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Engineering education research heavily relies on qualitative studies that utilize interview-based approaches. The quality and depth of knowledge derived from these studies depend heavily on the craft of conducting interviews, a facet often overlooked in prior work on qualitative methods. This special session aims to address this gap by guiding engineering education researchers in honing their interviewing skills for qualitative research. Participants will learn best practices for developing interview protocols, creating an accessible environment, and capturing high-quality data. Through case studies and hands-on activities, attendees will gain confidence in moderating conversations, improving data collection, and enhancing their overall skillset. This session provides an opportunity for researchers interested in qualitative research and scholarly educators to deepen their understanding of conducting meaningful interviews. By bridging the gap between the importance of qualitative studies and the need for skilled interviewers, we aim to contribute to the advancement of engineering education research.
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Challenges and threats to quality in scholarly knowledge production: views of selected stakeholders from 17 countries
Abstract This study applies Harvey and Green’s (1993) model of quality to scholarly knowledge production. Although studies of quality in higher education have been commonplace for decades, there is a gap in understanding quality in terms of research production from stakeholders’ perspectives. This study begins to fill that gap through a qualitative interview study of quality in the knowledge production process. Stakeholders in all parts of the scholarly knowledge production process, from 17 countries, are included in the data sample. Analysis of interview data extends Harvey and Green’s (1993) model into the realm of knowledge production. Definitions and challenges of quality in producing scholarly knowledge are discussed. The findings indicate a rift between the institutional view of quality and the individual perceptions of quality, suggesting the need for institutional policies that respond to stakeholders’ perceptions of quality in scholarly knowledge production and celebrate, rather than erase, epistemic diversity.
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- Award ID(s):
- 1926348
- PAR ID:
- 10368151
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Discover Education
- Volume:
- 1
- Issue:
- 1
- ISSN:
- 2731-5525
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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