A Seamless Blend of Research and Professional Practice: Dual Coupling in Engineering Education

Autor/inn/en	Magnell, Marie; Geschwind, Lars
Titel	A Seamless Blend of Research and Professional Practice: Dual Coupling in Engineering Education
Quelle	In: Higher Education Research and Development, 38 (2019) 4, S.807-818 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magnell, Marie) ORCID (Geschwind, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1581141
Schlagwörter	Engineering Education; Theory Practice Relationship; Research and Development; Foreign Countries; Research Universities; College Curriculum; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Ausland; Forschungseinrichtung; Schweden
Abstract	The purpose of this article is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of 'academic drift' is introduced, both related to drift towards theory and towards research links in the curriculum. Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01