Embracing ambiguity

Abstract

Purpose Embracing reflective practice and retrospection, with a goal of identifying commonalities, this paper aims to examine delivery of engineering subjects in both traditional higher education (THE) and technical and vocational education and training (TVET). Design/methodology/approach Reflections on actions and autoethnography were used to examine the teaching and learning experiences of three educators across two higher education (HE) institutions (HEIs) in the greater Chinese context. Literature reviews and historical contexts are outlined to support the approaches and insights identified. Findings This paper presents a number of common characteristics and challenges identified across both THE and TVET. Drawing on the successful embrace of ambiguity and change in recent software engineering (SE) development paradigms, recommendations are made for how the agile SE themes can be applied in a larger sense to address the wider challenges facing both THE and TVET. Originality/value To the best of the authors’ knowledge, this is the first time that engineering education has been examined and contrasted in the contexts of THE and TVET. The similarities and common challenges may represent a new focus for related work, and the presented insights, from agile methodologies in SE, represent a new perspective for viewing future HE and TVET sustainability.