Mapping the Cultural Landscape in Engineering Education
Mapping the Cultural Landscape in Engineering Education
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DOI：
10.1002/j.2168-9830.2010.tb01038.x
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发表时间：
2010-01-01
影响因子：
3.4
通讯作者：
Parker, Lesley
中科院分区：
文献类型：
--
作者：
Godfrey, Elizabeth;Parker, Lesley
背景作为工程教育系统改革的关键，文化变革的呼声隐含着一种独特文化的共同要素的存在。引用文化概念的工程教育研究的图景是复杂的和多方面的，但仍然定义不清和不完整。本研究的目的是开发一个文化维度的概念框架，该框架有可能指导对工程教育背景下的文化的理解，以展示“我们在哪里”和“如何到达我们想要去的地方”。设计/方法民族志方法在总体解释主义研究范式下被用于调查作为一个病态机构的工程教育的文化。采用Schein的文化框架，收集和分析数据，从可观察的行为和实践中提取文化的本质，这些行为和实践以默契的文化规范、共享的假设和理解的形式支撑着教职员工和学生的生活经验。结果从数据中出现的六个文化维度对研究结果进行了讨论：工程思维方式、工程做事方式、作为工程师、接受差异、关系和与环境的关系。结论本研究的详细发现，结合其他研究的证据，支持这样一种观点，即拟议的六个方面有可能作为评估和定位工程教育文化的实用工具转移到其他机构。
BACKGROUNDCalls for culture change as key to systemic reform in engineering education implicitly assume the existence of common elements of a distinctive culture. The landscape for engineering education studies that invoke the concept of culture is complex and multi-faceted, yet still ill-defined and incomplete.PURPOSE (HYPOTHESIS)The aim of this study is to develop a conceptual framework of cultural dimensions that has the potential to guide the understanding of culture in the context of engineering education to demonstrate "where we are" and "how to get where we want to go."DESIGN/METHODEthnographic methods within an overarching interpretivist research paradigm were used to investigate the culture of engineering education as manifested ill one institution. Adapting Schein's cultural framework, the data were collected and analyzed to distil from observable behaviors and practices the essence of the culture in the form of tacitly known cultural norms, shared assumptions, and understandings that underpinned the lived experience of staff and students.RESULTSThe findings are discussed within six cultural dimensions which emerged from the data as: An Engineering Way of Thinking, An Engineering Way of Doing, Being an Engineer, Acceptance of Difference, Relationships, and Relationship to the Environment.CONCLUSIONSThe detailed findings from this study, combined with evidence from other studies, support the view that the proposed six dimensions have the potential to be transferred to other institutions as a practical tool for evaluating and positioning the culture of engineering education.