Cross disciplinary research in engineering and educational sciences. A Swedish case study

In this position paper the authors argue the benefits and the pitfalls in carrying out cross disciplinary PhDs thatcombine studies in the Engineering sciences with pedagogical studies. The paper traces the history of suchstudies in Sweden and provides a specific case study to illustrate key aspects of their argument. In 2002 the thirdauthor defended his thesis, half of which was a conventional physics study and half a pedagogical analysis of aspects of physics education. In 2005 the second author successfully defended her thesis which also comprisedtwo parts. The first part, defended at the licentiate level, consisted of research into InAS quantum dots for laser applications. The second part was an analytical, critical, reflective study of the pedagogical, gender andmulticultural issues that confronted her as a woman migrant studying to be an engineer. Both theses began asconventional physics theses but for professional and personal reasons the candidates to focus on engineeringeducation. They received assistance from pedagogical experts who in fact, if not on paper, became their mainsupervisors. The resultant PhDs caused a good deal of controversy. This was partly because they were unconventional and crossed the science/social science boundaries. In Ferdos case there was another element. Thepedagogical part of her thesis included a critique of sexism within engineering education and was reported in thepress. Her findings contributed to a reform of workplace practices, especially in the area of doctoral studies atChalmers. Those who felt threatened by some of the findings sought to discredit the work by arguing that the thesis lacked rigor. The fact that both theses were ‘hybrids’ assisted those who were opposed to the mixing ofscience and humanities at the doctoral level in an engineering university. Their opposition, and the assumptions underlying it, highlights the need for a more carefully structured engineering education research process, one that, hopefully, will open up a career path for engineers who are interested in improving engineering education by carrying out research into how engineers learn best. This paper offers some possible ways of solvingproblems that arise when new and innovative PhDs, such as mixed engineering and education PhDs are attempted