In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars

AbstractBackgroundEngineering education scholars (EES) seek to advance innovation, excellence, and access within education systems and the engineering profession. To advance such efforts, the intentional and strategic actions taken by scholars must be better understood.Purpose/HypothesisThis study aimed to advance the field's understanding of agency toward impact by (1) closely examining the experiences of early career EES pursuing impact in engineering education and (2) co‐constructing a contextualized theory of agency. We define agency as taking strategic actions or perspectives toward professional goals that matter to oneself and goals that relate to impacting engineering education.Design/MethodBuilding on previous work about faculty agency, we leveraged approaches from grounded theory and integrated multiple qualitative approaches to analyze our experiences as six early career EES over the course of a 4‐year longitudinal study.ResultsSeven key insights about the professional agency toward impact in engineering education of early career EES emerged from the analysis. The contextualized theory and resulting visual representation illustrate this agency as a cyclical process with t