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Engineering education scholars have demonstrated an interest in broadening the scope of the field in multiple ways, including issues addressed and approaches employed. These scholars have argued the need to broaden the epistemological and methodological boundaries of the field. However, numerous challenges to such expansion exist, and they must be better understood if the potential of broadening the field’s boundaries is to be fulfilled. To that end, this paper has three aims: 1) to demonstrate how new metaphors can contribute to grounded theory development, 2) to explain the significance of such approaches, and 3) to identify challenges of introducing grounded theories and new metaphors in engineering education research. The paper begins with a discussion of the methodological justification for developing grounded theories via new metaphors. An overview of one of our prior studies that attempted to develop a new metaphor-based grounded theory is then presented. Based on our experiences with that project, as well as other prior work, the challenges encountered in this type of work are then discussed. The discussion also raises larger questions about the nature of theory in engineering education research.

New Metaphors for New Understandings: Ontological Questions about Developing Grounded Theories in Engineering Education