An in-depth investigation of student information gathering meetings with stakeholders and domain experts

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 t...

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Bibliographic Details
Published inInternational journal of technology and design education Vol. 32; no. 1; pp. 533 - 554
Main Authors Loweth, Robert P., Daly, Shanna R., Hortop, Amy, Strehl, Elizabeth A., Sienko, Kathleen H.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.03.2022
Springer
Springer Nature B.V
Subjects
Audio data
Best practice
Best Practices
Capstone Experiences
Curriculum Design
Design
Design education
Design engineering
Designers
Domains
Education
Educational Technology
Engineering
Engineering education
Expertise
Focus Groups
Information Seeking
Information seeking behavior
Interviews
Language
Learning and Instruction
Meetings
Qualitative research
Research Design
Research Methodology
Science Education
Stakeholders
Student Behavior
Student Records
Students
Subject specialists
Teams
User-centered design
Design education
Human-centered design
Information gathering
Capstone design
Stakeholder engagement
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Summary: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.
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ISSN:0957-7572
1573-1804
DOI:10.1007/s10798-020-09595-w