An Inductive Qualitative Analysis of Student Interviews on Engineering Global Preparedness

• DOI: 10.18260/p.23525
• Publication Date: 2015-07-08T15:55:42Z
• Authors: Scott Streiner; Erin McCave; Svetlana Levonisova; Rachel Savage; Mary Besterfield-...; Gisele Ragusa; Lisa Benson; Cheryl Matherly; Larry Shuman
• Keywords: Preparedness; Curiosity; Openness to experience

Abstract An Inductive Qualitative Analysis of Student Interviews on Engineering Global PreparednessInternational experiences are viewed as an essential component engineering education. Yetlittle has been done to operationally define global preparedness, specify the variousalternatives for achieving or determine what degree preparednessis result personal attributes, prior experiences, curricular/ co-curricular/extra-curricularexperiences. This paper discusses preliminary research findings from second phase aNational Science Foundation's Research in Education (REE) initiative, a multi-university project that investigates how globally focused learning within engineeringspecifically impact students' preparedness. expanding body employsthree separate but integrated studies.This draws undergraduate student interview data collected during thesecond REE mixed-methods quasi-experiment conducted Spring 2014among three collaborating schools. Following extensive questionnaire dataon demographics, international and preparedness measuredby Perspective Inventory (GPI) Preparedness Index (EGPI), aselection students were invited be interviewed unpack why they scored "high" "low"on two instruments. The purpose was explore emerging themes related engineeringglobal not captured by questionnaire. following questions wereexplored. First, is cultural orientation depth curiosity something inherent students, orcan it expressed through experiences? Second, do motivations totravel, reflectiveness, openness contribute globalpreparedness, types best foster these elements inengineering students?Interview participants selected using cross-case matching methodology based theirglobal measure score both instruments (i.e., high vs low scorers). Twenty-sixundergraduate representing institutions invitedand interviewed. holistically reviewed with priori coding scheme mindbased objectives. inductive protocol then utilized further refinethe definitions while allowing additional emerge. codesconsisted experiences' structures, motivations, experience,degree reflection. In addition, conceptual model(developed previous work authors) used prompt identify attributes andoutcomes resonated students. transcripts thencoded according final multiple team members inter-raterreliability purposes, arbitrated where necessary.This provides summary results addressed.Differences reflections emerged their engagement theculture community host country. this study help broaden theknowledge base regarding contextual factors offer theengineering education insights into dynamic interaction between theinternational which participate.