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Factors influencing educators' implementation of quality teaching practices in Australian engineering education.

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Title: Factors influencing educators' implementation of quality teaching practices in Australian engineering education.
Authors: Dart, Sarah1 (AUTHOR) sarah.dart@qut.edu.au, Cunningham, Sam1 (AUTHOR), Gregg, Alexander2 (AUTHOR), Young, Amy1 (AUTHOR)
Source: Australasian Journal of Engineering Education. May2025, Vol. 30 Issue 1, p18-36. 19p.
Subjects: Engineering education, Effective teaching, Social capital, Educators, Bourdieu, Pierre, 1930-2002, Social theory, Thematic analysis
Abstract: Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: 'what key factors influence engineering educators' implementation of quality educational practices, and how?'. Using Bourdieu's Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals' perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators' habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
FullText Text:
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Header DbId: egs
DbLabel: Engineering Source
An: 187189420
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Factors influencing educators' implementation of quality teaching practices in Australian engineering education.
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  Data: <searchLink fieldCode="AR" term="%22Dart%2C+Sarah%22">Dart, Sarah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sarah.dart@qut.edu.au</i><br /><searchLink fieldCode="AR" term="%22Cunningham%2C+Sam%22">Cunningham, Sam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gregg%2C+Alexander%22">Gregg, Alexander</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Young%2C+Amy%22">Young, Amy</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Engineering+Education%22">Australasian Journal of Engineering Education</searchLink>. May2025, Vol. 30 Issue 1, p18-36. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Social+capital%22">Social capital</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Bourdieu%2C+Pierre%2C+1930-2002%22">Bourdieu, Pierre, 1930-2002</searchLink><br /><searchLink fieldCode="DE" term="%22Social+theory%22">Social theory</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: 'what key factors influence engineering educators' implementation of quality educational practices, and how?'. Using Bourdieu's Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals' perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators' habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=187189420
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/22054952.2024.2407284
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Effective teaching
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      – SubjectFull: Social capital
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Bourdieu, Pierre, 1930-2002
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      – SubjectFull: Thematic analysis
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            NameFull: Dart, Sarah
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            NameFull: Cunningham, Sam
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            – D: 01
              M: 05
              Text: May2025
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              Y: 2025
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