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Issues Surrounding a Heutagogical Approach in Global Engineering Education

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

24.830.1 - 24.830.10



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Paper Authors


Yakut Gazi Texas A&M University

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In her 20 years of experience as an instructional designer, media specialist, IT consultant, faculty member, and technology leader, Dr. Yakut Gazi has worked at higher education institutions in the US, Qatar, Turkey, and Spain. Prior to joining TAMU Engineering as the Assistant Vice Chancellor for Engineering Remote Education in September 2013, she led the distributed learning and classroom technology operations at Texas A&M University-Central Texas and worked at A&M's branch campus in Qatar, where the university offers four of its top engineering programs. She is on the editorial board of the Journal of Social Media in Society and the MERLOT Journal of Online Learning and Teaching. She presented at over 45 regional, national, and international conferences and is the co-author of a book titled “Discourse Indicators of Culture in Online Courses: Designing Learning Environments for Global Success”. She received her doctoral degree from Texas A&M University and her Master’s and Bachelor’s degrees from, Bogazici University in Istanbul, Turkey. She speaks English, Turkish, and Spanish.

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Issues Surrounding a Heutagogical Approach for Global Engineering EducationHeutagogy is the study of self-directed learning that originates from andragogy. In aheutagogical approach, learners are expected to be highly autonomous and the goal is todevelop of learner competencies as well as produce learners with capacities and capabilities tolearn. The instructor facilitates the learning process, provides guidance and resources;however, it is the learner who owns the path to learning path and processes and determineswhat will be learned and how. The recent interest in heutagogy is also a result of thetechnological advances and advent of online learning environments, where the learners haveaccess to a plethora of resources and are expected to take charge of their own learning. Whileheutagogy is an attractive approach with potential to create successful learning environmentsfor many students, it also needs to be examined from a global/intercultural perspective for itsvalidity for non- Anglo- and non-Western cultures, especially because more and more learningenvironments (for example, MOOCs) are becoming global, housing a wide variety of studentsand cultures. The concept of the autonomy of learner in making choices about materials,activities, and assessments of learning should also be scrutinized for science, engineering, andtechnology-related fields, where gaps in competency can lead to major material losses as wellas loss of lives. This paper will examine the heutagogical approach in engineering educationusing Hofstede’s dimensions of national culture: power distance, uncertainty avoidance,individualism/collectivism, masculinity/femininity, long-term/short-term orientation, andindulgence/restraint. The discussion will also include the notion of “adulthood” in differentcultures, as learning environments based on heutagogy and andragogy assumes the learners tobe adults. The discussion will end with an analysis of the value of heutagogy in academic versusworkforce development environments in science, technology, and engineering.

Gazi, Y. (2014, June), Issues Surrounding a Heutagogical Approach in Global Engineering Education Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20722

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