Using journey maps as a holistic, reflective approach to capture student engineering identity experiences

Abstract

ABSTRACT Engineering identity has been repeatedly linked to the retention and success of engineering students, however, the current methods for understanding identity may not capture the holistic engineering identity journey. This study reviewed the method of utilising journey maps as a new approach to capture student engineering identity experiences. Interviews were conducted with 30 engineering students and early career engineers in which the participants responded to semi-structured, open-ended questions through the creation of their individual journey map. These maps were then thematically analysed to identify the key influences of engineering identity and the stage of their university journey when these influences occur. We determined that participants who strongly identify as engineers more often discussed and valued social identity experiences in the mid-year and final years of their degree, in contrast to participants who did not feel like engineers. We found that utilising journey maps as a tool for understanding identity allowed for a retrospective correlation between experience and impact, provided the participants space for authentic reflection and honoured the individuality of identity development. This method of journey mapping could be used to inform engineering education research in the further exploration and understanding of student identity development, reflective experiences and narrative storytelling.