Challenges and promises of overcoming epistemological and methodological partiality: Advancing engineering education through acceptance of diverse ways of knowing

Elliot P. Douglas, Mirka Koro-Ljungberg, Maura Borrego

Research output: Contribution to journalArticle

34 Scopus citations

Abstract

The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: 'What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?'.

Original languageEnglish (US)
Pages (from-to)247-257
Number of pages11
JournalEuropean Journal of Engineering Education
Volume35
Issue number3
DOIs
StatePublished - Jun 23 2010
Externally publishedYes

Keywords

  • Engineering education research
  • Epistemology
  • Qualitative research

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Fingerprint Dive into the research topics of 'Challenges and promises of overcoming epistemological and methodological partiality: Advancing engineering education through acceptance of diverse ways of knowing'. Together they form a unique fingerprint.

  • Cite this