Advancing Global Capacity for Engineering Education Research (AGCEER): Relating Research to Practice, Policy, and Industry
Jesiek, Brent K., Borrego, Maura, Beddoes, Kacey, Journal of Engineering Education
We report on the results of a joint initiative between the European Journal of Engineering Education and Journal of Engineering Education titled Advancing Global Capacity for Engineering Education Research (AGCEER). More specifically, we present findings from a series of moderated interactive sessions held at international engineering education conferences between July 2007 and December 2008, where participants were asked to discuss the current state and future trajectory of engineering education research.
How did AGCEER session attendees describe: (1) the relationship between engineering education research and educational practice, policy considerations, and industry, and (2) important stakeholders, mechanisms/strategies, and challenges for relating research to practice, policy, and industry?
Thematic analysis was used to categorize and understand the textual data of report back transcripts and note pages from ten AGCEER sessions involving 300 participants on six continents. An open coding procedure was used to capture issues raised in each of the sessions on the relation of research to practice, policy, and industry.
We observed frequent discussion and widespread consensus among AGCEER participants about the need to relate engineering education research to the practice of engineering teaching. Discussions about relating research to policy and industry remain formative, but appear to be gaining traction.
We propose a cyclic model to better conceptualize how engineering education research can be strategically related to practice, profession, and industry across diverse local and global contexts.
Engineering education is developing into a domain meriting scientific study. Recognizing this development, the editors of the Journal of Engineering Education and the European Journal of Engineering Education, Jack Lohmann and Jean Michel, respectively, launched a worldwide initiative in 2007 called, "Advancing die Global Capacity for Engineering Education Research." Over an 18-month period, workshops were held at 10 international engineering education conferences involving hundreds of persons. The authors of this paper provided leadership in the conduct of the workshops. They have sorted through the wealth of information collected and prepared this thoughtful paper, which was peer reviewed by both journals. Because of the significance of this contribution to the global development of this field, we are pleased to joindy publish this paper to reach both our journals' audiences.
Erik de Graaff, Editor-in-Chief, European Journal of Engineering Education
Jack R. Lohmann, Editor, Journal of Engineering Education
The field of engineering education research is going global. In 2008 the European Society for Engineering Education (SEFI) established a Working Group on Engineering Education Research (WG-EER) (SEFI, 2008), and the Australasian Association for Engineering Education (AAEE) is developing its own Educational Research Methods (ERM) group (Australasian Association for Engineering Education, 2008). Since 2003, the Annals of Research on Engineering Education (AREE) has served as a meta-journal and Web portal linking engineering and science education journals to an online scholarly community that is both lively and internationally diverse (AREE, 2010). Since 2001, a series of Global Colloquia on Engineering Education have been held by the American Society for Engineering Education (ASEE) and its partners in diverse locales, and the Society's Journal of Engineering Education QEE) is now published in partnership with nine international organizations and distributed in 80 countries, including publication of selected articles in Chinese and Korean for distribution in China and Korea (Lohmann, 2010). In many national and regional contexts, engineering education research is being bolstered by a growing array of conferences and workshops, courses, degree programs, research centers, funding sources, and publication outlets (Jesiek, Newswander, and Borrego, 2009; Jesiek, Borrego, and Beddoes, 2009). …