Investigating university students’ conceptions of engineering : An implied identity perspective

Journal article


Khosronejadtoroghi, M., Markauskaite, L and Reimann, P. (2022). Investigating university students’ conceptions of engineering : An implied identity perspective. Higher Education Research and Development. 41(5), pp. 1586-1602. https://doi.org/10.1080/07294360.2021.1928001
AuthorsKhosronejadtoroghi, M., Markauskaite, L and Reimann, P
Abstract

Examining how learners ascribe meaning to different aspects of their university life is a necessary undertaking in higher education. This article aims to investigate university students’ conceptions of engineering and explore how these conceptions relate to the context of their experience. Our data collection method and data analysis are informed by the techniques of the phenomenographic approach and the Implied Identity Framework. Fifteen engineering students in a course about sustainability participated in the study. Results revealed eight categories of participants’ conceptions: (1) engineering as a practice for designing solutions; (2) engineering as a pragmatic practice for the welfare of people; (3) engineering as a knowledge-based practice; (4) engineering as a communicative practice; (5) engineering as a technology-mediated practice; (6) engineering as thinking; (7) engineering as an independent practice; and (8) engineering as learning. These conceptions had cognitive, technological, or social orientations and were related to three aspects of engineering: outcome-focused; process-focused; and person-focused. Also, findings demonstrated that different contexts of the university, workplace, and society prompt different ways of thinking about engineering. The findings place a greater emphasis on personal agency and the development of student identities as lifelong learners.

Keywordscontext; engineering higher education; implied identity; phenomenography; students’ conceptions
Year2022
JournalHigher Education Research and Development
Journal citation41 (5), pp. 1586-1602
PublisherRoutledge
ISSN0729-4360
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2021.1928001
Scopus EID2-s2.0-85105975240
Page range1586-1602
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online17 May 2021
Publication process dates
Accepted10 Apr 2021
Deposited02 Jun 2022
Permalink -

https://acuresearchbank.acu.edu.au/item/8xxwx/investigating-university-students-conceptions-of-engineering-an-implied-identity-perspective

Restricted files

Publisher's version

  • 61
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Reflexive empathy as social relation : The case for contextualised professional learning
Weber, Lauren Alexandra, Ryan, Mary and Khosronejadtoroghi, Maryam. (2024). Reflexive empathy as social relation : The case for contextualised professional learning. Discourse: studies in the cultural politics of education. 45(1), pp. 159-172. https://doi.org/10.1080/01596306.2023.2283700
Reflexivity and children’s exploration of moral aesthetics in creative writing
Weber, Lauren Alexandra, Barton, Georgina, Ryan, Mary and Khosronejadtoroghi, Maryam. (2023). Reflexivity and children’s exploration of moral aesthetics in creative writing. English in Education. 57(4), pp. 334-358. https://doi.org/10.1080/04250494.2023.2269973
Teaching creative writing in primary schools : a systematic review of the literature through the lens of reflexivity
Barton, Georgina, Khosronejadtoroghi, Maryam, Ryan, Mary, Kervin, Lisa and Myhill, Debra. (2023). Teaching creative writing in primary schools : a systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher. pp. 1-20. https://doi.org/10.1007/s13384-023-00641-9
Teacher learning as a polyphonic endeavor : A context sensitive model of teacher professional development
Khosronejadtoroghi, Maryam, Weber, Lauren Alexandra and Ryan, Mary. (2023). Teacher learning as a polyphonic endeavor : A context sensitive model of teacher professional development. Teachers and Teaching: Theory and Practice. 29(7-8), pp. 908-923. https://doi.org/10.1080/13540602.2023.2215709
In quest for a dialogic space : A microethnographic approach to classroom interaction about writing
Khosronejadtoroghi, Maryam, Ryan, Mary and Weber, Lauren Alexandra. (2023). In quest for a dialogic space : A microethnographic approach to classroom interaction about writing. Learning, Culture and Social Interaction. 40, pp. 1-11. https://doi.org/10.1016/j.lcsi.2023.100714
Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences
Ryan, M., Khosronejadtoroghi, M., Barton, G., Myhill, D. and Kervin, L.. (2022). Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences. Assessing Writing. 51, p. Article 100592. https://doi.org/10.1016/j.asw.2021.100592
‘We are not going to educate people’ : How students negotiate engineering identities during collaborative problem solving
Khosronejadtoroghi, Maryam, Reimann, Peter and Markauskaite, Lina. (2021). ‘We are not going to educate people’ : How students negotiate engineering identities during collaborative problem solving. European Journal of Engineering Education. 46(4), pp. 557-574. https://doi.org/10.1080/03043797.2020.1821174
“Sage on the stage” or “meddler in the middle” : Shifting mathematics teachers’ identities to support student engagement
Bobis, Janette, Khosronejadtoroghi, Maryam, Way, Jennifer and Anderson, Judy. (2020). “Sage on the stage” or “meddler in the middle” : Shifting mathematics teachers’ identities to support student engagement. Journal of Mathematics Teacher Education. 23(6), pp. 615-632. https://doi.org/10.1007/s10857-019-09444-1
Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering
Howard, Sarah K., Khosronejadtoroghi, Maryam and Calvo, Rafael A.. (2017). Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering. European Journal of Engineering Education. 42(6), pp. 875-889. https://doi.org/10.1080/03043797.2016.1228612
Engineering professional identity practices : Investigating use of web search in collaborative decision making
Khosronejad, Maryam, Reimann, Peter and Markauskaite, Lina. (2016). Engineering professional identity practices : Investigating use of web search in collaborative decision making. ASCILITE 2016 - Adelaide . Adelaide sa 28 - 30 Nov 2016 Australia: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). pp. 329 - 337
Designing authentic assessments in higher education
Reimann, Peter and Khosronejadtoroghi, Maryam. (2016). Designing authentic assessments in higher education. In Measuring and Visualizing Learning in the Information-Rich Classroom pp. 92-106 Taylor and Francis. https://doi.org/10.4324/9781315777979
Implied identity : A conceptual framework for exploring engineering professional identity practices in higher education
Khosronejadtoroghi, Maryam, Reimann, Peter and Markauskaite, Lina. (2015). Implied identity : A conceptual framework for exploring engineering professional identity practices in higher education. 2015 IEEE Frontiers in Education Conference (FIE). El Paso Texas USA 21 - 24 Oct 2015 United States: IEEE, Institute of Electrical and Electronics Engineers. pp. 978-982 https://doi.org/10.1109/FIE.2015.7344257
A Multimodal Approach to the Analysis of Complex Collaborative Learning Environments : Using Complementary Methods ofAnalysis to Synthesize New Trends in Scaffolding Research
Thompson, Kate, Carvalho, Lucila, Evans, Michael A., Huang, Lixiao, Khosronejadtoroghi, Maryam, Reimann, Peter, Aditomo, Anindito, Wardak, Dewa, Goodyear, Peter, Dimitriadis, Yannis, Martinez-Maldonado, Roberto and Dyke, Gregory. (2015). A Multimodal Approach to the Analysis of Complex Collaborative Learning Environments : Using Complementary Methods ofAnalysis to Synthesize New Trends in Scaffolding Research. 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden 07 - 11 Jun 2015 Sweden: Computer Supported Collaborative Learning. pp. 623
The synthesis approach to analysing educational design dataset : Application of three scaffolds to a learning by design task for postgraduate education students
Thompson, Kate, Carvalho, Lucila, Aditomo, Anindito, Dimitriadis, Yannis, Dyke, Gregory, Evans, Michael A., Khosronejadtoroghi, Maryam, Martinez-Maldonado, Roberto, Reimann, Peter and Wardak, Dewa. (2015). The synthesis approach to analysing educational design dataset : Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology. 46(5), pp. 1020-1027. https://doi.org/10.1111/bjet.12335