工程师,为什么?一所大学向学生发出的获取职业认同的不同邀请

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Laura María Becerra, Andrés Mejía
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引用次数: 0

摘要

探究工程实践的最终目的,以及工科学生如何发展与之一致的职业认同,是一个具有重大伦理和政治意义的问题。工程教育项目在这里扮演着关键的角色,通过显性和隐性的方式,引导或邀请学生采用特定的工程身份。目的调查哥伦比亚波哥大一所私立大学工业工程专业学生在学习过程中所经历的特殊职业认同的解释。这是一个定性的研究,有四个焦点小组,有五,八学期的学生,用丰富的图片来激发他们的思维。分析范畴描述了不同的职业身份和质询机制。结果:我们确定了四种一般职业身份的解释,与技术卓越、个人和商业经济成功的产生、职业实践的自由伦理和社会正义有关。前两种机制更为普遍,大多是结构性的或通过当地互动运作的,有时是隐藏的课程,可能反映了主流文化价值观的正常化。另外两种则比较少见,主要包括明确的话语质询机制。存在多种同一性质询机制,其中一些是结构或局部交互平面中隐藏课程的一部分,它们可能不被注意,并默默地强化标准化的主导工程身份。在学生和教师中检查和辩论这些同一性的解释是关键。本研究也为其他大学开展类似研究提供了概念和方法上的工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity

Background

The inquiry into the ultimate purpose of engineering practice and into how engineering students develop a professional identity aligned with it is a matter of great ethical and political importance. Engineering education programs play a key role here by interpellating or inviting students, both in explicit and implicit ways, to adopt particular engineering identities.

Purpose

We investigated the interpellations to adopt particular professional identities that industrial engineering students in a private university in Bogotá, Colombia, experience during their studies.

Research Design

This is a qualitative study with four focus groups with fifth and eighth semester students, using rich pictures to stimulate their thinking. Analysis categories depict different professional identities and interpellation mechanisms.

Results

We identified interpellations to four general professional identities, related to technical excellence, the generation of personal and business economic success, a liberal ethics of professional practice, and social justice. The mechanisms for the first two were more ubiquitous and were mostly structural or operated through local interactions, sometimes as hidden curriculum, probably reflecting the normalization of dominant cultural values. Those for the other two were scarcer and included mostly explicit discursive interpellation mechanisms.

Conclusions

There are multiple identitarian interpellation mechanisms, some as part of the hidden curriculum in the structural or local interaction planes, which may go unnoticed and silently reinforce normalized dominant engineering identities. It is key to examine and debate these identitarian interpellations among students and faculty. This research also provides conceptual and methodological tools to conduct similar studies in other universities.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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