Resea ch Pape
Recommended ci a ion: C is ancho Rod íguez, J. A. (2025). Mo e Than he End
Goal: Why Teamwo k Policies Need P ocesses as Much as Ou comes. 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.17631492.
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.
MORE THAN THE END GOAL: WHY TEAMWORK POLICIES NEED
PROCESSES AS MUCH AS OUTCOMES
J. A. C is ancho Rod íguez a,
1
a Pu due Uni e si y, Wes La aye e, Indiana
Con e ence Key A eas: Enginee ing Educa ion Resea ch and Quali y Assu ance
and Acc edi a ion
Keywo ds: Teamwo k, acc edi a ion bodies, enginee ing educa ion, p ocesses and
ou comes.
ABSTRACT
Global enginee ing acc edi a ion bodies, including ABET, he In e na ional
Enginee ing Alliance, and he Eu opean Ne wo k o Acc edi a ion o Enginee ing
Educa ion, consis en ly emphasize he indus y equi emen o eamwo k
compe encies o enginee s. These compe encies include he abili y o unc ion
e ec i ely as eam membe s and leade s ac oss di e en modali ies, while
success ully na iga ing di e se and inclusi e eam dynamics. Enginee s mus
demons a e p o iciency in collabo a i e wo k wi hin bo h na ional and in e na ional
con ex s, as well as ac oss mul idisciplina y se ings in ol ing enginee ing and non-
enginee ing p o essionals. This uni e sally adop ed educa ional s anda d
necessi a es ha enginee ing educa o s de elop and implemen collabo a i e
lea ning s a egies ha align wi h o he acc edi a ion s anda ds. Howe e , mos
enginee ing ins uc o s ecei e no o mal aining in eamwo k pedagogies. While
acc edi a ion boa ds emphasize he need o achie e hese eamwo k ou comes, hey
lack he equally impo an guide on he p ocesses needed o achie e such ou comes
in each con ex . Cu en eamwo k deli e y o en con ains undamen al laws a)
p omo ing indi idualism o e collabo a ion, b) emphasizing echnical skills ins ead o
socio- echnical sca olding, c) encou aging assimila ion a he han in e cul u al
compe ence, and d) ein o cing powe imbalances ins ead o os e ing di e si y and
inclusion. Enginee ing ins uc o s need mo e han b oad goals. This pape sugges s
h ee s a egies (1) c ea e a policy amewo k ha p o ides speci ic implemen a ion
app oaches aligned wi h acc edi a ion s anda ds and mo e impo an ly, he bene i o
s uden s, (2) c ea e a commi ee o eamwo k implemen a ion p ocesses wi h local
and di e se pa icipan s and esea che s, and (3) callou s in which esea che s
1
Co esponding Au ho
J.A. C is ancho Rod íguez
jc is an@pu due.edu
would pa icipa e o o e guidelines o achie e he desi ed eamwo k ou comes in
hei con ex .
1 INTRODUCTION
Acc edi a ion bodies equi e highe educa ion ins i u ions o deli e eamwo k in
enginee ing cou ses, ye his equi emen comes o enginee ing ins uc o s wi hou
any guidance om ei he he acc edi a ion boa ds o he highe educa ion
ins i u ions. Acc edi a ion bodies, including ABET (s uden ou come 5), he Eu opean
Ne wo k o Acc edi a ion o Enginee ing Educa ion ENAEE (p og am ou come 7),
and he Sidney, Dublin, and Washing on Acco ds (g adua e a ibu e/p og am
a i ude 8), all emphasize ha enginee s mus be able o unc ion e ec i ely in
eams. This includes se ing as bo h membe s and leade s ac oss i ual, ace- o-
ace, and hyb id en i onmen s; wo king in di e se and inclusi e g oups; ope a ing in
na ional and in e na ional con ex s; and collabo a ing in mul idisciplina y se ings wi h
bo h enginee s and non-enginee s. This sha ed educa ional policy equi es
enginee ing ins uc o s o implemen e ec i e collabo a i e eamwo k p ac ices
aligned wi h o he ins i u ional policies (e.g., e hics, sol ing complex p oblems, and
communica ion). Howe e , mos enginee ing ins uc o s ecei e no o mal aining in
his s uden -cen e ed pedagogy.
Policymake s, pa icula ly hose om educa ional acc edi a ion boa ds, mus ac i ely
collabo a e wi h esea che s o de elop e idence-based goals, expec a ions, and
guiding amewo ks. Policymake s need o seek in o med eedback and s a egic
guidance om esea che s o e ec i ely achie e hei objec i es (Rod iguez, 2015).
In his a icle, I examine enginee ing acc edi a ion guidelines o explo e how hei
desi ed ou comes in o m he enginee ing educa o s who should implemen hem. I
use he meneu ics (Bha acha ya, 2017) o explo e he connec ions be ween he
eamwo k policy documen s, my unde s anding o he enginee ing educa ion con ex ,
and a la ge his o ical, cul u al, social, and economic con ex .
Educa ional esea ch is a undamen al pa o policymaking h ough e lec ion and
i e a ion (Rippne , 2016). Educa ional policies need guiding p ocesses, collabo a ion
wi h local esea che s, and/o incen i es o local esea che s o c ea e p ocesses
aligned wi h he acc edi a ion s anda ds. Policies wi hou guiding p ocesses could
look e y di e en o di e en people in di e en cul u es. In e cul u al di e ences
play a signi ican ole in educa ion, equi ing ha class oom design, eamwo k
pedagogies (Jaiswal, 2024), and policy de elopmen hough ully inco po a e di e se
cul u al pe spec i es and lea ning s yles. A lack o collabo a ion wi h local
esea che s migh o e look cul u al, linguis ic, o o he social aspec s o he
class oom. Policies implemen ed wi hou collabo a ion wi h esea che s may no be
e ec i e in class ooms due o a lack o c edibili y among s uden s, pa en s, o o he
pa icipan s in ol ed (Rippne , 2016).
Wi h his wo k, I aim o ques ion and e lec on he e ec i eness o acc edi a ion
guidelines wi hou p ocesses, amewo ks, o lenses o help enginee ing ins uc o s
apply hem p ope ly. Addi ionally, I a gue ha acc edi a ion boa ds need o
collabo a e wi h local and di e se esea che s o c ea e amewo ks ha espond o
he cul u al, socio-economic, and poli ical backg ound o each enginee ing ins i u ion.
This wo k is in ended o enginee ing educa o s, enginee ing ins i u ions, enginee ing
educa ion esea che s, and acc edi a ion boa ds. The esea ch ques ion guiding his
wo k is: How do acc edi a ion policies suppo o ail o suppo ins uc o s in he
implemen a ion o eamwo k abili ies? I p esen a li e a u e e iew on eamwo k and
acc edi a ion equi emen s o eamwo k, he amewo k used o guide his wo k, he
me hods u ilized o analyze he acc edi a ion boa d’s guidelines, a posi ionali y
s a emen , he indings o he esea ch, and a discussion.
2 LITERATURE REVIEW
2.1 Teamwo k
Teamwo k as a pedagogy is oo ed in Vygo sky’s idea o sociocul u al
cons uc i ism. This heo y concep ualizes knowledge as socially cons uc ed and
shaped by he his o ical, linguis ic, and cul u al con ex s o lea ne s. Cen al o his
heo y is Vygo sky’s (1978) Zone o P oximal De elopmen , which desc ibes he
dis ance be ween a lea ne ’s cu en de elopmen and he po en ial de elopmen
when suppo ed by a mo e knowledgeable o he . Impo an ly, his mo e
knowledgeable o he is no limi ed o eache s bu can include capable pee s,
making collabo a i e lea ning an ideal mechanism o educa ional g ow h. Vygo sky's
use o he Sla ic concep Obuchenie en iches his heo y, as he wo d means bo h
eaching and lea ning, which di e s om he adi ional no ion o a unidi ec ional
ans e o in o ma ion o a dynamic, in e ac i e p ocess o knowledge sha ing.
In e ac i e lea ning p ocesses end o inc ease lea ning e ec i eness (Chi, 2009).
Chi and Wylie (2014) c ea ed he ICAP amewo k, which illus a es he p og ession
o lea ning s a egies, anging om In e ac i e, Cons uc i e, Ac i e, and Passi e.
The ICAP amewo k e eals a clea inc ease in lea ning and esou ces. Passi e
lea ning equi es minimal lea ne engagemen and cogni i e e o ; ac i e lea ning
in oduces mo e delibe a e pa icipa ion; cons uc i e lea ning demands g ea e
cogni i e in es men as lea ne s gene a e addi ional insigh s; and in e ac i e
lea ning ep esen s he mos cogni i ely demanding app oach, equi ing subs an ial
ime, ene gy, and collabo a i e knowledge cons uc ion. While hese highe -o de
lea ning s a egies demand mo e om lea ne s, hey co espondingly o e
exponen ially mo e signi ican lea ning ou comes, sugges ing ha he inc eased
cogni i e and empo al in es men yields disp opo iona ely powe ul educa ional
bene i s.
In e ac i e lea ning equi es signi ican e o and esou ces om s uden s and
ins uc o s, pa icula ly when i in ol es eam dynamics. To suppo e ec i e
eamwo k mul iple e o s ha e ocused on imp o ing eamwo k a eas such as g oup
o ma ion (Ohland e al., 2012), con lic esolu ion (Magana e al., 2022), coope a i e
lea ning and Co- egula ion (Agg awal e al., 2023), and mul iple pedagogical
s a egies such as P oblem-, P ojec -, and Challenged-Based lea ning (Sukackė e
al., 2022), Mos common cons ain s o implemen in e ac i e pedagogies, such as
eamwo k, a e: enginee ing ins uc o s a e inadequa ely p epa ed, lack o esou ces
(e.g., guiding amewo ks), expec a ions om employe s and s uden s, and
coope a i e lea ning (Riebe, 2016). Beyond hese pedagogical cons ain s, indus y
equi es STEM g adua es o wo k e ec i ely in eams (Riebe, 2016). Thus,
acc edi a ion boa ds equi e highe educa ion ins i u ions o deli e eamwo k and
ela ed in e pe sonal skills.
2.2 Acc edi a ion equi emen s o eamwo k
The high Indus y demand o eamwo k skills has led o p agma ic and some imes
unc i ical implemen a ions o eamwo k. Enginee ing ins uc o s a e equi ed bu no
usually ained o deli e eamwo k pedagogies (Riebe, 2016). Acc edi a ion boa ds
equi e enginee ing ins i u ions o each s uden s eamwo k skills, he e o e,
depa men s and ins uc o s a e encou aged o use eamwo k pedagogies o ul ill
his equi emen . Mos ins uc o s lack o mal pedagogical aining, pe pe ua ing a
sys emic cycle in which acul y p edominan ly eplica e he ine ec i e ins uc ional
app oaches hey expe ienced as s uden s, hus sus aining a pa e n o pedagogical
pa alysis (Oleson and Ho a, 2014). Fu he mo e, mos ins i u ions ail o p o ide he
necessa y suppo and aining o ins uc o s o implemen e ec i e eamwo k
aining (Fa hi e al., 2019). Despi e hese limi a ions, some ins uc o s who a e
in e es ed in hei s uden s' lea ning o encou aged by hei ins i u ions implemen
eamwo k pedagogies. I is impo an o highligh ha hese e o s usually come in
hei ee ime.
3 FRAMEWORK
Socio ans o ma i e cons uc i ism (sTc) (Rod iguez, 1998) is a pedagogical
amewo k based on socio-cul u al cons uc i ism (Vygo sky, 1978).
Socio ans o ma i e cons uc i ism is based on social cons uc i ism in which
lea ning is unde s ood as a social ac i i y media ed by his o ical, ins i u ional,
linguis ic, and cul u al con ex . Al hough social cons uc i ism aligns well wi h
conce ns abou equi y, one o i s main d awbacks is he lack o conc e e guidance
o applica ion. In con as , sTc o e s ou key componen s ha se e as a
amewo k o in eg a ing socio-cons uc i is p inciples in o academia and lea ning:
dialogic con e sa ion, au hen ic ac i i y, me acogni ion, and e lexi i y.
Dialogic con e sa ion aims a unde s anding wha is li e ally being said and he
easons why hings a e being said. The easons could be emo ional, ideological, o
concep ual, and in any case, hey a e a ached o a speci ic con ex ha mus be
conside ed o unde s and whe e he ansmi e is coming om. Au hen ic ac i i y
e e s o pedagogical ac i i ies ha a e sociocul u ally ele an and a e connec ed o
he s uden s’ daily li e. Me acogni ion is he s uden s’ awa eness and con ol o e
lea ning. Finally, e lexi i y is o become c i ically awa e o one’s backg ound
in luences ou lea ning/ eaching (Rod iguez, 1998).
Socio ans o ma i e cons uc i ism ecognizes ha ins uc o s and esea che s
migh ind policies and ma e ials ha esona e wi h hei alues, bu when hey y o
implemen hem, hey ace di e en obs acles. Some o hose obs acles a e: ime,
esou ces, con lic ing policies, s uden belie s and assump ions, and lack o suppo ,
among o he s (Rod iguez, 2022).
4 METHODS
To analyse he in o ma ion on eamwo k on he acc edi a ion documen s, I used
documen analysis as a quali a i e esea ch me hod (Bowen, 2009). Documen
analysis aims a going beyond he supe icial o syn ac ic and seman ic
comp ehension o he ex . Thus, o explo e he documen s beyond hei li e al
in e p e a ion, I used he meneu ics (Bha acha ya, 2017). He meneu ic analysis
acknowledges he essen ial connec ion be ween he eade and he ex ha d i es
in e p e a ion, allowing me o engage wi h he acc edi a ion documen s beyond he
ex and h ough he con ex and applica ion o i s desi ed ou comes.
This me hodological app oach ecognizes ha my own social and cul u al his o y as
a esea che in luences how I in e p e hese ex s, jus as he au ho s’ backg ounds
shaped how he documen s we e p oduced. Th ough his he meneu ic lens, I was
able o iden i y implici assump ions embedded wi hin he language o he
acc edi a ion documen s ha migh no be immedia ely appa en h ough supe icial
eading. By e iewing acc edi a ion documen s, I iden i ied eamwo k ela ed
ou comes, how policies ha e e ol ed o e ime, how hese policies suppo o ail o
suppo ins uc o s implemen such ou comes, and I concep ually ou lined ou
cu en challenges wi h he e ec i e implemen a ion o eamwo k in enginee ing
educa ion.
By applying he meneu ics o he acc edi a ion documen s, I sough o build a b idge
be ween he desi ed ou comes, he changes o such ou comes, and he pieces ha
a e missing o achie e hese goals in he academic con ex . The alue o using
he meneu ics o his analysis lies in i s abili y o c ea e sha ed meaning be ween
communi ies, connec ing he au ho s o he acc edi a ion documen s wi h di e se
eade s ac oss a ious si ua ions. Using his me hod, I was able o iden i y some
missing pieces om he desi ed ou comes o he acc edi a ion ex s o he
applica ion in ou cu en socio-economic, cul u al, and poli ical con ex .
The acc edi a ion documen s ha I explo ed we e ABET 2025-2026 (ABET, 2024),
Eu opean Acc edi a ion o Enginee ing P og ams EUR-ACE (Eu opean Ne wo k o
Acc edi a ion o Enginee ing Educa ion, 2021), and he In e na ional Enginee ing
Alliance (2021).
5 POSITIONALITY
I am an Elec onic Enginee wi h 11 yea s o expe ience eaching enginee ing
cou ses in Colombia. Du ing he las se en yea s o my eaching pa h, I implemen ed
eamwo k pedagogies using ins i u ional and in e na ional acc edi a ion policies.
Mos o he ools and s a egies I used we e ei he sha ed by mo e expe ienced
colleagues o sel - augh du ing my pe sonal ime.
Th ee yea s ago, I mo ed o he US o lea n mo e abou enginee ing educa ion and
acc edi a ion bodies. S udying eamwo k om bo h an ins uc o and esea che lens
has allowed me o c i ically examine wha acc edi a ion policies demand and wha
ins uc o s need o do e ec i e eamwo k implemen a ion in hei class ooms. By
c i ically examining eamwo k I mean Dewey’s (2009) e lec ion and connec ion o
di e en pa s o he whole, and F ei e’s (1978) examina ion o powe s uc u es
in luencing eamwo k dynamics, a cons an dialogue wi h all pa icipan s, and a
p axis ha aims a imp o ing he si ua ion o s uden s and ins uc o s.
Ha ing expe ienced eamwo k implemen a ion in wo con as ing con ex s such as
Colombia, a coun y in he Global Sou h and he US, a coun y in he Global No h, I
b ing a pa icula pe spec i e on how socio-economic and ins i u ional con ex shape
eamwo k in enginee ing educa ion.
6 RESULTS
In his sec ion I p esen he equi ed eamwo k ou comes each o he h ee
acc edi a ion bodies use, how hey ha e changed o adap and imp o e, I show a
wha ex end hese acc edi a ion bodies add ess guidance o ins uc o s on how o
achie e hei in ended ou comes, and I concep ually desc ibe ou cu en eamwo k
implemen a ion p oblems. Acc edi a ion bodies emphasize ha enginee s mus be
able o unc ion e ec i ely in eams. ABET (2024) o e s he s uden ou come
numbe 5 as “an abili y o unc ion e ec i ely on a eam whose membe s oge he
p o ide leade ship, c ea e a collabo a i e en i onmen , es ablish goals, plan asks,
and mee objec i es.” (p.6). ENAEE (2021) p o ides he p og am ou come 7 on
communica ion and eamwo k, he eamwo k sec ion says, “abili y o unc ion
e ec i ely in a na ional and in e na ional con ex , as an indi idual and as a membe
o a eam and o coope a e e ec i ely wi h enginee s and non-enginee s.” (p.11).
The In e na ional Enginee ing Alliance gi es he g adua e a ibu es p o ile numbe 8
o he Washing on, Dublyn, and Sydney acco d as “[ ]unc ion e ec i ely as an
indi idual, and as a membe o leade in di e se and inclusi e eams and in mul i-
disciplina y, ace- o- ace, emo e and dis ibu ed se ings” (p.14). These acc edi a ion
guidelines a e o ien ed owa d he desi ed ou comes each enginee ing ins i u ion
should ins ill in i s enginee ing g adua es. Howe e , hey don’ o e guidelines on
how o implemen hem in he di e en con ex s o each enginee ing ins i u ion.
We know acc edi a ion bodies ca e abou he imp o emen o hei policies, and I
hope i is o he well-being o people and Land in ol ed. Changes in acc edi a ion
guidelines espond o new needs in enginee ing educa ion and e o s o add ess
exis ing sho comings. ABET wen om hei enginee ing C i e ia 2000 “an abili y o
unc ion on mul i-disciplina y eams” (La uca e al., 2006, p. 18) o “an abili y o
unc ion e ec i ely on a eam whose membe s oge he p o ide leade ship, c ea e a
collabo a i e en i onmen , es ablish goals, plan asks, and mee objec i es” (ABET,
2024, p. 6). EC2000 helped enginee ing acc edi a ion policies o go om a
p esc ip i e inpu o wha should be augh in enginee ing, o ou pu s o wha should
be lea ned in enginee ing class ooms (La uca e al., 2006). Using he meneu ics as
a lens, I a gue ha ABET’s change om EC2000 o cu en policies esponds o he
indus y equi emen s o include leade ship as a lea ning ou come; encou age
collabo a ion due o he inc ease o complexi y and amoun o uns uc u ed
enginee ing p oblems; and p o ide p ojec managemen skills in eamwo k se ings
ha espond o he implemen a ion and o maliza ion o agile p ojec managemen
me hodologies in indus y.
In 2008, unde ans e able skills, ENAEE in oduces he idea ha enginee s should
“ unc ion e ec i ely […] as a membe o a eam [… and] unc ion e ec i ely as
leade o a eam ha may be composed o di e en disciplines and le els” (Augus i
e al., 2011, p.9). In 2025, ENAEE s a es ha enginee s need an “abili y o unc ion
e ec i ely in a na ional and in e na ional con ex , as an indi idual and as a membe
o a eam and o coope a e e ec i ely wi h enginee s and non-enginee s” (ENAEE,
2021, p.11). Possibly he inclusion o mul iple coun ies a ound 2013, ENAEE
included he na ional and in e na ional con ex as pa o hei desi ed ou comes.
The In e na ional Enginee ing Alliance has also changed in ime. In 2013 he
Washing on Acco d A ibu e 9 said “Func ion e ec i ely as an indi idual, and as a
membe o leade in di e se eams and in mul i-disciplina y se ings” and in 2021 i
changed o A ibu e 8 “Func ion e ec i ely as an indi idual, and as a membe o
leade in di e se and inclusi e eams and in mul i-disciplina y, ace- o- ace, emo e
and dis ibu ed se ings.” Using he meneu ics as a lens, I a gue ha h ee changes
espond o include collabo a ion in eamwo k o a oid indi idualism in eam
dynamics in which s uden s would di ide he wo k and hen pu i oge he as a eam
e o , losing he bene i s o collabo a ion; building inclusi e eams o alue di e en
ways o knowing and being; and a e Co id-19, wo king in ace- o- ace, emo e, and
dis ibu ed se ings. Howe e , hese new p inciples o eamwo k ollow he same
p oblem as he p e ious ones, hey lack guidance on how o achie e hem in each o
he di e se con ex s o enginee ing ins i u ions. F om he analysis o e ol ing
eamwo k policies, acc edi a ion bodies show hei e o s o adap o new si ua ions
and in o ma ion o hei p ocesses. Now I call hei a en ion on a p essing need o
help ins uc o s who a e ying o inco po a e eamwo k pedagogies in hei
class ooms and s uden s who a e no ge ing he bene i s o eamwo k pedagogies.
Using he socio- ans o ma i e cons uc i ism amewo k (Rod iguez, 2022) I
iden i ied obs acles p esen in hese eamwo k policies. Many ins uc o s migh be
in e es ed in implemen ing eamwo k and achie ing he desi ed goals ha hese
acc edi a ion boa ds in end, bu hey a e es ic ed by di e en obs acles. Fo
example, no ha ing a guide on how o implemen he desi ed ou comes (e.g.,
eamwo k amewo k), scien i ic suppo o jus i y i s applica ion in on o s uden s
and o he people in ol ed, ime o in es in unde s anding and planning eamwo k
pedagogies, class ooms o e ec i ely collabo a e in eams, and o he esou ces
such as eam making ools like The Comp ehensi e Assessmen o Team Membe
E ec i eness (Ohland e al., 2012).
The ins i u ional equi emen o eaching eamwo k wi hou p ope ly sca olding
ins uc o s o deli e a speci ic in e ac i e pedagogical ool leads o di e en ypes o
p oblems, I concep ually ca ego ize hem in o ou . 1) Technical skills a e p io i ized
o e social skills. Speci ically in enginee ing, he e is a p edominan ideology o
depoli iciza ion, in which social o poli ical issues a e supposedly ex e nal o
enginee ing, limi ing he ocus on echnical issues (Cech, 2013). Enginee s who
don’ conside he social and en i onmen al aspec s o hei wo k lead o
ca as ophic esul s ha di ec ly o indi ec ly hu people and he en i onmen . 2)
Teamwo k in e ac ions a e no in insically collabo a i e; eamma es need sca olding
and ins uc ion o wo k oge he . Indi idualis ic eams can di ide and conque hei
eamwo k, educing he social in e ac ions ha help achie e eamwo k’s desi ed
social skills. 3) Teamma es a e usually unawa e o he powe s uc u es a ound hem
and wi hin he eam. This can lead o a pe pe ua ion o opp ession by s icking o he
dominan ways o knowing and being while isola ing, excluding, and e en ually
e asing o he non-dominan peoples. 4) One o he desi ed ou comes o enginee ing
eamwo k is o educa e eamma es o be able o wo k alongside di e se
collabo a o s. Cu en ly, academia encou ages assimila ion as a way o ex ac wha
is possible om di e se cul u es, wi hou ac ually gi ing powe o space o di e se
cul u es o inco po a e hei ways in o academia. The idea o eason being sepa a ed
om emo ions, he mind being sepa a ed om he body, and he esul being
sepa a ed om he p ocess s ems om he same dicho omy ha ein o ces he
analy ical unde s anding o he wo ld as some hing o be di ided and s udied in
pieces, a he han holis ically. Acc edi a ion boa ds need o ecognize he need o
include p ocesses o ob ain hei desi ed ou comes.
7 DISCUSSION AND CONCLUSIONS
Policies only o e ing desi ed ou come a e insu icien o achie e wha acc edi a ion
boa ds a e expec ing om educa ion. P ocess-ou come is no a dicho omy; hey a e
bo h in insically uni ed, and hey need simila a en ion, esou ces, and suppo .
Guidance is needed by enginee ing educa o s; mos enginee ing educa o s lack he
ime and esou ces o e ec i ely implemen eamwo k pedagogies in hei
class ooms, especially in hei al eady busy cu iculum. A bidi ec ional alliance wi h
local esea che s and pa icipan s is needed o o e suppo and code elop he
p ocess and amewo ks necessa y o achie e he desi ed acc edi a ion ou comes. I
is impo an o include local and di e se esea che s and pa icipan s o iden i y pa s
o an unde ined con ex . Gene al guidelines could o e see cul u al, linguis ic, and
social di e ences ha each coun y, ins i u ion, o e en each enginee ing school
migh ha e.
Collabo a ion o add ess his gap can be achie ed h ough any o mul iple o he
ollowing h ee ecommenda ions. 1) C ea e o adap a policy amewo k ha
p o ides speci ic implemen a ion app oaches aligned wi h acc edi a ion s anda ds
and mo e impo an ly, he bene i o s uden s and hei Land. A amewo k o
eamwo k implemen a ion could g ea ly bene i ins uc o s who don’ ha e ime,
esou ces, and/o knowledge o implemen eamwo k pedagogies in hei busy
cu icula. This amewo k could se e like a guide ha would help ins uc o s in hei
eaching p ocess while achie ing he desi ed acc edi a ion ou comes. 2) C ea e a
commi ee o eamwo k implemen a ion p ocesses wi h local and di e se
esea che s and pa icipan s. Using exis ing o new amewo ks, his commi ee
would be in cha ge o using esea ch p ocesses o o e guidance o ins uc o s and
ins i u ions o achie e he desi ed acc edi a ion ou comes. I is impo an o highligh
ha local and di e se esea che s and pa icipan s a e needed o wa an an
unde s anding o he cul u e, language, and con ex o he place. ABET o example,
o e sees he acc edi a ion o mo e han 30 coun ies, so local esea che s and
pa icipan s a e needed o unde s and he his o ical, poli ical, and socio-economic
con ex o each o hese coun ies. A amewo k o guidance o o e see eamwo k in
a public school in Colombia migh be e y di e en om a amewo k ha would
wo k in a p i a e school in Sou h Ko ea. 3) Finally, c ea e call-ou s simila o a
special issue o a jou nal in which esea che s would pa icipa e o o e guidelines o
achie e he desi ed ou comes o he policy in a speci ic con ex . Callou s could se e
as a way o ob ain help om he communi y o imp o e local and/o speci ic
eamwo k implemen a ion issues. Wi h his wo k I hope o help wi h he ongoing
g ow h o acc edi a ion policies in ways ha p omo e he well-being o ins uc o s,
s uden s, and all in ol ed in he eamwo k educa ional p ocess.
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