ENGINEERING STUDENTS' MOTIVATION FOR LEARNING IN CHALLENGE-DRIVEN PROJECT COURSES: A QUALITATIVE PILOT STUDY

This pilot study explores engineering students' motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke's (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students' behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignment deadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.