This study extends the existing reviews targeting the Journal of Professional Issues in Engineering Education and Practice (JPIEEP) by incorporating the text-mining review methodology. A total of 1,810 papers published in JPIEEP since 1982 were selected as the literature sample. Dividing the whole sample into four subsamples according to publication time spans, this review indicates that literature published before 2000, especially articles from the 1982 to 1991 period, emphasized more civil engineering-related practical and practical issues (e.g., legislation). Since the early 2000s, literature from JPIEEP has been focusing more on engineering education-based research, such as teaching methods and undergraduate education. Specifically, more recent studies show emerging topics of education and practical subjects (i.e., BIM and sustainability), pedagogical approaches (i.e., problem-based learning, active learning, simulation, teamwork, and distance education), and diversity issues. Accordingly, future research directions are proposed, such as integration of emerging pedagogical methods in the emerging subjects (e.g., BIM). This study contributes to the review of engineering education and practice by demonstrating that the text-mining approach could be reproduced to assist other review-based studies. Finally, this study addresses questions regarding the latest research topics and proposes directions for future scholarly work.
|Journal||Journal of Professional Issues in Engineering Education and Practice|
|Publication status||Published - 12 Aug 2019|
Bibliographical noteThis material may be downloaded for personal use only. Any other use requires prior permission of the American Society of Civil Engineers. This material may be found at https://ascelibrary.org/doi/abs/10.1061/%28ASCE%29EI.1943-5541.0000425
- Engineering education
- Literature review
- Professional practice
- Text mining