Exploring the use of futures, values, systems, and strategic thinking among engineering education research collaborators.
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| Title: | Exploring the use of futures, values, systems, and strategic thinking among engineering education research collaborators. |
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| Authors: | Dalal, Medha1 (AUTHOR) medha.dalal@asu.edu, Carberry, Adam1 (AUTHOR) adam.carberry@asu.edu, Archambault, Leanna2 (AUTHOR) leanna.archambault@asu.edu |
| Source: | Journal of Engineering Education. Apr2023, Vol. 112 Issue 2, p382-402. 21p. |
| Subject Terms: | *Engineering education, *Education research, *Organizational structure |
| Abstract: | Background: Multiple reports call for new ways of thinking to address challenges facing engineering education in the coming decades. Adopting these approaches first requires identifying and understanding existing ways of thinking among those engaging in engineering education research. Purpose/Hypothesis: This study is motivated by the recently published Framework for Applying Ways of Thinking in Engineering Education Research (FAWTEER). The purpose is to determine if and how the four ways of thinking proposed under FAWTEER—futures, values, systems, and strategic—are practiced by engineering education research collaborators. Design/Method: Seven engineer‐social scientist collaborator pairs across heterogeneous research projects were interviewed in dyads. Data were analyzed using an inductive coding approach that was informed by the framework and literature. Results: Emergent findings provided evidence of collaborators' use of futures, values, systems, and strategic thinking, but the interpretations and relevance of a particular way of thinking varied depending on the project context. Proposal calls, organizational structures and policies, intentionality, and culture were identified as determinants that could foster or hinder the implementation of different ways of thinking. Conclusions: Ways of thinking may be taken for granted or partly ignored in research practices despite their potential influence on innovation. This study highlights how futures, values, systems, and strategic thinking are enacted in engineering education research and suggests the need to further explore connections between ways of thinking and cultures that exist at the departmental, institutional, and disciplinary levels. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell 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: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163111921 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the use of futures, values, systems, and strategic thinking among engineering education research collaborators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dalal%2C+Medha%22">Dalal, Medha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> medha.dalal@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Carberry%2C+Adam%22">Carberry, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> adam.carberry@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Archambault%2C+Leanna%22">Archambault, Leanna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> leanna.archambault@asu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Apr2023, Vol. 112 Issue 2, p382-402. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+structure%22">Organizational structure</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Multiple reports call for new ways of thinking to address challenges facing engineering education in the coming decades. Adopting these approaches first requires identifying and understanding existing ways of thinking among those engaging in engineering education research. Purpose/Hypothesis: This study is motivated by the recently published Framework for Applying Ways of Thinking in Engineering Education Research (FAWTEER). The purpose is to determine if and how the four ways of thinking proposed under FAWTEER—futures, values, systems, and strategic—are practiced by engineering education research collaborators. Design/Method: Seven engineer‐social scientist collaborator pairs across heterogeneous research projects were interviewed in dyads. Data were analyzed using an inductive coding approach that was informed by the framework and literature. Results: Emergent findings provided evidence of collaborators' use of futures, values, systems, and strategic thinking, but the interpretations and relevance of a particular way of thinking varied depending on the project context. Proposal calls, organizational structures and policies, intentionality, and culture were identified as determinants that could foster or hinder the implementation of different ways of thinking. Conclusions: Ways of thinking may be taken for granted or partly ignored in research practices despite their potential influence on innovation. This study highlights how futures, values, systems, and strategic thinking are enacted in engineering education research and suggests the need to further explore connections between ways of thinking and cultures that exist at the departmental, institutional, and disciplinary levels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell 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=ehh&AN=163111921 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20511 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 382 Subjects: – SubjectFull: Engineering education Type: general – SubjectFull: Education research Type: general – SubjectFull: Organizational structure Type: general Titles: – TitleFull: Exploring the use of futures, values, systems, and strategic thinking among engineering education research collaborators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dalal, Medha – PersonEntity: Name: NameFull: Carberry, Adam – PersonEntity: Name: NameFull: Archambault, Leanna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 112 – Type: issue Value: 2 Titles: – TitleFull: Journal of Engineering Education Type: main |
| ResultId | 1 |
