eprintid: 10195835
rev_number: 8
eprint_status: archive
userid: 699
dir: disk0/10/19/58/35
datestamp: 2024-08-16 10:19:00
lastmod: 2024-10-16 06:10:06
status_changed: 2024-08-16 10:19:00
type: proceedings_section
metadata_visibility: show
sword_depositor: 699
creators_name: Hari, N
creators_name: Nyamapfene, A
creators_name: Mitchell, J
title: How can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education be Developed? An Investigation
ispublished: pub
divisions: UCL
divisions: B16
divisions: B04
divisions: B14
divisions: J80
divisions: F46
keywords: Engineering Education Reform; Sustainable Curriculum
Innovation and Design; Integrated Engineering Education; Holistic Engineering Education, Systems Approach to Engineering Education
note: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: Context: In the last two decades, significant pedagogical advances aimed at enhancing the UK's engineering education have emerged. However, there's a noted absence of an integrated approach linking policy and practice to evidence-based research in this field. /

Purpose or Goal: This study seeks to bridge this gap by exploring the lived experiences and perspectives of engineering education leaders who have been at the forefront of pioneering education reforms in the UK. It aims to understand the challenges they face and identify potential solutions and models that could address the evolving needs of undergraduate engineering education. /

Methods: The study utilizes a qualitative research design with purposeful sampling. Qualitative data is obtained through interviews to gain in-depth insights into the experiences and perspectives of stakeholders. Thematic analysis of the collected data is used to identify common themes, patterns, and relationships. /

Outcomes: The findings of this qualitative preliminary investigation are to develop research questions to inform and frame a more comprehensive quantitative study aimed at shedding light on the development of curriculum frameworks for implementing effective and scalable engineering education models in the UK. /

Conclusion: This study reveals the conflicting and complementary factors in the UK engineering education landscape. This highlights the need for a systems-based approach connecting policy and practice, informed by evidence-based research for developing a sustainable engineering education framework in the UK.
date: 2024-01-06
date_type: published
publisher: Curran Associates
official_url: https://doi.org/10.52202/073963-0030
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 2287385
doi: 10.52202/073963-0030
lyricists_name: Nyamapfene, Abel
lyricists_name: Mitchell, John
lyricists_id: ANYAM92
lyricists_id: JMITC40
actors_name: Nyamapfene, Abel
actors_id: ANYAM92
actors_role: owner
full_text_status: public
pres_type: paper
publication: 10th Research in Engineering Education Symposium: Connecting Research-Policy-Practice for Transforming Engineering Education, REES 2024
place_of_pub: Hubballi, India
pagerange: 236-245
event_title: 10th Research in Engineering Education Symposium (REES 2024)
event_dates: 4 Jan 2024 - 6 Jan 2024
book_title: 10th Research in Engineering Education Symposium: Connecting Research-Policy-Practice for Transforming Engineering Education, REES 2024
editors_name: Baligar, P
editors_name: Mallibhat, K
editors_name: Kandakatla, R
editors_name: Amashi, R
citation:        Hari, N;    Nyamapfene, A;    Mitchell, J;      (2024)    How can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education be Developed? An Investigation.                     In: Baligar, P and Mallibhat, K and Kandakatla, R and Amashi, R, (eds.) 10th Research in Engineering Education Symposium: Connecting Research-Policy-Practice for Transforming Engineering Education, REES 2024.  (pp. pp. 236-245).  Curran Associates: Hubballi, India.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10195835/1/REES%202024%20Paper%20-NH_%20AN_JM.pdf