An In-Depth Investigation of Student Information Gathering Meetings with Stakeholders and Domain Experts

Autor/inn/en	Loweth, Robert P.; Daly, Shanna R.; Hortop, Amy; Strehl, Elizabeth A.; Sienko, Kathleen H.
Titel	An In-Depth Investigation of Student Information Gathering Meetings with Stakeholders and Domain Experts
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 1, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loweth, Robert P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09595-w
Schlagwörter	Information Seeking; Engineering; Design; Capstone Experiences; Stakeholders; Student Behavior; Expertise + Suchen Sie Ihr Suchwort? Informationserschließung; Maschinenbau; Student behaviour; Schülerverhalten; Expert appraisal
Abstract	Information gathering activities in engineering design projects play an important role in the identification and definition of stakeholder needs and requirements. However, few studies have explored how students gather information from stakeholders and domain experts in capstone design settings. In this study, we analyzed audio recordings from 19 information gathering meetings submitted by six capstone design teams to investigate how student designers gathered information during these meetings. Our findings include 22 information gathering behaviors that student design teams exhibited during their meetings, half of which were more similar to recommended best practices for information gathering and half of which were less similar. Our findings, including the list of behaviors and associated examples, may be used to guide student designers in employing effective information gathering approaches. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01