Quality in Interpretive Engineering Education Research: Reflections on an Example Study
Citations
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9,241 citations
101 citations
Cites background from "Quality in Interpretive Engineering..."
...This flexible, yet purposeful and systematic process of iteratively developing both process and product was underpinned by our understanding of procedural validation (Walther et al., 2013), which served to promote the robustness and authenticity of our process of co-constructing a shared understanding of our experiences of teaching and learning in a STEAM setting....
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...…some of the more vulnerable sides of our disciplinary and transdisciplinary selves, an effort that contributed to our capturing of “the full extent of the social reality . . . of interest” (Walther et al., 2013, p. 641), which Walther et al. describe as the foundation for theoretical validation....
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...Specifically, we discussed at length ways to construct our findings within the “meaning conventions” (Walther et al., 2013, p. 646) of the engineering education research community (see discussion of communicative validation on pp. 645–647)....
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...…purposeful and systematic process of iteratively developing both process and product was underpinned by our understanding of procedural validation (Walther et al., 2013), which served to promote the robustness and authenticity of our process of co-constructing a shared understanding of our…...
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95 citations
90 citations
Cites methods from "Quality in Interpretive Engineering..."
...To ensure quality during the first stage, the first author provided professional development on data collection methods (Walther et al., 2013) to the second and third authors, who were graduate Latina/o Adolescents’ Funds of Knowledge Related to Engineering 287...
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...To ensure quality during the first stage, the first author provided professional development on data collection methods (Walther et al., 2013) to the second and third authors, who were graduate students at the time of the study....
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References
53,267 citations
"Quality in Interpretive Engineering..." refers background or methods in this paper
...Additionally, the various strategies of cross-checking to support the process of “constant comparison” (Glaser, 1969; Glaser & Strauss, 1967) were standardized and employed regularly in the development of the categories....
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...The iterations of the constant comparative method include “(1) comparing incidents applicable to each category, (2) integrating categories and their properties, (3) delimitating the theory, and (4) writing the theory” (Glaser & Strauss, 1967, p. 105)....
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...…several authors have suggested strategies such as “purposive sampling” (Lincoln & Guba, 1985, p. 40) or “theoretical sampling” (Flick, 2007; Glaser & Strauss, 1967) that increase “the likelihood that the full array of multiple realities will be uncovered” (Lincoln & Guba, 1985, p. 40)....
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...Glaser and Strauss (1967) and Glaser (1969) formalize this process as the “constant comparative method” by which “researchers engage in detailed analytic processes that require repeated confirmations of potential explanatory patterns discovered in the data” (Hatch, 2002, p. 26)....
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44,847 citations
41,986 citations
"Quality in Interpretive Engineering..." refers background in this paper
...…above is, in principle, congruent to alternative criteria, and some authors suggest that a relatively clear mapping can be achieved between different types of validity and reliability and the concepts of confirmability, transferability, credibility, and dependability (Miles & Huberman, 1994)....
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...The application of research results from one setting to another has been conceptualized as “transferability” (Miles & Huberman, 1994) or “applicability” (Lincoln & Guba, 1985)....
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...For the purpose of establishing communicative validity with the respondents beyond the data-gathering situation, the literature offers various strategies for respondent validation (Maxwell, 2005; Miles & Huberman, 1994)....
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23,020 citations
"Quality in Interpretive Engineering..." refers background or methods in this paper
...…criteria may, however, be problematic if engineering education researchers were to implicitly strive for a quantifiable standard or if these concepts were translated into a toolbox approach that advocates the use of a minimum number of methods (Creswell, 1998; Leydens et al., 2004) to ensure rigor....
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...In the example study, the natural setting (Lincoln & Guba, 1985), as a criterion for research quality, was achieved through strategies such as prolonged interaction with participants (Creswell, 1998) and the establishing of a good rapport (Glesne & Peshkin, 1992)....
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...The adoption of alternative criteria may, however, be problematic if engineering education researchers were to implicitly strive for a quantifiable standard or if these concepts were translated into a toolbox approach that advocates the use of a minimum number of methods (Creswell, 1998; Leydens et al., 2004) to ensure rigor....
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21,313 citations