Enhancing adaptive performance through developing epistemic agency and research competencies
Synopsis
In today's dynamic and complex work environment, engineers face continuous changes and new challenges. This chapter explores how adaptive performance can be enhanced through the development of epistemic agency and related research competencies. The case studies of Brice, a vocational-level automotive engineer, and Viola, a master-level research engineer, illustrate how adaptive expertise requires integrating and constructing new knowledge tailored to specific challenges. Epistemic agency, defines as the active and conscious engagement in knowledge creation, enables professionals to identify knowledge gaps, decide how to address them, and create actionable knowledge collaboratively.
The chapter conceptualises epistemic agency through two components: the epistemic aspect, encompassing the acquisition, understanding and creation of diverse knowledge types, and the agency aspect, emphasising proactive, context-sensitive decision-making. These allow engineering professionals to innovate and adapt within their field. Next, this chapter highlights the role of research competencies in fostering epistemic agency and stresses the need for educational approaches that intertwine research activities with professional tasks and practices. Authentic professional tasks, rooted in real-world challenges, are proposed as the foundation for higher education curricula. This pedagogical approach, exemplified by challenge-based learning (CBL), emphasises interdisciplinary collaboration and knowledge creation.
Ultimately, the chapter calls for reimagining engineering education to prioritise epistemic agency and adaptive expertise, ensuring that future professionals can effectively navigate the complexities of modern work environments. These insights are crucial for preparing students like Brice and Viola for lifelong learning and professional adaptability.
