Agency and structure in engineering education: perspectives on educational change in the light of Anthony Giddens' structuration theory

Abstract

Norwegian higher education has for a long time been strongly committed to individual strategies for development and change. A case study in a third-year basic engineering course at the Norwegian University of Science and Technology supports the idea that social change as a phenomenon should be paid more heed. After discussing this study, the paper turns to the kinds of challenges we face in higher education in general, and how these challenges can be met, theoretically and practically. Anthony Giddens' structuration theory is discussed in this context. It is not an educational theory, but has great potential for analysing situations of change. According to this theory it is the recursive social practices that help us to conceive both stability and change. Hence, structures in Giddens' sense not only represent barriers, but also enable change and development to take place.