Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams: A Cultural-Historical Activity Theory Approach
Year: 2017
Type: dissertation
Abstract: This research studies how student engineering problem-based learning teams engage information challenges as they build sustained knowledge-based organizations. These challenges are framed by cultural-historical activity theory (CHAT), a framework that situates individual and collective activity in social and cultural foundations. CHAT notes points of contradiction that can influence a teamâ s progress towards its intended collective outcome, with different teams identifying and approaching contradictions in different ways. This research looks specifically at Formula SAE (FSAE) teams, an automotive racing project sponsored by the Society for Automotive Engineers. This research analyzed interview and survey data from 42 respondents in the North American context; 33 from currently competing teams, 9 from faculty advisors, judges and alumni. Results show a diverse range of responses to CHAT contradictions, including calibrating individual motivations to create a team with a diverse range of skills, integrating multiple sources of explicit and tacit knowledge in research and development, negotiating relationships with larger administrative powers, managing knowledge transfer and organizational renewal in a high turnover context, and negotiating when it is best to cooperate with versus compete against teams striving towards the same outcome. This research situates CHAT as an effective theoretical grounding for similar project- based learning team research, especially for teams operating as long-term knowing organizations. This research highlights best practices that could inform student team leaders in this and similar engineering problem-based learning team contexts. It is also hoped this research gives school administrators guidance on how to support such teams and integrate their core activities into curriculum. Future research directions include expanding to the international FSAE community and how the FSAE experience influences alumni career goals over an extended period of time.
Source: TSpace (University of Toronto)
Author: Michael L. W. Jones
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2969434434