Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

Engineering Education and Research Abroad Perceptions and Experiences of Elite Iranian Graduate Students

Document Type : Scientific - Research

Authors
Mahdi Tikani 1
MohammadReza Nili Ahmadabadi 2
Hamidreza Safavi 3
1 Ph.D. Candidate, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3 Professor, Faculty of Civil Engineering, Isfahan University of Technology, Isfahan, Iran
10.48308/mpes.2026.243178.1690
Abstract
Objectives: This study aimed to explore the perceptions and lived experiences of elite Iranian students studying engineering disciplines at leading universities abroad. Achieving a more accurate, in-depth, and relatively comprehensive understanding of university classrooms requires epistemic immersion in the lived experiences of academic actors. A phenomenological perspective on the experiences of high-achieving students, who possess a nuanced understanding of values, attitudes, educational and research practices, developmental processes, and regional and international impacts in universities in developed countries, can provide valuable insights for improving higher education systems. Such an approach can support the advancement of universities toward higher quality, greater innovation, and stronger competitiveness in the global academic landscape. By focusing on the lived experiences of migrant elites, this study seeks to develop an in-depth understanding of the experienced curriculum in engineering education at foreign universities. Furthermore, by examining these experiences, the study aims to identify key dimensions and requirements of effective engineering education in contemporary academic contexts.
Materials and Methods: This study employed a qualitative approach, specifically a basic interpretive research design. Data were collected through semi-structured, in-depth interviews, allowing participants to describe their experiences in detail. The participants consisted of 10 elite Iranian students currently studying at highly ranked universities around the world. These individuals had previously completed their undergraduate studies at leading Iranian institutions, including Sharif University of Technology, Amirkabir University of Technology, Isfahan University of Technology, and Shiraz University, and are currently enrolled at highly ranked international universities. Data were collected through online video-conferencing interviews. The initial participants were identified based on available information about graduates who had migrated from a well-known high school in Isfahan. Subsequently, additional participants were recruited using snowball sampling, which enabled access to a broader network of elite students. All interviews were recorded, transcribed, and systematically analyzed. The data were analyzed using thematic analysis based on Attride-Stirling's analytical framework, which comprises three hierarchical levels: basic themes, organizing themes, and global themes. This method facilitated a structured and comprehensive interpretation of the data, ensuring depth and coherence in the findings.
Discussion and Conclusion: Grounded in relevant theoretical frameworks and aligned with established standards in engineering education, this study provides a multilevel analysis of students' experiences, encompassing individual (active engagement and participation), institutional (curriculum design and academic culture), and structural (policies and professional competencies) dimensions. The findings reveal that the lived experiences of elite Iranian students at leading global universities can be conceptualized under a global theme entitled "Characteristics of the Experienced Curriculum in Engineering Education," which comprises two main dimensions: educational experiences and research experiences. Within the educational dimension, several key features were identified. These include active and student-centered learning approaches, practical and problem-based instruction, diversity and flexibility in teaching and assessment methods, and a strong emphasis on developing soft skills such as communication, teamwork, and critical thinking. Additionally, constructive and interactive relationships between faculty members and students play a crucial role in enhancing the learning process. Other influential factors include instructors' commitment and professionalism, a structured and disciplined academic environment, the availability of psychological and welfare support services, access to sports and recreational facilities, and experiences of respect, inclusion, and cultural security within the academic setting. Collectively, these elements contribute to shaping students' holistic educational and social experiences. In the research dimension, important factors include systematic and meaningful connections with industry, opportunities to participate in real-world and applied projects, access to advanced and well-equipped laboratories, and the availability of financial support for students. Furthermore, a strong orientation toward problem-based and impact-driven research was evident. These findings indicate that engineering education at host universities is embedded within a dynamic ecosystem characterized by continuous interaction among education, research, and industry. Such an environment facilitates the development of professional competencies, strengthens students' engineering identities, and enhances their readiness for the labor market. The results of this study offer important implications for policymakers and educational planners. By incorporating the identified strengths and practices into the engineering education system in Iran, it may be possible to enhance educational quality, foster innovation, and prepare graduates who can compete at the international level. Moreover, such reforms can contribute to sustainable national development by cultivating skilled professionals with global competencies. Overall, this study underscores the critical importance of active learning, industry engagement, and the establishment of a dynamic and supportive academic culture in advancing engineering education.
Keywords
Educational Experiences
Research Experiences
Curriculum
Elite Migrant Students
Engineering Education
Abdel Sattar, A., & Labib, W. (2019). Active learning in engineering education: Teaching strategies and methods of overcoming challenges. ACM International Conference Proceeding Series, 255–261. https://doi.org/10.1145/3318396.3318449
Akintola, A. A., Aderounmu, G. A., & Owolarafe, O. K. (2002). Problems of engineering education and training in developing countries: Nigeria as a case study. European Journal of Engineering Education, 27(4), 393–400. https://doi.org/10.1080/03043790210166693
Alao, L. (2021). Lived experiences of engineering students in their academic transition from vocational to higher education: A narrative approach using Schlossberg’s transition theory (Doctoral dissertation, Swinburne University of Technology). https://researchbank.swinburne.edu.au/file/04dbad61-4cf8-45b2-8a28-42b747e36a2a/1/Luke_Alao_Thesis.pdf
All bright outlook occupations - 2023 - Occupational listings at O*NET resource center. (2023). https://www.onetcenter.org/bright/2023/all.html
Asghari, F. (2022). A phenomenological study of the lived experience of Iranian students as international students. Journal of Higher Education Curriculum Studies, 12(24), 365–394. https://www.icsajournal.ir/article_146051.html
Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385–405. https://doi.org/10.1177/146879410100100307
Audretsch, D. B. (2014). From the entrepreneurial university to the university for the entrepreneurial society. The Journal of Technology Transfer, 39(3), 313–321. https://doi.org/10.1007/s10961-012-9288-1
Barnett, R. (2000). Realizing the university in an age of supercomplexity. https://philpapers.org/rec/BARRTU-2
Beytekin, O. F., Dogan, M., & Beytekin, O. (2010). The organizational culture at the university. International Journal of Educational Research, 1–13.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does. Society for Research into Higher Education.
Bogers, M., Chesbrough, H., & Moedas, C. (2018). Open innovation: Research, practices, and policies. California Management Review, 60(2), 5–16. https://doi.org/10.1177/0008125617745086
Borhan Nejad, P., Salimi, G., & Mohammadi, M. (2022). Analyzing the lived experiences of doctoral students’ study opportunities abroad. Iranian Higher Education, 14(1), 24–42. https://ihej.ir/article-1-1693-en.html
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706QP063OA
Chitti, S., Tarun Kumar, J., Ramchandar Rao, P., Padmaja, C., & Shilpa, N. (2020). Successful strategies implemented in active learning: ECE perspective. IOP Conference Series: Materials Science and Engineering, 981(3), 032050. https://doi.org/10.1088/1757-899X/981/3/032050
Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D. R., & Edström, K. (2014). Rethinking engineering education: The CDIO approach (2nd ed.). Springer. https://doi.org/10.1007/978-3-319-05561-9
Criteria for accrediting engineering programs, 2024–2025. (2024). ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2025-2026/
Criteria for accrediting engineering programs, 2025–2026. (2025). ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2025-2026/
Daniels, J. (2017). Professional learning in higher education: Making good practice relevant. International Journal for Academic Development, 22(2), 170–181. https://doi.org/10.1080/1360144X.2016.1261352
David, T. (2024). Elsevier & Eindhoven University of Technology collaborate to explore the future of higher education. Elsevier. https://www.elsevier.com/about/press-releases/understanding-the-4th-generation-university
Engineering for sustainable development: Delivering on the sustainable development goals. (n.d.). UNESCO. Retrieved May 7, 2025, from https://www.unesco.org/en/articles/engineering-sustainable-development-delivering-sustainable-development-goals
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “Mode 2” to a triple helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/10.1016/S0048-7333(99)00055-4
Fila, N. D., & Loui, M. C. (2014). The relationship between team gender diversity, idea variety, and potential design innovation. International Journal of Engineering Education, 30(6A), 1405–1418.
Hadad, S., & Aharony, N. (2023). Open access advantages as a function of the discipline: Mixed-methods study. The Journal of Academic Librarianship, 49(4), 102746. https://doi.org/10.1016/j.acalib.2023.102746
Hajrizi, B., Shaqiri, A. B., & Veliu, L. (2025). Advancing innovation through university-industry collaboration: Empirical evidence from a developed economy. Multidisciplinary Science Journal, 7(8), 2025435. https://doi.org/10.31893/multiscience.2025435
Horrocks, C., Brooks, J., & Horrocks, C. N. (2018). Interviews in qualitative research. SAGE.
International Commission on the Futures of Education. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://doi.org/10.54675/ASRB4722
International Engineering Alliance. (2021). Graduate attributes and professional competences. https://www.ieagreements.org
Jamison, A., Kolmos, A., & Holgaard, J. E. (2014). Hybrid learning: An integrative approach to engineering education. Journal of Engineering Education, 103(2), 253–273. https://doi.org/10.1002/jee.20041
Kolmos, A., & De Graaff, E. (2015). Problem-based and project-based learning in engineering education: Merging models. In Cambridge handbook of engineering education research (pp. 141–160). Cambridge University Press. https://doi.org/10.1017/CBO9781139013451.012
Korte, R. F., Sheppard, S. D., & Jordan, W. C. (2008). A qualitative study of the early work experiences of recent graduates in engineering. Proceedings of the American Society for Engineering Education Conference.
Laguador, J. M., & Dotong, C. I. (2020). Engineering students’ challenging learning experiences and their changing attitude towards academic performance. European Journal of Educational Research, 9(3), 1127–1140. https://doi.org/10.12973/eu-jer.9.3.1127
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Liu, Q., Li, J. M., & Hossain, J. (2022). Understanding research on engineering students’ experiences and outcomes from student development perspectives. ASEE Annual Conference and Exposition Proceedings. https://doi.org/10.18260/1-2--41138
Lozano, R., et al. (2015). A review of commitment and implementation of sustainable development in higher education. Journal of Cleaner Production, 108, 1–18. https://doi.org/10.1016/j.jclepro.2014.09.048
McClelland, D. C. (1973). Testing for competence rather than for “intelligence.” American Psychologist, 28(1), 1–14. https://doi.org/10.1037/h0034092
OECD. (2020). Learning for 2030: The future of education and skills. OECD Publishing.
Razavieh, A. (2017). Research methods in behavioral and educational sciences. Shiraz University Press.
Şimon, S., Stoian, C. E., & Gherheş, V. (2020). The concept of sustainability in Romanian top universities’ strategic plans. Sustainability, 12(7), 2757. https://doi.org/10.3390/su12072757
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
U.S. Department of Labor. (2008). Engineering competency model.
Vuoriainen, A., et al. (2024). The six C’s of successful higher education–industry collaboration in engineering education. European Journal of Engineering Education, 1–25. https://doi.org/10.1080/03043797.2024.2432440
Worldwide CDIO Initiative. (n.d.). https://cdio.org/
Yeung, S.-K., & Chow, C.-F. (2020). Applied education for sustainable development. In Education for sustainable development (pp. 17–29). https://doi.org/10.1007/978-3-319-95870-5_84
Zaker Salehi, G. (2018). Issues in higher education in Iran.
Zhang, X., Zhang, B., & Zhang, F. (2023). Student-centered case-based teaching and online–offline case discussion. International Journal of Educational Technology in Higher Education, 20(1), 1–20. https://doi.org/10.1186/s41239-022-00374-2