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There are a variety of urgent calls for institutional initiatives and actions to transform engineering education. For a transformational change to occur, the initiatives must alter the culture of the institutions (Eckel, Hill, and Green, 1998). In this work in progress, we detail the methods used to conduct a scoping literature review (ScR) concerning the current state of the literature surrounding institutional culture and transformational change in engineering education at institutions of higher learning in the United States. As institutional culture and transformational change are currently underexplored topics in the engineering education literature, we investigated the larger body of computer science and engineering literature in the United States. Once completed, this study aims to reveal the current trends, theories, and potential gaps in the literature regarding these topics. Arksey and O’Malley’s methodology for conducting scoping reviews informed the development of our scoping review protocol, which similarly includes five stages: (1) identify the research questions, (2) identify relevant studies, (3) select relevant studies, (4) chart the data, and (5) collate, summarize, and report results (Arksey and O’Malley, 2005). University librarians who specialize in conducting systematic reviews aided in the refinement of this protocol. From the research question and aim of the study, three main inclusion criteria were created: (1) the literature must discuss both organizational culture and transformational change, (2) discussion of transformational change must describe the institution where the change happened, and (3) the literature must emphasize the agents of transformational change. Additional inclusion and exclusion criteria were created in collaboration with both the librarians and reviewers. These criteria guided the search for existing literature in the following online databases: Elsevier (Engineering Village – Compendex and Engineering Village – INSPEC), ProQuest (ERIC and Education Database), Scopus, and Web of Science. These six databases were selected as they often include publications relevant to the field of engineering education. After the search was conducted, the inclusion and exclusion criteria were turned into questions to inform a three-step screening process (title, abstract, and full text) used by reviewers to determine whether a publication was eligible for the study. Reviewers were assigned to review papers through Covidence, a cloud-based systematic literature review management platform. There are currently two primary reviewers and a third additional reviewer to resolve any conflicts or disagreements if they should arise. Before each review cycle, the inclusion and exclusion criteria are revisited, revised, and agreed upon by the three reviewers. This screening process is performed iteratively, allowing for critical reflection at each stage to drive the resulting findings by the reviewers in consultation with content matter experts. We are currently conducting our first round of screening in the study selection (third stage) of the scoping review protocol. After the removal of duplicates, 999 publications were found by searching in the six selected databases. This number is expected to be further reduced with each step of the screening process. When this scoping review is complete, the resulting publication will contain an analysis of the literature and synthesis of our findings, and present the prominent themes, theories, and potential gaps in the literature. This publication is expected to unite disparate lines of research on institutional culture and transformational change, challenge the assumptions in the field, and change the way engineering education views transformational change.
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A Systematic Literature Review of Educational Leadership and U.S. School Shootings: Establishing a Research Agenda
Background: Educational leadership perspectives are missing from existing literature related to school shootings, which have been dominated instead by experts in criminal justice, law enforcement, and psychology. Purpose: In this article, we systematically review the literature base on educational leadership related to school shootings in the United States to identify gaps and develop an education-specific, leadership-specific research agenda for the United States. Methods: This exploratory-topographical review follows standards for systematic research reviews in educational leadership. Through reviews of 16 core educational leadership journals, and online scholarly search engines for research and keywords, we identify gaps in the current inter-disciplinary literature. Findings: We learned that the research base on school shootings is multidisciplinary, with scholars across seven different fields taking different approaches. Second, we found that while many scholars are addressing the problem of school shootings, the research base on school shootings from education researchers and specifically within the field of educational leadership are limited. Implications: We discuss three ways in which educational leaders and leadership scholars can inform school shooting research via emphasizing relationships, school–community partnerships, and meeting the needs of the marginalized. We propose preliminary recommendations for an education-specific, educational leadership U.S. research agenda, and suggestions for preparation programs.
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- PAR ID:
- 10404962
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Educational Administration Quarterly
- Volume:
- 59
- Issue:
- 3
- ISSN:
- 0013-161X
- Format(s):
- Medium: X Size: p. 594-632
- Size(s):
- p. 594-632
- Sponsoring Org:
- National Science Foundation
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