The educational significance of eliciting students’ implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second ...

Gender representation in technology and engineering education is generally not equitable with females being underrepresented in many areas (e.g. Sultan, Axell, & Hallström, 2018; Yoder, 2017). While there are many perspectives ...

It is well established that spatial ability correlates with STEM performance. THis has been shown through substantial longitudinal evidence e.g. (Wai, Lubinski, & Benbow, 2009). Specifically, it has been demonstrated as ...

One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering ...

Engineering education research has been categorised into the five research areas of ‘engineering epistemologies’, ‘engineering learning mechanisms’, ‘engineering learning systems’, engineering diversity and inclusiveness’, ...

Women are significantly underrepresented in engineering and engineering related disciplines. One area where this is clearly illustrated is in the percentage of females enrolled in higher education engineering courses. The ...

Engineering and technology education is uniquely positioned within formal education systems to facilitate the development of a broad range of cognitive competencies such as designerly thinking, spatial reasoning and ...

Spatial ability has been established as having a significant effect on performance and subsequently on retention in engineering education. However, the cause for this phenomenon is not yet fully understood. Based on ...

Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs ...