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Cited by 458

The DOI matches its Crossref record; 80 of the 80 references it cites were found in a registry or an index.

Quality in Interpretive Engineering Education Research: Reflections on an Example Study

Open access
Walther, Joachim, Sochacka, Nicola W., Kellam, Nadia N.·2013·Journal of Engineering Education
DOI 10.1002/jee.20029
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Abstract

Background: The emerging discipline of engineering education research is increasingly embracing a diverse range of interpretive research methods, whose adoption is characterized by a lack of coherent ways to conceptualize, communicate, and judge the quality of interpretive inquiries. Yet fields that have traditionally employed these methods do not offer a consensus about research quality. Purpose: This article presents reflections on challenges to research quality in an example interpretive engineering education study, and offers a quality framework that emerged from this study as a coherent, discipline‐specific view on interpretive research quality. Design/Method: Analysis of the prior study of engineering students' competency formation by the author(s) is combined with a synthesis of the literature from the broad intellectual traditions of the interpretive paradigm to inform the development of a theoretical framework of research quality. Results: Drawing on the engineering metaphor of quality management, we propose a systematic, process‐oriented framework of research quality along two dimensions: a process model locates quality strategies throughout the research process, and a typology systemizes fundamental aspects of validation (theoretical, procedural, communicative, and pragmatic) and the concept of process reliability to explicate quality strategies in their fundamental contribution to substantiating knowledge claims. Conclusion: The quality framework provides a way to develop and demonstrate overall research quality in the interpretive inquiry by shifting attention away from assessing the research quality of a final product. Rather, the framework provides guidance to systematically document and explicitly demonstrate quality considerations throughout the entire research process.

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Citations

Cites

Research works printed but not linked: 19

  1. 10.1515/zfsoz-1985-0605 · doi:10.1515/zfsoz-1985-0605
  2. Cilliers P., 1998, Complexity and postmodernism: Understanding complex systems
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Metadata

Authors
Walther, J., Sochacka, N. W., & Kellam, N. N.
Venue
Journal of Engineering Education
Publisher
Wiley
Published
2013-10
Volume
102
Issue
4
Pages
626-659
ISSN
  • 1069-4730 (ISSN-L)
  • 2168-9830
DOI
10.1002/jee.20029
OpenAlex
W2131808423
Cited by
458
References
80
FWCI
65.45
Type
journal article
Language
en
Open access
hybrid
Licence
creativecommons.org/licenses/by-nc-nd/4.0/ (vor, 57 d)

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