Resea ch Pape
Recommended ci a ion: Goldsmi h, R. J., & Kelly, A. (2025). In es iga ing The
De elopmen o Resea ch P ac ices in he Enginee ing Cu iculum. In
Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual
Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e,
Finland. DOI: 10.5281/zenodo.17631374.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
INVESTIGATING THE DEVELOPMENT OF RESEARCH PRACTICES
IN THE ENGINEERING CURRICULUM
R.J. Goldsmi ha
1
A. P. Kellyb
a Uni e si y o Technology Sydney, Sydney, Aus alia, 0000-0003-3546-8052
b Uni e si y o Technology Sydney, Sydney, Aus alia, 000-0001-7425-6680
Con e ence Key A eas: Con inuing educa ion and li e-long lea ning in enginee ing;
Cu iculum de elopmen and eme ging cu iculum models in enginee ing
Keywo ds: Unde g adua e enginee ing esea ch p ac ices; cu iculum design;
esea ch communica ion; heo y o p ac ice a chi ec u es
ABSTRACT
Final yea unde g adua e enginee ing s uden s a e expec ed o unde ake an
independen esea ch p ojec as pa o hei honou s o caps one. Howe e , many
unde g adua e s uden s a e unde -p epa ed o his inal yea p ojec . Anecdo al
obse a ions by wo esea che -p ac i ione s indica ed ha biomedical enginee ing
s uden s demons a ed a g ea e amilia i y wi h he esea ch p ac ices o hei ield
o enginee ing. This s udy in es iga es wha enables and cons ains he
de elopmen o he esea ch cul u e and p ac ices in he unde g adua e biomedical
enginee ing cu iculum om he pe spec i es o biomedical enginee ing educa o s.
The esea che s used he heo y o p ac ice a chi ec u es as a me hodological
app oach o analyse he p ac ices o he educa o s, o unco e p ac ices which may
be ‘ aken o g an ed’, and o see how hese p ac ices may suppo he de elopmen
o s uden s as no ice esea che s. Findings show ha induc ion in o a esea ch
communi y, cu iculum design and he s uden expe ience a e key o he
de elopmen o unde g adua e s uden s as esea che s. Fu he esea ch in o he
de elopmen o esea ch p ac ices in o he ields o enginee ing is planned, as well
as explo ing he s uden pe spec i es o pa icipa ion in he biomedical enginee ing
esea ch communi y.
1
R. J. Goldsmi h
Rosalie.Goldsmi h@u s.edu.au
1 INTRODUCTION
The enginee ing deg ee p og ams ha he au ho s each in o a an Aus alian
uni e si y a e cha ac e ised as embedded honou s p og ams, bu , as wi h w i ing
p ac ices in he enginee ing cu iculum (Goldsmi h, Willey & Boud, 2019; K ano ,
2009), he de elopmen o esea ch p ac ices o he enginee ing disciplines seems o
be in isible. I is di icul o see whe e esea ch p ac ices a e in oduced in he ea ly
yea s o he unde g adua e enginee ing cu iculum. Some enginee ing acul ies may
o e a esea ch me hods uni o s udy o aining module in he inal yea o
unde g adua e s udy, bu i is di icul o see how common his is in enginee ing
cu icula (e.g. Jin e al., 2023; Wallin, Adawi & Gold, 2017). Fu he mo e, he
au ho s’ obse a ions as supe iso s o s uden s unde aking caps ones, and as
acili a o s o wo kshops assis ing s uden s o de elop hei esea ch p oposals, a e
ha s uden s emba k on hei caps ones wi h widely a ying p io educa ion in
unde s anding o gene ic s ages o conduc ing esea ch, esea ch me hodologies
and me hods, and esea ch communica ion p ac ices.
Fo example, esea che b coo dina es a esea ch p epa a ion subjec o
unde g adua e enginee ing s uden s. When asked i hey ha e ead a li e a u e
e iew ewe han 5% o a coho o o e 600 s uden s answe ed ‘yes’. I became
appa en ha hey had ead li e a u e e iews, bu hey did no ealise he unc ion o
a li e a u e e iew. This example is p esen ed o he eade as indexical o s uden s’
unde s anding o b oade esea ch p ac ices. The au ho s no iced ha biomedical
enginee ing s uden s ended o come o hei caps ones be e p epa ed and we e
able o alk mo e con iden ly abou hei unde s anding o esea ch p ac ices. The
biomedical enginee ing cu iculum was he e o e iden i ied as a si e o ‘good
p ac ice’, and wo h explo ing. Ou esea ch in es iga es he a angemen s and
p ac ices wi hin his si e o p ac ice. We will hen conduc simila in es iga ions wi h
o he schools o enginee ing in he acul y o enginee ing a Uni e si y X, o see wha
can be lea ned abou how o suppo unde g adua e enginee ing s uden s o de elop
he esea ch p ac ices equi ed o hem o mee g adua e and employe expec a ions
(e.g. Aus alian Quali ica ion F amewo k, 2013; Enginee s Aus alia, 2018).
Resea ch in o enginee ing unde g adua e cu icula gene ally ocuses on pedagogy
and assessmen s (e.g., Palme , 2004; F ench e al., 2015; Hamme e al., 2018;
Knudson e al., 2019; Lawson e al., 2015; Lee & Lo on, 2019, Willey e al., 2008;
Williams & T e elyan, 2022). The e is also a ocus on how o implemen change in
enginee ing cu icula (e.g. B ink e al. 2020). When esea che s do in es iga e he
caps one p ojec , he ocus ends o be on he ansi ion om uni e si y o wo k.
The e is less emphasis on he cu iculum design ha unde lies he caps one p ojec ,
and he esea ch p ac ices ha a e assumed o be de eloped in he unde aking o
he p ojec . A Uni e si y X, as wi h o he Aus alian uni e si ies, he caps one p ojec
is pa o an embedded honou s deg ee in Enginee ing which mee s he Washing on
Acco d equi emen WA4 o p o essional enginee (IEG, 214, p. 15). The Aus alian
Quali ica ions F amewo k (AQF) le el 8 Honou s deg ee (AQF, 2013) likewise
equi es a ocus on hese cu icula elemen s.
Ou in es iga ion maps key ouchpoin s o esea ch cul u es as hey appea in he
biomedical enginee ing cu iculum. Ou o e a ching esea ch ques ions a e:
1. Wha a e he esea ch cul u es and p ac ices wi hin he biomedical
enginee ing cu iculum and how a e hey e idenced?
2. Wha cons ains and wha enables he de elopmen o he esea ch cul u es
and p ac ices wi hin he biomedical enginee ing cu iculum?
3. Wha oppo uni ies does his de elopmen p o ide o mee he lea ning needs
o biomedical enginee ing s uden s p io o emba king on he caps one
p og am?
In his pape , ‘subjec ’ e e s o a ‘uni o s udy’ wi hin a deg ee p og am.
2 METHODOLOGY
2.1 Theo e ical Pe spec i es
The me hodology used in his p ojec is unde pinned by p ac ice heo y pe spec i es,
speci ically he heo y o p ac ice a chi ec u es. The heo y o p ac ice a chi ec u es
(TPA) has been de eloped by S ephen Kemmis and colleagues (Kemmis, 2022;
Kemmis e al., 2014; Mahon e al., 2017) o explo e con ex s such as educa ional
policy and p axis, (e.g. Kemmis e al., 2014) and enginee ing educa ion esea ch
(e.g. Ga dne , Goldsmi h & Vassalas, 2016; Goldsmi h e al., 2023) among o he s. I
seeks o in es iga e aken- o -g an ed p ac ices and o enable esea che s o see
wha is o en hidden in plain sigh . The heo y akes a si e-on ological app oach, and
each si e o p ac ice is bounded by a angemen s (cul u al-discu si e, ma e ial-
economic and social-poli ical) ha cons ain and enable p ac ices. These p ac ices
also in e ac wi h he a angemen s in a dynamic in e low, so ha he sayings,
doings and ela ings o he p ac ices in he si e o p ac ice in e ac wi h he
a angemen s ha enable and cons ain hose p ac ices. The heo y o p ac ice
a chi ec u es hus ocuses on he p ac ices a he han on he indi idual, pa icula ly
when conside ing a complex s uc u e, such as an enginee ing cu iculum. The
heo y o p ac ice a chi ec u es allows he esea che o see he in e play be ween
ci cums ances, esou ces, language, ela ionships, powe and agency, so ha an
unde s anding o complexi y can be a i ed a wi hou p esc ip ion.
This pe spec i e p o ides bo h a heo e ical unde pinning and a me hodological
app oach o in es iga e how ce ain p ac ices come abou . I does his by p omp ing
esea che s o ask ques ions ha ‘iden i y ac ual empi ical connec ions be ween
p ac ices and a angemen s’ (Mahon e al. 2017, p. 19), such as how p ac ices a e
enac ed and why, which p ac ice a chi ec u es hold p ac ices in place and how his
happens. Fo example, in his s udy, we ask: wha enables and cons ains esea ch
p ac ices in he unde g adua e enginee ing cu iculum? Wha a e he condi ions ha
enable esea ch p ac ices o lou ish? Con e sely, wha a e he condi ions ha may
inhibi hose esea ch p ac ices om lou ishing? Using TPA as a me hodological
app oach equi es analysing a si e o p ac ice o he condi ions which enable and
cons ain pa icula p ac ices. The condi ions a e seen as a angemen s: cul u al-
discu si e, ma e ial-economic, and social-poli ical, which p e- igu e he p ac ices
wi hin he si e. The p ac ices a e e e ed o as sayings, doings, and ela ings. Fo
example, in he cu en s udy, he a angemen s o he h ee subjec s enable
s uden s o use he language o esea ch (make a hypo hesis), unde ake esea ch
in labo a o ies, and ela e o one ano he in esea ch g oups ( o a mo e de ailed
unde s anding o he heo y o p ac ice a chi ec u es, see e.g. Kemmis and Edwa ds-
G o es, 2018).
2.2 Pa icipan s and Da a Collec ion
App o al o conduc his s udy was g an ed by he uni e si y human e hics
commi ee, and all pa icipan s p o ided in o med consen ha hei de-iden i ied
esponses could be used, in acco dance wi h he p o ocols o he uni e si y’s human
e hics p ocess. Da a we e collec ed h ough analysis o subjec documen s and
h ough in e iews wi h h ee enginee ing academics om he School o Biomedical
Enginee ing a he uni e si y. Po en ial pa icipan s we e iden i ied in a p elimina y
mee ing wi h he Head o School o Biomedical Enginee ing o discuss he esea ch
p ojec . The Head o School p o ided he names o colleagues whom he conside ed
o be unde aking inno a i e eaching p ac ices in he unde g adua e Biomedical
enginee ing cu iculum. The po en ial pa icipan s we e hen con ac ed by email and
in i ed o pa icipa e in he esea ch by consen ing o be in e iewed o be ween 45-
60 minu es.
The in e iews consis ed o semi-s uc u ed ques ions (Appendix A) and a eques o
d aw a diag am o ske ch ha ep esen s he esea ch p ac ices ha s uden s
de elop in he pa icipan 's subjec (cen al panel), he esea ch p ac ices ha
s uden s a e expec ed o lea n in p io subjec s wi hin he School, and esea ch
p ac ices ha s uden s would be expec ed o de elop in subsequen subjec s. The
in e iews wi h he enginee ing academics we e audio- eco ded ia online mee ing
pla o ms, wi h one esea che in he same oom as he pa icipan while he o he
esea che was in he online mee ing. While he numbe o in e iews was only h ee,
he au ho s ound ha " he sys ema ic s udy o ewe pe sons, a e expe iences,
and less epea able condi ions" (Sla on & Pawley, 2018, p. 136) ocused his s udy
on a e enginee ing educa ional p ac ices.
T ansc ip ion o he in e iews was o iginally done using Teams o Zoom, depending
on which online mee ing pla o m was used o he in e iews. A his poin , he
in e iews we e de-iden i ied, and each pa icipan was assigned a pseudonym
(In e iewees A, B, C). A = coo dina o o he in oduc o y subjec ; B = coo dina o o
a 2nd/3 d yea subjec ; C = coo dina o o a inal yea subjec . The ansc ip ions we e
hen ‘cleaned up’ by bo h esea che s be o e a e lexi e hema ic analysis was
unde aken (B aun & Cla ke, 2022). Each esea che independen ly ead and e-
ead he esponses, loca ing b oad ca ego ies, lis ing e ms/ph ases ha exempli ied
he ca ego ies, and iden i ying possible hemes and examples o hemes in he
colla ed esponses. Following his, he esea che s coded he ecu en hemes. The
app oach loca es ‘ hema ic pa e ns o sha ed meaning’ (B aun & Cla ke, 2020,
p.18). The wo esea che s hen c i ically compa ed and discussed indings un il
ag eemen on he inal analysis was eached. This pape ocuses on h ee o he key
hemes ha we e iden i ied, and which a e lis ed in Table 1 in he esul s sec ion.
The diag ams d awn by he pa icipan s ha e been analysed o ex ual in o ma ion
bu no ye o any addi ional insigh s ha migh be gained om he isual
ep esen a ions hey con ain.
3 RESULTS
Se e al e ms, wo ds and ph ases we e iden i ied as ep esen a i e o h ee main
hemes which a e p esen ed in able 1. Quo es ha e been p o ided ha a e
ep esen a i e o he key hemes.
Theme
Te m/wo d/ph ase
Rep esen a i e quo e
Resea ch
p ac ices
C i ical hinking;
communica ion skills: o al
p esen a ion & w i en epo ;
eamwo k; men o ing;
syn hesising in o ma ion; lab
skills; li e a u e sea ch;
esea ch li e acies; making a
hypo hesis
g oup wo k so you know which o cou se in any
esea ch p ac ices key o be wo king as g oups.
And you know he communica ions wi hin g oups
a e undamen al o success[C];
li e a u e e iew, esea ch, ques ion, w i ing up
he expe imen s, coming up wi h ha imeline, do
he expe imen s and communica e he indings
igh [B]
Subjec
design
ins i u ional a angemen s,
designe agency/ au onomy,
coho , class sizes, au hen ic
assessmen , hands on,
meaning ul con ex
Wha hey eally like, wha he s uden s like abou
his subjec and ha e he abili y o applying he
knowledge ha hey lea n in he webina , in he
labo a o y, which is he second pa o he subjec
[B]
S uden
expe ience
ansi ion and belonging,
collabo a ion and sel -
managemen , g oupwo k
because i 's he i s -yea subjec he e a e
challenges abou c ea ing a sense o belonging
and c ea ing a sense o ansi ion in he s uden
[A];
hen we e ec i ely hand o e o he g oups o un
hei p ojec s’[C]
Table 1. Key hemes iden i ied in he hema ic analysis
3.1 Resea ch P ac ices
The in e iewe s did no de ine ‘ esea ch p ac ices’ o a oid imposing he
esea che s’ own pe spec i es on he pa icipan s in he s udy, bu his e m was
used in he hi d ques ion in he in e iew p o ocol. This ‘induc i e’ app oach elici ed
om in e iew pa icipan s hei unde s andings o esea ch p ac ices. The e was
ma ked consis ency among he in e iew pa icipan s in hei unde s anding o he
esea ch p ac ices ha we e being augh . Wha is signi ican om a TPA
pe spec i e is ha hese a e no explici in cu icula documen s bu a e aken o
g an ed, o as is no ed elsewhe e, ‘in isible’ (Jin e al., 2023).
3.2 Subjec Design
Amongs he ins i u ional a angemen s o he subjec design a e he enablemen s
and cons ain s o he Biomedical Enginee ing coho , including he size o he
coho , o en a blend o unde g adua e and pos g adua e s uden s, due o esou ce
limi a ions, such as limi ed a ailabili y o specialis eaching s a o ce ain subjec s.
As obse ed by all he in e iewees, unde g adua e en olmen s ha e con inued o
inc ease since he Biomedical enginee ing deg ee commenced in 2018, and his has
necessa ily impac ed class sizes, a io o eache s o s uden s, eaching ac i i ies
and ypes o assessmen asks.
Cu en ly, he la e yea subjec , augh by In e iewee C as a s udio, has a coho
size o app oxima ely 30 s uden s. The e a e weekly mee ings wi h s uden s in hei
esea ch g oups, whe e he u o s ac as esea ch supe iso s. In e iewee C
commen ed ha : ‘So small classes p obably lead o be e eaching ou comes’, while
also saying ha wi h la ge numbe s o s uden s coming in o he subjec , he
eaching s a will ‘ha e o ind, you know, solu ions o do ha in a mo e, you know I
guess p ac ical way, because i 's - we can' jus keep scaling i longe and longe and
longe , you know. Go a i i in in he p og am’.
Ma e ial-economic a angemen s o smalle class sizes enable esea ch p ac ices
such as esea ch mee ings and u o s ac ing as esea ch supe iso s, while an
imminen inc ease in s uden numbe s may cons ain such p ac ices.
3.3 S uden Expe ience
The cul u al-discu si e, ma e ial-economic and social-poli ical a angemen s in he
s uden expe ience, as epo ed by he in e iewees, suppo s uden s o become
no ice esea che s, as illus a ed by he ollowing commen s:
So as a g oup hey s a om week one on choosing he medical p oblem,
eading he li e a u e, unde s anding wha is he cu en need in he li e a u e
sea ches and hen unde ou guidance, hey decide on wha hey can ac ually
do in he labo a o y [B]
In In e iewee B’s subjec , he ocus is on ‘unde s anding and applying he concep s
a ound he use o biomedical polyme s’ [B], wi h an emphasis on lab wo k in a
g oup-based app oach. S uden s a e p o ided wi h some au onomy in choosing a
p ojec and a e expec ed o wo k wi h he o he membe s o hei g oup o de elop a
hypo hesis and pe o m expe imen s. In In e iewee C’s subjec , s uden s choose
om a ange o p ojec s which ocus on single cell RNA sequencing, o m eams and
hen a e p o ided wi h guidance (‘jus like in a esea ch en i onmen ’) o conduc
esea ch and p esen hei indings a he end o he semes e :
They’ll mee p oblems and hey'll like, you know, wo k oge he o jump hose
hu dles and hen come o us. Ask he igh ques ions. Ge he app op ia e
guidance, jus like in a esea ch en i onmen and you ha e like a kind o
supe iso o a esea ch eam [C].
4 DISCUSSION AND CONCLUSIONS
As no ed ea lie , he esea che s did no p o ide he in e iewees wi h a de ini ion o
esea ch p ac ices; ins ead, examples o esea ch p ac ices we e p o ided by he
in e iewees in he cou se o he in e iews. The e was s ong ag eemen in he
esea ch p ac ice iden i ied by all he in e iewees. C i ical hinking, li e a u e sea ch,
communica ion skills and eamwo k/g oupwo k we e all seen as being co e esea ch
p ac ices.
G oupwo k was seen as bo h key o a success ul esea ch p ojec and an a ea
whe e s uden s s uggled. In e es ingly, g oupwo k in Biomedical Enginee ing
p ojec s was also iden i ied as an a ea o challenge in a p e ious s udy (O’Connell e
al., 2021).
Communica ion skills/p ac ices, speci ically, being able o communica e he esul s o
hei esea ch, we e no ed by all he in e iewees bu we e no iden i ied as an a ea
o s uggle. The a ea o communica ion p ac ices was expanded on by all he
in e iewees, in sligh ly di e en ways. [communica ing wi h people in di e en
disciplines/a eas o expe ise; o al p esen a ions; w i en epo s, wi h a ious asks
being collabo a i e o indi idual].
These p ac ice a chi ec u es can be seen o enable a ange o esea ch p ac ices in
he biomedical enginee ing school. Fo example, sayings in communica ing esul s,
doings in labo a o y wo k, and ela ings in eamwo k, a e seen as undamen al by
ou in e iewees. We ha e no wi nessed his pe spec i e in o he ields o
enginee ing educa ion. F om wha can be seen in he analysis o he da a, which
consis o documen analysis o subjec ou lines as well as he in e iews, se e al
ac o s in e ac o suppo he de elopmen o esea ch p ac ices in his School.
Resea ch is spoken o as pa o he unde g adua e expe ience; i is enac ed in
au hen ic esea ch p ojec s in se e al subjec s om i s o ou h yea ; and lec u e s
and u o s ac as esea ch supe iso s. These a angemen s can be adap ed by
o he Schools, and may al eady exis , bu wha is s iking abou he si e o p ac ice in
Biomedical Enginee ing a Uni e si y X is he explici ness o he de elopmen o
p ac ices. As no ed by Hue (2017) and Walling e al (2016), his emphasis on
esea ch-led app oaches o unde g adua e cu icula conside ably enhances he
lea ning expe iences and engagemen o s uden s.
This s udy is limi ed by he small numbe o in e iewees, who may no be
ep esen a i e o o he p ac ices and pe spec i es in he School o Biomedical
enginee ing. While he con ex o his s udy was an Aus alian uni e si y, he indings
speak o simila conce ns in Eu opean s udies (e.g. Hue , 2017; Wallin, Adawi &
Gold, 2016). The sample size in his s udy was small: h ee coo dina o s o uni s o
s udy. This ende s hese esul s p elimina y, bu indexical o u he a eas o inqui y.
Fu u e di ec ions o his esea ch will inco po a e u he inqui y in o esea ch-led
and esea ch-based educa ional p ac ices (Hue , 2014) in o he Enginee ing ields a
he uni e si y, such as Ci il & Cons uc ion Enginee ing, and Mechanical
Enginee ing, and explo a ion o he s uden oice.
5 ACKNOWLEDGEMENTS
The au ho s would like o acknowledge ou colleagues in he School o Biomedical
Enginee ing who pa icipa ed in his s udy. These colleagues will no be iden i ied in
keeping wi h ou app o al om he uni e si y’s human e hics commi ee.
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