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Research: D eveloping E ngineering E xperiences and P athways in Engineering Technology Career Formation (D.E.E.P. Engineering Technology Career Formation)

研究：开发工程技术职业形成的工程经验和途径（D.E.E.P.工程技术职业形成）

基本信息

批准号：
1825126
负责人：
Kristin Frady
金额：
$ 27.49万
依托单位：
Clemson University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2021-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1825126&HistoricalAwards=false
关键词：
Research eveloping ngineering xperiences athways

项目摘要

Absent from most discussions of the future of the U.S. engineering technical workforce, has been the role of engineering technology education in supporting the nation's technical infrastructure and capacity for innovation. According to the Department of Education, in 2014 over half of engineering related credentials (53%) awarded are in certificate, two-year degrees, or engineering technology, yet there is little understanding of this field and role that these workers play. The purpose of this research project is to develop a greater understanding of the professional identity, institutional culture, and formation of engineering technicians and technologists prepared at two-year colleges. Understanding the role engineering technology education plays and can play in supporting the nation's technical infrastructure and capacity for innovation is essential as engineering scholars seek to enhance the careers of future engineers. This study represents a multi-institutional research partnership between Clemson University, the University of Arkansas, and Tri-County Technical College. This increased understanding will provide insights into shaping targeted educational programs, career counseling, professional development, new policies and strategies to support engineering technology students, promote career guidance, and increase professional satisfaction. There are three primary objectives of this study: (1) Identify dimensions of career orientations at various stages of professional preparation and map to engineering technology career pathways by surveying engineering technology students, transfer students, and early career engineering technology professionals using Schein's Career Anchor Inventory; (2) Develop an empirical framework, incorporating individual career anchors and the effect of institutional culture, for understanding engineering technology professional formation informed by the Hughes Values Framework; and (3) Develop and pilot interventions aimed at transforming engineering formation systems in engineering technology contexts. This study will utilize a mixed methods research design focusing on both descriptive and correlational analyses of data. Three integrated theoretical frameworks, Social Cognitive Career Theory, Schein's Career Anchor Inventory (online surveys of engineering technology students and professionals), and the Hughes Value Creation Model for Organizational Competitive Advantage (open-ended interviews with students, professionals, and engineering technology institutions/organizations) will be integrated. The use of multiple theories provides an evidence-based framework building new interdisciplinary perspectives and understanding focused on describing and comparing engineering technology pathways and understandings of professional identity and culture. The outcomes of this research study are expected to address and bring awareness to an existing gap in engineering technology and two-year college engineering education research which will impact teaching and learning in both formal and informal settings, reveal new pathways and critical transition points, and impact career preparation and training in the engineering education and human resource development fields. Additional benefits of this study include catalyzing interaction of researchers and practitioners with policy-makers and the public on outcomes and challenges related to career development and institutional cultural impact in engineering technology curriculum.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

大多数关于美国工程技术劳动力未来的讨论都没有提到工程技术教育在支持国家技术基础设施和创新能力方面的作用。根据教育部的数据，在2014年，超过一半的工程相关证书（53%）是证书，两年制学位或工程技术，但对这一领域的了解很少，这些工人发挥的作用。本研究项目的目的是发展的专业身份，机构文化，并在两年制学院准备的工程技术人员和技术人员的形成有更好的了解。了解工程技术教育在支持国家技术基础设施和创新能力方面所发挥的作用是至关重要的，因为工程学者寻求提高未来工程师的职业生涯。这项研究代表了克莱姆森大学、阿肯色州大学和三县技术学院之间的多机构研究伙伴关系。这种增加的理解将提供深入的见解，塑造有针对性的教育计划，职业咨询，专业发展，新的政策和战略，以支持工程技术学生，促进职业指导，并提高专业满意度。本研究的主要目的有三：（1）利用Schein的生涯锚量表，对工科大学生、转校生和早期职业生涯的工科专业人员进行调查，确定职业准备阶段的职业取向维度，并绘制出工科专业人员的职业路径图;（2）开发一个经验框架，将个人职业锚和机构文化的影响，用于理解休斯价值观框架所告知的工程技术专业形成;以及（3）开发和试验旨在改造工程技术背景下的工程形成系统的干预措施。本研究将采用混合方法研究设计，侧重于数据的描述性和相关性分析。三个综合的理论框架，社会认知职业生涯理论，Schein的职业锚清单（工程技术学生和专业人士的在线调查），和休斯价值创造模型组织竞争优势（开放式采访学生，专业人士和工程技术机构/组织）将被整合。多种理论的使用提供了一个基于证据的框架，建立新的跨学科的观点和理解，重点是描述和比较工程技术途径和专业身份和文化的理解。这项研究的成果预计将解决和认识到现有的差距，工程技术和两年制大学工程教育研究，这将影响教学和学习在正式和非正式的设置，揭示新的途径和关键的过渡点，并影响职业生涯的准备和培训在工程教育和人力资源开发领域。这项研究的其他好处包括促进研究人员和从业人员与政策制定者和公众就与工程技术课程的职业发展和机构文化影响有关的成果和挑战进行互动。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。