Imperial College London
Alternate

Prof Klaus Hellgardt

Faculty of Engineering, Department of Chemical Engineering

Professor of Chemical Engineering
 
 
 
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Contact

 

+44 (0)20 7594 5577k.hellgardt

 
 
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Location

 

417AACE ExtensionSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Chadha:2024:10.1080/03043797.2023.2210517,
author = {Chadha, D and Hellgardt, K},
doi = {10.1080/03043797.2023.2210517},
journal = {European Journal of Engineering Education},
pages = {348--369},
title = {A case of conceptualisation: using a grounded theory approach to further explore how professionals define engineering judgement for use in engineering education},
url = {http://dx.doi.org/10.1080/03043797.2023.2210517},
volume = {49},
year = {2024}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Students are expected to have developed their engineering judgement throughout the course of their studies as part of their accreditation requirements (as stipulated by the Accreditation Board of Engineering and Technology for example), and yet conceptually it is often ill-defined and therefore difficult to teach. This work was carried out in an attempt to better conceptualise engineering judgement for use in higher education. As such, semi-structured interviews were conducted with established members of academic staff who additionally had extensive industrial experience – who were asked to define engineering judgement and which aspects students ought to develop in their studies. A pragmatic grounded theory approach was used, based on the assumption that a theoretical idea/framework could be developed, enabling us to refer to previous literature and the emerging categories from our data set to help clarify engineering judgement. Several terms help define engineering judgement, including accumulated experience, fundamental theoretical knowledge, and imagination/intuition. Essential criteria for developing judgement includes students’ ability to identify and reduce complex problems, and embrace failure. A theoretical framework has been proposed accommodating a more enhanced definition and conceptualisation of engineering judgement which can be applied and adapted for use within engineering education for students’ ultimate benefit.
AU  - Chadha,D
AU  - Hellgardt,K
DO  - 10.1080/03043797.2023.2210517
EP  - 369
PY  - 2024///
SN  - 0304-3797
SP  - 348
TI  - A case of conceptualisation: using a grounded theory approach to further explore how professionals define engineering judgement for use in engineering education
T2  - European Journal of Engineering Education
UR  - http://dx.doi.org/10.1080/03043797.2023.2210517
UR  - http://hdl.handle.net/10044/1/104962
VL  - 49
ER  -
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