A Mapping Review of the Use of Frameworks in Engineering Education Research Grey Literature

Abstract

In this paper we provide an overview of theoretical and conceptual frameworks used in engineering education research (EER). First, we define the considerations for how the terminology around frameworks is used and how they are applied in the discipline. Then, we conduct a mapping review of different theoretical and conceptual frameworks used in EER that have been identified from grey literature publications in the discipline. We specifically use grey literature for this analysis to explore how frameworks are being used beyond their representation in traditional venues such as journal or conference publications, which are often post-hoc. Given the growth of EER during the past decade, many of the novel ideas and frameworks are likely to be first discussed and available in these venues. Furthermore, within the grey literature we analyze, frameworks are likely to play a broader role, including guiding the research design. The grey literature we analyze includes NSF-funded proposals, and engineering education Ph.D. dissertations from US institutions over the past decade (2011-2021). We examined a total of 194 dissertations and 106 NSF proposal abstracts uncovered using a set of keywords, academic discipline, and research areas. Our analysis approach utilizes and expands on existing categorizations, such as the Engineering Education Research Taxonomy and other categorical approaches within both the engineering education field and adjacent STEM and technology-related disciplines. Finally, we recognize the limitation of examining research situated only in the US but hopefully this study provides a roadmap to extend the analysis across other geographical areas with EER presence.