Embracing ambiguity

Embracing ambiguity PurposeEmbracing reflective practice and retrospection, with a goal of identifying commonalities, this paper aims to examine delivery of engineering subjects in both traditional higher education (THE) and technical and vocational education and training (TVET).Design/methodology/approachReflections on actions and autoethnography were used to examine the teaching and learning experiences of three educators across two higher education (HE) institutions (HEIs) in the greater Chinese context. Literature reviews and historical contexts are outlined to support the approaches and insights identified.FindingsThis paper presents a number of common characteristics and challenges identified across both THE and TVET. Drawing on the successful embrace of ambiguity and change in recent software engineering (SE) development paradigms, recommendations are made for how the agile SE themes can be applied in a larger sense to address the wider challenges facing both THE and TVET.Originality/valueTo the best of the authors’ knowledge, this is the first time that engineering education has been examined and contrasted in the contexts of THE and TVET. The similarities and common challenges may represent a new focus for related work, and the presented insights, from agile methodologies in SE, represent a new perspective for viewing future HE and TVET sustainability. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1741-5659
D.O.I.
10.1108/ITSE-10-2018-0088
Publisher site
See Article on Publisher Site

Abstract

PurposeEmbracing reflective practice and retrospection, with a goal of identifying commonalities, this paper aims to examine delivery of engineering subjects in both traditional higher education (THE) and technical and vocational education and training (TVET).Design/methodology/approachReflections on actions and autoethnography were used to examine the teaching and learning experiences of three educators across two higher education (HE) institutions (HEIs) in the greater Chinese context. Literature reviews and historical contexts are outlined to support the approaches and insights identified.FindingsThis paper presents a number of common characteristics and challenges identified across both THE and TVET. Drawing on the successful embrace of ambiguity and change in recent software engineering (SE) development paradigms, recommendations are made for how the agile SE themes can be applied in a larger sense to address the wider challenges facing both THE and TVET.Originality/valueTo the best of the authors’ knowledge, this is the first time that engineering education has been examined and contrasted in the contexts of THE and TVET. The similarities and common challenges may represent a new focus for related work, and the presented insights, from agile methodologies in SE, represent a new perspective for viewing future HE and TVET sustainability.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Jun 17, 2019

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