Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Daniel, S; Mazzurco, A

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Daniel, S

Mazzurco, A

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Publisher:: Taylor and Francis
Publication Type:: Journal Article
Citation:: European Journal of Engineering Education, 2019, 45, (5), pp. 654-674
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Daniel, S https://orcid.org/0000-0002-7528-9713
dc.contributor.author	Mazzurco, A
dc.date.accessioned	2020-11-29T19:34:17Z
dc.date.available	2020-12-22T18:02:56Z
dc.date.issued	2019
dc.identifier.citation	European Journal of Engineering Education, 2019, 45, (5), pp. 654-674
dc.identifier.issn	0304-3797
dc.identifier.issn	1469-5898
dc.identifier.uri	http://hdl.handle.net/10453/144454
dc.description.abstract	Co-design is fundamental to humanitarian engineering and increasingly recognised as such in engineering curricula. However, it is challenging to teach, learn, and assess. In this paper, we describe the development and validation of a scenario-based instrument to distinguish novice and expert approaches to co-design in the context of humanitarian engineering. The instrument assesses the extent to which respondents describe stakeholder participation in each of the scope, design, and deliver phases of the design process, with co-design experts taking a collaborative approach throughout. We analyse and compare responses to the instrument from first-year undergraduate engineering students and experienced humanitarian engineering practitioners. Implications for educators, to use this scenario-based assessment in their own research, teaching, and curriculum development, are discussed in detail.
dc.language	en
dc.publisher	Taylor and Francis
dc.relation.ispartof	European Journal of Engineering Education
dc.relation.isbasedon	10.1080/03043797.2019.1704689
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [European Journal of Engineering Education, 2019, 45, (5), pp. 654-674 ], available online: https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1704689]”
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education, 2019, 45, (5), pp. 654-674, available online: https://dx.doi.org/10.1080/03043797.2019.1704689.	en_US
dc.subject	09 Engineering, 13 Education
dc.title	Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering
dc.type	Journal Article
utslib.citation.volume	45
utslib.for	09 Engineering
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2020-11-29T19:34:14Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	5

Abstract:

Co-design is fundamental to humanitarian engineering and increasingly recognised as such in engineering curricula. However, it is challenging to teach, learn, and assess. In this paper, we describe the development and validation of a scenario-based instrument to distinguish novice and expert approaches to co-design in the context of humanitarian engineering. The instrument assesses the extent to which respondents describe stakeholder participation in each of the scope, design, and deliver phases of the design process, with co-design experts taking a collaborative approach throughout. We analyse and compare responses to the instrument from first-year undergraduate engineering students and experienced humanitarian engineering practitioners. Implications for educators, to use this scenario-based assessment in their own research, teaching, and curriculum development, are discussed in detail.

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http://hdl.handle.net/10453/144454