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This position paper sets out to examine value creation in the engineering enterprise, a process that has mostly been associated with innovation and entrepreneurs. An analysis of the literature on engineering value creation in business studies, engineering and engineering education publications shows that there has been surprisingly little empirical study and thus the means by which most engineers contribute value is unclear in the literature. Analysis of published data and data from studies by the authors in engineering workplaces in Australia, South East Asia and Portugal suggests that the work performed by most engineers has little to do with innovation. Based on these data the authors identify 14 ways in which engineers create value. An important finding is that routine engineering performances by a majority of engineers, not associated with innovation or entrepreneurial activities, not only can be shown to create value, but also to protect accumulated value from inadvertent destruction. The paper outlines the educational implications of these findings and proposes measures that engineering educators can adopt to improve the understanding of engineering graduates about engineering value creation.

It has been suggested that Engineering Education Research (EER) is going global. If this were the case we would assume that the research of EER scholars in different parts of the globe would be informed by literature describing prior work within and beyond their home country/region. The authors set out to test this hypothesis by applying citation analysis to research presented in four publication venues: the annual conferences organised by ASEE (American Society of Engineering Education) and SEFI (European Society of Engineering Education) and two archival journals published by these two societies: "Journal of Engineering Education (JEE)" and "European Journal of Engineering Education (EJEE)". Our findings from the analysis of 4321 publications show that citations in ASEE conferences are dominated by sources with US affiliations, whereas the SEFI data show that while US sources are frequently cited, European and other authors are also well represented. With regard to the journals "JEE" and "EJEE", a similar pattern is observed. These results suggest that, in citation terms, European EER is relatively global but US EER is not. The authors conclude by suggesting that if the EER community is to aspire to quality scholarship, there needs to be debate around how such issues can be tackled.

We investigated research processes applied in recent publications in the "European Journal of Engineering Education" (EJEE), exploring how papers link to theoretical work and how research processes have been designed and reported. We analysed all 155 papers published in EJEE in 2009, 2010 and 2013, classifying the papers using a taxonomy of research processes in engineering education research (EER) (Malmi et al. 2012). The majority of the papers presented either empirical work (59%) or were case reports (27%). Our main findings are as follows: (1) EJEE papers build moderately on a wide selection of theoretical work; (2) a great majority of papers have a clear research strategy, but data analysis methods are mostly simple descriptive statistics or simple/undocumented qualitative research methods; and (3) there are significant shortcomings in reporting research questions, methodology and limitations of studies. Our findings are consistent with and extend analyses of EER papers in other publishing venues; they help to build a clearer picture of the research currently published in EJEE and allow us to make recommendations for consideration by the editorial team of the journal. Our employed procedure also provides a framework that can be applied to monitor future global evolution of this and other EER journals.

Increased ship traffic due to climate change increases underwater noise in the Arctic. Therefore, accurate measurements of underwater radiated noise are necessary to map marine sound and quantify shipping's impact on the Arctic ecosystem. This paper presents a method to calculate opportunistic source levels (SLs) using passive acoustic data collected at six locations in the Western Canadian Arctic from 2018 to 2022. Based on Automatic Identification System data, acoustic data, and a hybrid sound propagation model, the SLs of individual ships were calculated within a 5 km radius of each measurement site. A total of 66 measurements were obtained from 11 unique vessels, with multiple measurements from the same vessel type contributing more SLs. For vessels with propeller cavitation, measured SLs correlated positively with vessel parameters, such as speed and length. SL and speed did not correlate well for vessels without propeller cavitation. The JOMOPANS-ECHO SL model produced good agreement with measured SL for certain ship types (container ships, a tanker, and a passenger vessel). However, significant differences between measurement and model are evident for certain polar-class ships that travel in the Arctic, indicating that more controlled SL measurements are needed. [ABSTRACT FROM AUTHOR]

The authors present a scientometric procedure comparing engineering education (EE) publication output in different countries. Selected European countries were compared using a snapshot of authors published in EE journals during a two-year period – 895 in all. The entire publication careers of these authors – 39,322 publications – were analysed to determine the breakdown of educational and non-educational publications. Spain and the UK produced the most publications, and we propose explanations based on relevant national policies. France, Germany, and Italy had notably fewer EE publications relative to their general engineering and science research outputs, whereas Portugal, Ireland, and three Nordic countries were the opposite. Countries varied widely in the ratio of educational to non-educational publications. Non-educational publications typically had a greater impact on authors' h-index values. We believe this procedure can longitudinally map and compare EE publication output in and across Europe, providing a valuable resource for policy-makers and researchers in the region. [ABSTRACT FROM AUTHOR]

The authors, citations and content of "European Journal of Engineering Education" ("EJEE") and "Journal of Engineering Education" ("JEE") in 1973 ("JEE," 1975 "EJEE"), 1983, 1993, 2003, and available 2013 issues were analysed. Both journals transitioned from house organs to become engineering education research (EER) journals, although "JEE" transitioned first. In this process the number of citations rose, particularly of education and psychology sources; the percentage of research articles increased markedly as did the number of reference disciplines. The number of papers per issue, the number of single author papers, and the citations of science and engineering sources decreased. "EJEE" has a very broad geographic spread of authors while "JEE" authors are mainly US based. A "silo" mentality where general engineering education researchers do not communicate with EER researchers in different engineering disciplines is evident. There is some danger that EER may develop into a silo that does not communicate with technically oriented engineering professors.