Engineering problem-solving knowledge: the impact of context

Abstract

Employer complaints of engineering graduate inability to ‘apply knowledge’ suggests a need to interrogate the complex theory-practice relationship in twenty-first century real world contexts. Focussing specifically on the application of mathematics, physics and logic-based disciplinary knowledge, the research examines engineering problem-solving processes as enacted by recent graduates in a range of industrial settings. Theoretically situated in the sociology of education, the Bernsteinian concept of knowledge structures and Legitimation Code Theory epistemic relations are utilised to surface the disciplinary basis of problem solving in different sociotechnical contexts. It is argued that the relationship between the ‘what’ and the ‘how’ of the problem gives rise to significantly different practice ‘codes’ between which successful engineering problem-solvers are required to shift. This paper presents two contrasting case studies which demonstrate the impact of the environment on code-shifting practices. Findings suggest that engineering curricula need to facilitate a more conceptual grasp of contextual complexities.

Keywords:

• Engineering problem solving
• disciplinary codes
• Legitimation Code Theory
• sociology of education

Notes

1. The qualification for technicians situated at a level below a three-year Bachelor’s in Engineering Technology Degree, and two levels below the professional engineering Bachelor’s Degree.

2. The environments – referred to as Knowledge-Practice Environments (KPEs) – were categorised using factors such as scale and nature of work.