Qualitative theory building method for lean sustainable framework development: a methodology

Research in manufacturing engineering was commonly conducted by employing quantitative methodology. Experimental and survey questionnaire methods are widely used by researchers. Hence, this paper will explain the justification for using the mix method of grounded theory and survey questionnaires to develop a lean sustainable framework. The authors used a non conventional method in mechanical engineering to develop the framework. The research method was classified as interpretative method. The grounded theory method is used to link the collected data until the emergence of an inductive theory generation. The rigor of the research was based on triangulation. Triangulation method improves the reliability and validity of the research. The end product of this research was the development of lean sustainable framework

Educators’ Resistance to the Technology and Engineering Education Transition

The purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the three phase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change

Identifying Project Contingency Factors for Situational Project Management Method Engineering

While several researchers and practitioners stated that project management methods should fit the project context, engineering a project management method to fit a specific situation has not yet received much attention in the literature. Only recently, some studies have introduced Project Contingency Theory (PCT) and suggested various project contingency factors that could guide method selection or engineering. However, a thorough overview of contingency factors lacking. Remarkably, in information systems (IS) development research, a rich tradition of situational method engineering exists. IS development contingency factors have been studied and linked to engineering requirements for IS development methods. It is the objective of this paper to initiate a similar tradition for Situational Project Management Method Engineering. A first step needed is to develop a comprehensive list of project contingency factors. In this paper we built such a set of 28 project contingency factors. We elicited these factors from both theory and practice. We conducted a systematic literature review to analyze theories in both project management and IS literature. We obtained input from practice through semi-structured interviews with project managers. We merged the contingency factors found in theory and practice and described each factor using the literature surveyed and the interview data. Quotes from the interviews with project managers are given to illustrate the contingency factor and its impact on project management practices. Furthermore, we provide a comparison of the contingency factors found to the notion of critical success factors. The 28 contingency factors presented are grounded in practice and theory and provide a solid foundation for further research towards Situational Project Management Method Engineering

The Influence of Engineers on Public Policy

Engineers play a vital role in society and contribute positively to economic growth in various areas, including energy, transportation, telecommunications, and others. In the United States of America, these areas are monitored by public policies that are set by policy actors—mainly lawyers, public administrators and social scientists—at legislative and regulatory levels. In these domains, engineers have a reduced voice with key decision makers on critical engineering issues, and their input is very limited. Their lack of involvement results in costly unintended consequences, affecting both the interest of the profession and the interest of the nation. Research has shown that increased input from engineers bridges disciplinary gaps, allowing clarification of technical concerns and disentanglement of system complexities in public policy issues. This dissertation explores the skills necessary for engineers to navigate effectively within organizations and society, influence policy decisions, and the different factors impacting their influence. Grounded theory method is used to analyze data collected through semi-structured interviews conducted with engineers and other engineering or engineering management professionals. The investigation will lead to the construction of a theory and topic of study referred to as socio-political engineering. Furthermore, the perception of engineers regarding this topic of study is analyzed using a Q methodology, which supports the results of the grounded theory. This knowledge provides insight into ways that socio-political engineering mayenhance engineering education and engineers’ certification through the development of capabilities to influence multidisciplinary decision making

An Empirical Methodology for Engineering Human Systems Integration

The systems engineering technical processes are not sufficiently supported by methods and tools that quantitatively integrate human considerations into early system design. Because of this, engineers must often rely on qualitative judgments or delay critical decisions until late in the system lifecycle. Studies reveal that this is likely to result in cost, schedule, and performance consequences. This dissertation presents a methodology to improve the application of systems engineering technical processes for design. This methodology is mathematically rigorous, is grounded in relevant theory, and applies extant human subjects data to critical systems development challenges. The methodology is expressed in four methods that support early systems engineering activities: a requirements elicitation method, a function allocation method, an input device design method, and a display layout design method. These form a coherent approach to early system development. Each method is separately discussed and demonstrated using a prototypical system development program. In total, this original and significant work has a broad range of systems engineer applicability to improve the engineering of human systems integration

A Method to Define Requirements for System of Systems

The purpose of this research was to develop and apply a systems-based method for defining System of Systems (SoS) requirements using an inductive research design. Just as traditional Systems Engineering (TSE) includes a requirements definition phase, so too does System of Systems Engineering (SoSE); only with a wider, more over- arching, systemic perspective. TSE addresses the design and development of a single system with generally a very specific functional purpose enabled by any number of subcomponents. SoSE however, addresses the design and development of a large, complex system to meet a wide range of functional purposes enabled by any number of constituent systems, each of which may have its own individually-managed and funded TSE effort in execution. To date, the body of prescriptive guidance on how to define SoS requirements is extremely limited and nothing exists today that offers a methodological approach capable of being leveraged against real-world SoS problems. As a result, SoSE practitioners are left attempting to apply TSE techniques, methods, and tools to address requirements for the more complex problems of the SoS domain. This research addressed this gap in the systems body of knowledge by developing a method, grounded in systems principles and theory, that offers practitioners a systemic, flexible method for defining unifying and measurable SoS requirements. This provides element system managers and engineers a SoS focus to their efforts while still maximizing their autonomy to achieve system-level requirements. A rigorous mixed-method research methodology, employing inductive methods with a case application was used to develop and validate the SoS Requirements Definition Method. Two research questions provided the research focus: • How does the current body of knowledge inform the definition of a system theoretic construct to define SoS requirements? • What results from the demonstration of the candidate construct for SoS requirements definition? Using Discoverers \u27 Induction (Whewell, 1858), coupled with coding techniques from the grounded theory method (Glaser & Strauss, 1967), a systems-based method for defining SoS requirements was constructed and applied to a real-world SoS requirements definition case. The structured systemic method advances the SoSE field and shows significant promise for further development to support SoSE practitioners in the area of SoS requirements engineering

Engineering Management Competencies: A Framework for Present and Future Engineering Environments

Managing and directing engineering requires engineering management competencies. Although perspectives may differ concerning competencies for engineering management, identifying competencies can direct and improve management. The purpose of this research is to develop a framework of competencies for engineering managers using an inductive research design. Development of this engineering management competency framework involves an exploration of three primary research questions. The first question is ‘What are the current competencies for engineering managers?’ The response to this question provides a basis for the current state of competencies for engineering managers. The second research question, ‘What are future engineering management competencies based on future perspectives and trends?’ seeks to establish the nature of engineering management competencies that project to the future. The third research question, ‘What competency framework may be generated for engineering management competencies?’ establishes a rigorously grounded framework for engineering management competencies. This framework appreciates current competencies while being tempered to competencies required. The approach to explore research questions is based in a Grounded Theory Method (GTM) (Charmaz, 2014) that builds from research literature references qualified for inclusion (Katina, 2015). Based on qualification criteria, engineering management competencies are coded following the GTM to produce a theoretical framework for engineering management competencies. Results provide a framework of competency areas and competencies necessary for engineering management. This provides a significant approach to filling gaps in the body of knowledge related to competencies for the engineering management discipline. While other works identify competencies for engineering management, current literature is fragmented, aging, and not sufficiently developed to provide adequate developmental directions for engineering management practitioners. Multiple competencies and implications are discussed in this research along with context, environment, and human factors where competencies are identified within Systems Theory and gaps. This provides a vital base that places competency areas and competencies into a cohesive and coherent framework while projecting the existing state of engineering management competencies to the future. This may include the theoretical, methodical, and practical dimensions to advance the engineering management discipline. Therefore, the competency framework development may support and unite organizations proactively while providing opportunities to operations and overall performance which extends beyond a specialized area

Complex System Contextual Framework (CSCF): A Grounded-Theory Construction for the Articulation of System Context in Addressing Complex Systems Problems

The complexity of problems facing society continues to grow, and decision-makers and problem-solvers are finding many of today\u27s emerging problems to be beyond their capability to adequately address. There is agreement in the literature that problems of this nature are complex system problems, inextricably linked to some highly complex system of systems. Establishing a clear understanding of the specific complex system context is fundamental to the process of understanding and analyzing complex systems and complex system problems across all of the different systems-based disciplines. While complex system context is widely referred to in systems literature, there is no clear characterization of exactly what system context is, making this foundational system concept ambiguous. This research addressed this gap in the systems body of knowledge by providing the needed detail and clarity to the concept of complex system context. A rigorous research methodology, employing the grounded theory method, was used to analyze data collected through a series of semi-structured interviews conducted with individuals reflecting a wide range of systems education and practical experience. Two research questions were identified as integral to increasing the understanding of context within complex systems. (1) What are the constituent elements of complex system context, and what attributes and dimensions characterize these elements? (2) What systems-based framework can be developed for constructing and articulating complex system context? Using the grounded theory method, a theory of system context was constructed, adding to the systems body of knowledge and substantiating a comprehensive and unambiguous theoretical construct for system context within complex systems. Then, based on this theory, a conceptual model to articulate and capture system-specific complex system context was developed---the Complex System Contextual Framework (CSCF). The CSCF shows significant promise for contribution to systems practitioners by supporting the future development of tools to help practitioners capture system context as a part of complex system problem formulation. The research also made a contribution in the area of research methodologies by furthering the use of the grounded theory method in the engineering management and systems engineering domain, an area where its application has been very limited

First Generation College Students In Engineering: A Grounded Theory Study Of Family Influence On Academic Decision Making

This work develops a constructivist grounded theory describing the influence of family and those that serve a role similar to family on the academic decision making of undergraduate first generation in college (FGC) students majoring in engineering. FGC students, in this study, are students with neither parent having attained a bachelor\u27s degree. FGC students are an untapped talent pool with the potential to diversify and increase the number of engineers, which are both urgent national priorities. Much is known about FGC students with respect to their academic preparation, transition to postsecondary education, and progress toward degree attainment. However, the literature provides little insight about the college experiences of FGC majoring in engineering, their academic decision-making during college, or the influence of families on the same. The analysis of existing data from exploratory studies of 22 FGC students showed that this may be vital missing knowledge as family appeared to be a significant influence on FGC students\u27 academic decision-making. To address this missing knowledge, the constructivist grounded theory methodology was applied to develop a theory of the family (termed &ldquo\u27kin\u27&rdquo) and those that serve a role similar to family (termed &ldquo\u27fictive kin\u27&rdquo) and their influence on the academic decision-making of undergraduate FGC students in engineering. The critical incident technique (CIT) was adopted and used to create a specific, semi-structured, interview guide to elicit the kind of rich, thick data needed to develop a theory grounded in the data. Twenty interviews were conducted and coded using a constant comparative method to analyze the data. Though the purpose of the research was to probe for kin and fictive kin influences, the major influence within the data was from parents, in particular from mothers. The theory that emerged from this research is as follows: In explaining how they are shaped and/or molded by kin and fictive kin, participants primarily describe parents who urge them to seek happiness regardless of career choice. Based on their life and work experiences, parents convey advice to participants and influence their approach to doing things including how they make decisions. In areas where &ldquo\u27college knowledge\u27&rdquo is required, parents pose questions to participants and then offer advice based upon the responses. In such exchanges it seems kin, mostly parents, reflect back to participants what is important. Participants see themselves as ultimately responsible for making academic decisions, however. Though parents offer little, if any, specific academic information, they are providing significant emotional support and are reminding participants of specific expectations. Whereas an engineer parent may provide specific influences related to selecting courses, how to study, and explaining the career choices in each engineering discipline, parents of FGC students are influencing their children by telling them to be happy, have a good career, and make them proud. This theory has implications for key stakeholders, including researchers and practitioners. By translating this innovative research into practical guidance and by initiating calls for reform targeting persons and entities influencing the academic decision-making of first generation college students majoring in engineering, this study and the resulting grounded theory can be used to create novel concepts for educating the engineers of the 21st century. While the implications discuss many influential entities and programs, priority can be considered for high school and college teachers and institutional outreach, recruitment, and retention and higher education efforts. In addition, this theory uncovers the need for future research to include investigating the influence of FGC students majoring in engineering on kin, especially siblings and parents, and fictive kin