Qualitative analysis of boundary spanning implications within interviews of engagement stakeholders Conference

Delaine, DA, Cardoso, JR, Walther, J. (2015). Qualitative analysis of boundary spanning implications within interviews of engagement stakeholders . 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for Society),

cited authors

  • Delaine, DA; Cardoso, JR; Walther, J

authors

abstract

  • Interviews conducted with community engagement stakeholders are qualitatively analyzed to provide contextual understanding for boundary spanning within the STEM community. Community engagement refers to relationships between the university and external educational entities such as K12 institutions, libraries, and community centers, to mutually improve social, civic, and ethical problems around educational outcomes. Boundary Spanners, or individuals who act as knowledge and power brokers to help establish reciprocal relationships between a university and community, are fundamental for providing pathways for collaboration between the academy and society. Stakeholders from University, Government, K12, Industry and Non-profit organizations were interviewed to determine how boundary spanners can be best utilized to facilitate and improve engagement outcomes. Purposeful and snowball sampling was used to identify interview subjects resulting in N = 30 interviews; 16 of which represent the university and 14 represent the stakeholders external to the university. A thematic analysis of the interviews was conducted using the constant comparative method and qualitative research software to reveal insight into the engagement landscape and boundary spanning. This evaluation is useful to provide context within a systematic framework for improvements of engagement practices and outcomes through the use of boundary spanners. Amongst emergent outcomes of the interview data, empathy is utilized as an example for illustrating contextual findings within the engagement system. Outcomes of this research, which are directed at STEM and Engineering Education, will allow policy makers and practitioners to be better informed on what boundary spanning policies to implement, and in what contexts they are applicable. The findings provide transferable research and knowledge about boundary spanning as a method of strengthening pathways for broadening participation in STEM through community engagement.

publication date

  • January 1, 2015

volume

  • 122nd ASEE Annual Conference and Exposition: Making Value for Society

issue

  • 122nd ASEE Annual Conference and Exposition: Making Value for Society