Ethical Validation: Reframing Research Ethics in Engineering Education Research To Improve Research Quality

Background

Prior to undertaking studies involving human subjects, engineering education researchers are required to consider the ethical implications of their work by obtaining approval from an ethical review board.

Purpose/Hypothesis

Recent research suggests that some unintended consequences of this procedure are that it externalizes and inflexibly formalizes ethical considerations, and limits researchers’ readiness to systematically identify and consider ethical questions that arise while conducting research.

Design/Method

We used a collaborative inquiry approach to examine such ethically important moments that emerged in two of our interpretive research projects. We drew on Walther, Sochacka, and Kellam's framework for interpretive research quality as the departure point for our shared sense‐making process.

Results

Our explorations revealed two insights that connect research ethics to research quality in novel ways. First, we found that the quality of our work improved when we critically explored the intersections between our motivations and intentions for investigating particular research topics and broader cultural agendas and assumptions. Second, we found that when we actively sought to do justice to the participants, co‐investigators, and readers of our research, we were afforded with opportunities to increase the quality of our work, in sometimes quite unexpected ways.

Conclusions

We synthesized the findings from our collaborative inquiry into a process‐oriented model for ethical validation, which we propose as a sixth construct to our prior five‐construct framework for interpretive research quality.     

Quantitative,Qualitative, and Mixed Research Methods in Engineering Education

The purpose of this research review is to open dialog about quantitative, qualitative, and mixed research methods in engineering education research. Our position is that no particular method is privileged over any other. Rather, the choice must be driven by the research questions. For each approach we offer a definition, aims, appropriate research questions, evaluation criteria, and examples from the Journal of Engineering Education. Then, we present empirical results from a prestigious international conference on engineering education research. Participants expressed disappointment in the low representation of qualitative studies; nonetheless, there appeared to be a strong preference for quantitative methods, particularly classroom‐based experiments. Given the wide variety of issues still to be explored within engineering education, we expect that quantitative, qualitative, and mixed approaches will be essential in the future. We encourage readers to further investigate alternate research methods by accessing some of our sources and collaborating across education/social science and engineering disciplinary boundaries.     

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PCA-I and AHP Methods: Unavoidable Arguments in Accident Scenario Classification

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Quality quandaries: Understanding aspects influencing different types of multiple response optimization

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对ISO9001:2000质量记录控制的认识与实践

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