Engineers are increasingly acting as “boundary spanners” who coordinate, collaborate, and communicate across many different kinds of boundaries. The research project described in this work-in-progress paper is shedding additional light on this trend by responding to two main research questions: 1) What specific boundary spanning roles, activities, and competencies are most important and prevalent for early career engineers, and 2) How do early career engineers experience boundary spanning challenges? One major goal of this project is to generate a typology of boundary spanning roles, activities, and competencies for multiple engineering fields. This paper more specifically describes methods and reports preliminary findings for the initial phases of our research. The first phase involves a systematic review of more than 80 journal articles and book chapters on boundary spanning and related concepts using established procedures for literature meta-analysis. In this paper we summarize the major themes and categories emerging from this process. The second phase of the project involves semi-structured interviews with engineering students and early career engineers. In this paper we focus on our interview methods, including development and use of a “primer” document to familiarize subjects with boundary spanning. We conclude by discussing the implications of our work, especially in relation to leading-edge approaches for instruction and assessment.
['Brent K. Jesiek', 'Andrea Mazzurco', 'Natascha M. Trellinger', 'Kavitha D. Ramane']
Becoming boundary spanners in engineering: Identifying roles, activities, and competencies