ABSTRACT
This chapter discusses the role of theory in engineering education research (EER) and elaborates upon the utility of using theory and related underpinnings, such as paradigms and concepts, in EER. The chapter is targeted towards newcomers as well as existing scholars within EER so that they can better use theory and discuss theoretical developments. To shed light on recent developments in the use of theory within EER, an empirical analysis is undertaken of a small dataset that includes dissertations and research projects in the field in the past decade. Subsequently, three theories – social cognitive career theory, situated learning, and intersectionality – that are commonly used within EER, each one corresponding with either the postpositivist, interpretivist, or critical paradigms, are discussed. Finally, the use of the theories in research is illustrated through exemplar case studies. Throughout the chapter, external resources are suggested and readers are encouraged to refer to other chapters in the handbook that discuss and use theories to learn more.
