Epistemological and professional identity development in undergraduate engineering learners

The aim of this holistic and qualitative comparative case study is to explore epistemological beliefs and professional identities among undergraduate engineering learners. These beliefs and identities are related to their experiences within different educational establishments: a university and a further education college. The main study data set consists of interviews from Year-1 and Year-3 Mechanical and Electrical/Electronic engineering undergraduates.Prior to this, contextual information was gathered in the form of lecturer interviews, past exam papers, classroom observations and engineering course marketing materials. This information was analysed using an inductive approach to support external validity of the findings by providing a thick description of the cases being studied, as well as to support understanding of how the context might affect epistemology and identity development,and to inform the design of the main interviews.To analyse epistemological beliefs and how these are affected by the educational environment, the thesis uses Baxter Magolda’s (1992) Epistemological Reflection (ER) model, which consists of four developmental stages, namely absolute, transitional, independent and contextual. Study findings suggest that first year engineering learners in college and university appear to be at lower stages (i.e., absolute or transitional Knowing) of Baxter Magolda’s Epistemological Reflection (ER) model. No remarkable difference in Baxter Magolda’s stages was observed for college and university learners in their 1st and 3rd years of study.To analyse professional identities, an inductive analysis was performed due to a lack of an established framework within the engineering context. Results, however, broadly correspond to aspects of Weidman’s (1989, 2014) professional socialisation model for higher education.The study explored how learners are differentially socialised to the norms of professional practice through the academic environment and institutional processes. In line with Weidman’s (2014) conception of professional socialisation, this study explored that learners: a) identify engineering institutions and study programmesbased on their academic background and certain beliefs, aspirations and predispositions,b) are subjected to normative influences exerted by the academic environment and involvement with non-college/university reference groups,c) assess, change or maintain those beliefs and professional and personal goals that theyheldupon entering an engineering undergraduate program. Learners’ professional identities were characterised by a multifaceted interplay demonstrated through perceived competencies, achieved through perceived performance and legitimatized through perceived recognition by authorities. The study revealed that learners draw strength from an understanding of engineering knowledge to gain competency (epistemological aspect) and by recognising relationship with affinity groups to help develop a sense of self (professional identity aspect) for performing their professional role as an engineer.Overall, this case study finds that no engineering learner held epistemological beliefs beyondthe transitional stage.The normative influences exerted by the academic environment influences a learner’s conception of knowledge and conception of identity in ways consistent with the principles of the engineering discipline. It is argued that a relativistic thinking (in Baxter Magolda’s term independent knowing stage) is not a measure of intellectual development for engineering learners as all engineering is underpinned by established scientific principles. However, recommendations for varying the curriculum to support epistemological development are made. Study findings identified the similarity and connection between conception of knowledge and conception of professional identity. It is argued that professional identitydevelopment is a partner in learners’ epistemological development.