Emerging Research Methodologies in Engineering Education Research

TLDR

Methodology refers to the theoretical arguments that justify research methods and design, and while many well‑established educational research methodologies exist, a growing subset is now being applied in engineering education. A more explicit engagement with emerging methodologies in engineering education research is important so that researchers can broaden the set of questions they can address. Seven methodologies—Case Study, Grounded Theory, Ethnography, Action Research, Phenomenography, Discourse Analysis, and Narrative Analysis—are outlined, each illustrated by an exemplar paper to demonstrate its operation and contribution. Exemplar papers show that many use combinations of these methodologies, collectively enabling researchers to better address key engineering education challenges such as student responses to innovative pedagogies, diversity issues, and evolving graduate requirements.

Abstract

B ackground Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature of which a growing subset is beginning to be used in engineering education research. P urpose A more explicit engagement with methodologies, particularly those that are only emerging in engineering education research, is important so that engineering education researchers can broaden the set of research questions they are able to address. S cope /M ethod Seven methodologies are outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and to highlight its particular contribution. The methodologies are: Case Study, Grounded Theory, Ethnography, Action Research, Phenomenography, Discourse Analysis, and Narrative Analysis. It is noted that many of the exemplar papers use some of these methodologies in combination. C onclusion The exemplar papers show that collectively these methodologies might allow the research community to be able to better address questions around key engineering education challenges, such as students' responses to innovative pedagogies, diversity issues in engineering, and the changing requirements for engineering graduates in the twenty‐first century.