Engineering Education in the Global North and South: A Comparative Thematic Analysis

Abstract

A challenge noted by engineering education (EE) researchers in the Global South (GS) is that literature addressing their context specific needs is primarily produced in the Global North (GN). In seeking to gain a better understanding of the literature resources available to support EE in a GS context, this study aimed to: (a) provide a broad-based quantitative overview of differences in representation between the GN and GS in education literature, and (b) to investigate the thematic differences between GN and GS publications in EE literature. A scientometric analysis of education-themed publications was firstly conducted in terms of publication volume and citations with a focus on the GN/GS divide. Secondly, a body of EE literature (consisting of >500 studies selected over a 7-year period for their relevance to the EE context in South Africa) was analysed using the Legitimation Code Theory (LCT) dimension of Specialisation to interrogate the thematic differences between GN & GS. The GS was found to be underrepresented in terms of the volume of education research and research impact. A level of relative parity between GN and GS was revealed in terms of themes studied and a general orientation towards the elite code on the LCT specialization plane. Distinct thematic differences were also observed, such as the GS focussing more explicitly on understanding the challenges at statistical and curricular levels, in contrast to the well-developed GN showcasing innovative learning practices in better-resourced contexts. The thematic comparison may be useful to educators in both the GN and GS. Identifying ‘what matters to whom’ offers the opportunity for more efficient collaboration based on strengths, so that we as a global community of practice can tackle the challenges of our time.