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Cited by 28

The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.

Exploring senior engineering students’ engineering identity: the impact of practice-oriented learning experiences

Ju, Tongjie, Zhu, Jiabin·2023·International Journal of STEM Education
DOI 10.1186/s40594-023-00439-2
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Abstract

Background: Engineering identity reflects students' acceptance and recognition of engineering, which has a great influence on their willingness to enter and stay in the engineering field. Existing studies have shown that curricular and co-curricular practice-oriented experiences may be helpful for developing students’ engineering identity. However, the actual impact of various practice-oriented learning experiences remained to be further examined. This quantitative study aims to explore the impact of three types of practice-oriented learning experiences (capstone experiences, technological innovation and entrepreneurship competitions, and engineering-related internships) in the development of engineering talents' engineering identity. A theoretical framework of engineering identity, which consists of three dimensions, that is, Interest, Performance/Competence and Recognition, was adopted to guide the research. Results: Through responses from 160 senior engineering students at a leading research intensive Chinese university, the study explored the relationships between engagement in practice-oriented learning experiences and engineering identity. Senior capstone design was found to be associated positively with students' development of engineering identity and recognition by others. Participating in two or more technological innovation and entrepreneurship competitions associated positively with students' development of engineering identity, performance/competence and recognition. Meanwhile, internships did not show any statistically significant effect on engineering identity. Moreover, by analyzing the potential mediating effect, we found that recognition played a complete intermediary role between senior capstone design and engineering identity. In addition, recognition and performance/competence mediated the relationship between twice or more technological innovation and entrepreneurship competitions and engineering identity. Conclusions: These findings add to our current understanding about the role of different practice-oriented learning activities on students’ development of engineering identity. These findings point to the importance of learning activities, including technological innovation and entrepreneurship competitions and senior capstone design, on the development of engineering identity. Moreover, the results highlighted the important role of students’ engagement in multiple authentic engineering projects throughout the curriculum and their gaining recognitions through these project experiences. Based on these findings, practical suggestions are proposed to help nurture students’ engineering identity. In addition, future qualitative investigations about the underlying mechanisms are recommended to facilitate the understanding of students’ development of engineering identity.

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Citations

Cites

Show all 39 references

Research works printed but not linked: 21

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Metadata

Authors
Ju, T., & Zhu, J.
Venue
International Journal of STEM Education
Publisher
Springer Science and Business Media LLC
Published
2023-07-07
Volume
10
Issue
1
ISSN
2196-7822
DOI
10.1186/s40594-023-00439-2
Cited by
28
References
39
Language
en
Licence
Funders
Chinese Ministry of Education (22YJA880096)

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Ju, T., & Zhu, J. (2023). Exploring senior engineering students’ engineering identity: the impact of practice-oriented learning experiences. International Journal of STEM Education. https://doi.org/10.1186/s40594-023-00439-2

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