Learning in Graduate Engineering Research Groups of Various Sizes

Abstract

BackgroundEngineering graduate education, particularly at the doctoral level, relies heavily on mentored research experiences often conducted in a research group.Purpose (Hypothesis)The purpose of this study is to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree.Design/MethodThis study utilizes a sequential exploratory mixed methods design, with nine months of ethnographically guided observations and interviews used to develop an online survey instrument. Data reported in this paper include results from the ethnographic analysis and survey responses from over 800 students at four institutions.ResultsKey findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning. Survey results confirm the prevalence of engineering graduate research groups, as well as several elements common across research groups from different universities and academic departments, including: interactions and communication, access to resources, and role of the advisor.ConclusionsAn understanding of the mechanisms for learning in research groups can be used by engineering administrators, faculty members, and graduate students to create an environment that fosters successful learning and professional development. We also recommend practices for ensuring positive experiences for all graduate students, which may ultimately reduce attrition from engineering graduate programs.