analysis Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37090
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