Journeying into Engineering Education Research

ABSTRACT

Researchers face tensions as they journey into the field of Engineering Education Research (EER). Central to these tensions is the spectrum between the philosophical foundations of STEM-based engineering and Social Science-based education, which create internal and external challenges in the field. EER researchers must traverse the epistemological tension and the boundaries between disparate disciplines. As such, they may find themselves working on the fringes of EER’s parent disciplines (Engineering and Education) and not fully belonging to any community. This theoretical article draws on EER literature, several theoretical frameworks, and the research and lived experiences of the authors, two academics and three doctoral students who have journeyed into EER in Canada. It provides insights to new researchers to help them understand the nature of some of the struggles they may experience journeying into EER, awareness for more established researchers who may be already acquainted with the tensions, and critical context for universities and organisations wishing to build EER capability to inform the supports that new and existing EER researchers could use to thrive in EER communities.

KEYWORDS:

• Engineering Education Research
• Epistemological tensions
• Boundary crossing
• Social capital
• Theoretical reflection

Acknowledgments

The authors would like to acknowledge the pioneers and trailblazers that have come before us in this challenging, dynamic and exciting field. In addition, we thank the reviewers for guiding us to additional literature to expand the Australian perspective in this paper.

Disclosure statement

The lead author is a guest editor on the special issue for which this article is being submitted. The authors report there are no other competing interests to declare.

Additional information

Notes on contributors

Jillian Seniuk Cicek

Jillian Seniuk Cicek (she/her) is an Assistant Professor at the Centre for Engineering Professional Practice and Engineering Education, University of Manitoba. She has a background in visual arts, creative writing, education, and holds an interdisciplinary PhD in engineering education.

Jeff Paul

Jeff Paul (he/him) is a PhD student in Engineering Education Research at the University of Manitoba. He has a MASc in Software Engineering and an MPA in Defence Studies. His background is in teaching and instructional design.

Renato Bezerra Rodrigues

Renato Bezerra Rodrigues (he/him) is a PhD student in Engineering Education Research at the University of Manitoba. He has an MA in Science and Technology Studies, and a background in Mechanical Engineering.

Patricia Sheridan

Patricia Sheridan (she/her) is an Assistant Professor, Teaching Stream at iLead, University of Toronto. Her background is in Mechanical Engineering. She holds a PhD in Engineering Leadership Education.

Robyn Paul

Robyn Paul (she/her) is a PhD candidate in interdisciplinary studies at the University of Calgary. She has an MASc in Engineering Education and a background in manufacturing engineering.