Using journey maps as a holistic, reflective approach to capture student engineering identity experiences

Figures & data

Table 1. Focus group participant demographic.

	Count
Education
Student Engineer	17
Early Career Engineer	8
Gender
Male	7
Female	18
Engineering Major
Civil	16
Mechatronics	3
Mechanical	2
Medical	2
Chemical Process	1
Computer and Software	1

Figure 1. Example of journey map from Dagg et al. (2019).

Figure 2. Example of journey map from Dagg et al. (2019).

Figure 3. Example of student journey map (excerpt provided for anonymity).

Figure 4. Example of student journey map (excerpt provided for anonymity).

Figure 5. Example of translated and annotated student journey map.

Figure 6. Framework for students’ identification with engineering adapted by Godwin (2016).

Figure 7. Framework for students’ identification with engineering adapted to include person and social identity within engineering identity.

Figure 8. Framework for students’ identification with engineering and ten key themes previously identified by the research team used for coding the data.

Table 2. Participants who identified as an engineer by demographic.

	Total no. of Participants	No. who identified as an engineer	No. who do not identify as an engineer
Student Engineer	12	6	6
Early Career Engineer	18	15	3

Figure 9. Findings from journey maps coded against the adapted model of engineering identity across first year, mid-years and final year for student and professionals.

Dagg, J., et al. 2019. “Using Reflexive Lifelines in Biographical Interviews to Aid the Collection, Visualisation and Analysis of Resilience.” Contemporary Social Science 14, https://doi.org/10.1080/21582041.2018.1459818.

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Godwin, A. 2016. The Development of a Measure of Engineering Identity.

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