Evaluating Applied Engineering Education: A Phenomenological Approach

Abstract

Research Aim and Object: Building on 15 years of engineering education into all aspects of the student journey, pedagogy and practice as well as educational management research, this chapter primarily discusses the methodological steps involved undertaking a critical evaluation of applied degree education. Methodology: Drawing upon the findings of a qualitative evaluation conducted with forty-eight colleagues from one of the UK’s largest Engineering Education Faculties, a unique phenomenological approach to collecting data is introduced in which an ‘interactive SWOT analysis’ was used to guide the interview discussion and so enable to the focus to shift to ‘the shape of things to come.’ Key Results: The brief overview of findings focuses on one emergent theme, colleagues’ reflections of the positive aspects of learning and teaching within an organisation whereby applied learning is universally adopted. In doing so, the chapter provides a distinctive insight into the breadth and depth of the uniqueness of one of the UK’s largest faculties of applied engineering education.