Systematic literature review of the factors influencing development of engineering education researchers

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education Pub Date : 2025-08-26 DOI:10.1002/jee.70030

Sarah Dart, Amy Young, Emma-Lee Steindl

{"title":"Systematic literature review of the factors influencing development of engineering education researchers","authors":"Sarah Dart, Amy Young, Emma-Lee Steindl","doi":"10.1002/jee.70030","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Given the increasing number of researchers engaging in engineering education research (EER) globally, there is intensifying interest in researcher development.</p>\n </section>\n \n <section>\n \n <h3> Purpose</h3>\n \n <p>This study systematically reviewed the literature guided by the research question: “What are the key factors and how do they influence the development of engineering education researchers?” The review aimed to contribute practical recommendations for enhancing engineering education researcher development and suggest future research directions.</p>\n </section>\n \n <section>\n \n <h3> Scope/Method</h3>\n \n <p>Database search with the application of screening criteria and a quality assessment resulted in 49 papers being included in the systematic review.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Mapping the context of included papers showed that scholarly activity was increasing over time, that research on participants operating outside of the United States and Australia was underrepresented, and that studies were dominated by qualitative approaches applied to small sample sizes. The key factors influencing engineering education researcher development aligned to the following themes (and subthemes indicated in brackets): environment (funding, employment context, and recognition of impact); community (socialization and collaboration); knowledge acquisition (development pathways and engaging in a new research paradigm); and personal attributes (motivation and identity transition).</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Recommendations are made for enhancing engineering education researcher development for researchers, EER leaders, and institutional leaders. Future research should seek to examine development experiences in a wider range of national contexts, ask more questions aligned to the size and significance of phenomena that require greater implementation of quantitative methods, and ask more comparative research questions that can foster understanding of what strategies have the greatest impact according to individual circumstances.</p>\n </section>\n </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 4","pages":""},"PeriodicalIF":3.4000,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70030","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jee.70030","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Given the increasing number of researchers engaging in engineering education research (EER) globally, there is intensifying interest in researcher development.

Purpose

This study systematically reviewed the literature guided by the research question: “What are the key factors and how do they influence the development of engineering education researchers?” The review aimed to contribute practical recommendations for enhancing engineering education researcher development and suggest future research directions.

Scope/Method

Database search with the application of screening criteria and a quality assessment resulted in 49 papers being included in the systematic review.

Results

Mapping the context of included papers showed that scholarly activity was increasing over time, that research on participants operating outside of the United States and Australia was underrepresented, and that studies were dominated by qualitative approaches applied to small sample sizes. The key factors influencing engineering education researcher development aligned to the following themes (and subthemes indicated in brackets): environment (funding, employment context, and recognition of impact); community (socialization and collaboration); knowledge acquisition (development pathways and engaging in a new research paradigm); and personal attributes (motivation and identity transition).

Conclusions

Recommendations are made for enhancing engineering education researcher development for researchers, EER leaders, and institutional leaders. Future research should seek to examine development experiences in a wider range of national contexts, ask more questions aligned to the size and significance of phenomena that require greater implementation of quantitative methods, and ask more comparative research questions that can foster understanding of what strategies have the greatest impact according to individual circumstances.

Abstract Image

查看原文本刊更多论文

影响工程教育研究者发展因素的系统文献综述

随着全球从事工程教育研究（EER）的研究人员越来越多，人们对研究人员发展的兴趣日益浓厚。本研究以“影响工程教育研究人员发展的关键因素是什么？它们如何影响工程教育研究人员的发展？”本文旨在为加强工程教育研究人员的发展提供切实可行的建议，并提出未来的研究方向。范围/方法应用筛选标准和质量评估对数据库进行检索，49篇论文被纳入系统评价。绘制纳入论文的背景显示，学术活动随着时间的推移而增加，对美国和澳大利亚以外的参与者进行的研究代表性不足，研究主要采用小样本量的定性方法。影响工程教育研究人员发展的关键因素与以下主题（以及括号中所示的副主题）相一致：环境（资金、就业背景和对影响的认识）；社区（社会化和协作）；知识获取（发展路径和参与新的研究范式）；以及个人属性（动机和身份转换）。结论针对研究人员、EER领导者和机构领导者提出了加强工程教育研究人员发展的建议。今后的研究应设法在更广泛的国家背景下审查发展经验，提出更多与需要更多地实施定量方法的现象的规模和重要性相一致的问题，并提出更多的比较研究问题，以促进对根据个人情况产生最大影响的战略的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊