ORCID
- S. Chance: 0000-0001-5598-7488
Abstract
Previous research has examined patterns in women's team interactions within collaborative learning environments, highlighting potential barriers that hinder their full participation. This paper explores two analytical frameworks that could be beneficial in investigating power dynamics in such settings. Through a narrative literature review, we establish links between individuals' experiences and broader social or institutional practices, revealing underlying discourses and power relations. We identify a lack of evidence regarding discourses shaping attitudes and behaviours that perpetuate power inequities. Awareness of these dynamics could facilitate the provision of support and empathy to a more diverse group of students in engineering education.
Keywords
collaborative learning, gender, phenomenology, power dynamics
DOI Link
Publication Date
2024-01-01
Event
52nd Annual Conference of the European Society for Engineering: Educating Responsible Engineers, SEFI 2024
Publication Title
SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings: Educating Responsible Engineers
Publisher
European Society for Engineering Education (SEFI)
ISBN
9782873520274
First Page
1315
Last Page
1326
Deposit Date
2025-07-24
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Additional Links
Recommended Citation
Moreno, S. I.Cruz and Chance, S., "Exploring analytical frameworks to investigate power dynamics in collaborative learning in engineering education" (2024). Research Outputs: 2025-Present. 3.
https://arrow.tudublin.ie/arbuenro/3