COMMUNITY-BUILDING AMONG PHD STUDENTS IN ENGINEERING EDUCATION RESEARCH: THE SEFI SUMMER SCHOOL AND AAEE WINTER SCHOOL

Langie, G; Willey, K; Gardner, A

COMMUNITY-BUILDING AMONG PHD STUDENTS IN ENGINEERING EDUCATION RESEARCH: THE SEFI SUMMER SCHOOL AND AAEE WINTER SCHOOL

Langie, G Willey, K Gardner, A

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Publication Type:: Conference Proceeding
Citation:: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings, 2023, pp. 720-728
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Langie, G
dc.contributor.author	Willey, K
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X
dc.date.accessioned	2024-01-12T02:56:45Z
dc.date.available	2024-01-12T02:56:45Z
dc.date.issued	2023-01-01
dc.identifier.citation	SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings, 2023, pp. 720-728
dc.identifier.isbn	9782873520267
dc.identifier.uri	http://hdl.handle.net/10453/174350
dc.description.abstract	Engineering Education Research (EER) is a rapidly evolving and increasingly valued research field. This supports the number of PhD students to grow steadily, but unfortunately, they are often limited to a few within the large engineering faculty/department, having different backgrounds and interests. Additionally, the research methodologies needed by EER researchers are usually different from the classical technical engineering research (TER) methodologies. This translates into a need for specific training and opportunities to get to know each other better in order to promote international collaboration and develop a community of practice. SEFI and the Australasian Association for Engineering Education (AAEE) both organized a summer/winter school for EER PhD students in 2022, attended by 34/14 participants respectively (note: attendance at the AAEE winter school is not limited to PhD students). We have designed a survey to elicit a mixture of background information (facts), perception data (opinions), and evaluative data (evaluation of the school). By using confirmatory factor analysis on half of the items and descriptive statistical analysis of all data, we aim to provide insights into the success factors of these schools. Both schools attracted a diverse group of EER-PhD students in different areas. The SEFI summer school excelled in building an inclusive and international research community, whereas the AAEE winter school was superior in gaining domain-specific knowledge needed for EER research. The results contribute to a more nuanced understanding of the issues experienced by researchers who are beginning their career in EER and support organizers in designing international research schools.
dc.language	en
dc.relation.ispartof	SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings
dc.relation.isbasedon	10.21427/WG1R-S728
dc.rights	info:eu-repo/semantics/openAccess
dc.title	COMMUNITY-BUILDING AMONG PHD STUDENTS IN ENGINEERING EDUCATION RESEARCH: THE SEFI SUMMER SCHOOL AND AAEE WINTER SCHOOL
dc.type	Conference Proceeding
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access	*
dc.date.updated	2024-01-12T02:56:44Z
pubs.publication-status	Published

Abstract:

Engineering Education Research (EER) is a rapidly evolving and increasingly valued research field. This supports the number of PhD students to grow steadily, but unfortunately, they are often limited to a few within the large engineering faculty/department, having different backgrounds and interests. Additionally, the research methodologies needed by EER researchers are usually different from the classical technical engineering research (TER) methodologies. This translates into a need for specific training and opportunities to get to know each other better in order to promote international collaboration and develop a community of practice. SEFI and the Australasian Association for Engineering Education (AAEE) both organized a summer/winter school for EER PhD students in 2022, attended by 34/14 participants respectively (note: attendance at the AAEE winter school is not limited to PhD students). We have designed a survey to elicit a mixture of background information (facts), perception data (opinions), and evaluative data (evaluation of the school). By using confirmatory factor analysis on half of the items and descriptive statistical analysis of all data, we aim to provide insights into the success factors of these schools. Both schools attracted a diverse group of EER-PhD students in different areas. The SEFI summer school excelled in building an inclusive and international research community, whereas the AAEE winter school was superior in gaining domain-specific knowledge needed for EER research. The results contribute to a more nuanced understanding of the issues experienced by researchers who are beginning their career in EER and support organizers in designing international research schools.

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http://hdl.handle.net/10453/174350