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Engineering Students and Professionals as Co-Learners: Epistemic Practices and Positioning

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Title: Engineering Students and Professionals as Co-Learners: Epistemic Practices and Positioning
Language: English
Authors: Michael T. O'Connell (ORCID 0000-0001-9695-0315), Tom Adawi (ORCID 0000-0002-4135-8784), Patric Wallin (ORCID 0000-0001-6222-8543), Christian Stöhr (ORCID 0000-0002-0001-5873)
Source: European Journal of Engineering Education. 2026 51(2):460-478.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Higher Education
Adult Education
Descriptors: Postsecondary Education, Engineering Education, College Students, Engineering, Technical Occupations, Courses, Continuing Education, Group Dynamics, Interdisciplinary Approach, Epistemology, Learning Strategies, Student Experience
DOI: 10.1080/03043797.2025.2566697
ISSN: 0304-3797
1469-5898
Abstract: A significant turning point in the discourse on interdisciplinarity is marked by the growing interest in non-disciplinary perspectives. This paper explores the potential of a model for engineering education where students and non-academic stakeholders are co-learners in project-based learning. The context is an interdisciplinary project-based course on battery technology open to both engineering students and engineering professionals. Interviews were used to explore what epistemic practices groups of students and professionals mobilise, and how they position each other and the project. A key finding is that students and professionals were positioned in complementary ways, with the latter perceived as valuable sources of industrial knowledge and the former as sources of academic knowledge. Additionally, group composition was found to have an effect on their epistemic practices. Based on our findings, we discuss three models for involving non-academic actors in engineering education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503127
Database: ERIC
FullText Text:
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  Data: Engineering Students and Professionals as Co-Learners: Epistemic Practices and Positioning
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  Data: <searchLink fieldCode="AR" term="%22Michael+T%2E+O'Connell%22">Michael T. O'Connell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9695-0315">0000-0001-9695-0315</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tom+Adawi%22">Tom Adawi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4135-8784">0000-0002-4135-8784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patric+Wallin%22">Patric Wallin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6222-8543">0000-0001-6222-8543</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christian+Stöhr%22">Christian Stöhr</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0001-5873">0000-0002-0001-5873</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2026 51(2):460-478.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03043797.2025.2566697
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  Data: A significant turning point in the discourse on interdisciplinarity is marked by the growing interest in non-disciplinary perspectives. This paper explores the potential of a model for engineering education where students and non-academic stakeholders are co-learners in project-based learning. The context is an interdisciplinary project-based course on battery technology open to both engineering students and engineering professionals. Interviews were used to explore what epistemic practices groups of students and professionals mobilise, and how they position each other and the project. A key finding is that students and professionals were positioned in complementary ways, with the latter perceived as valuable sources of industrial knowledge and the former as sources of academic knowledge. Additionally, group composition was found to have an effect on their epistemic practices. Based on our findings, we discuss three models for involving non-academic actors in engineering education.
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