2025 ASEE Annual Conference & Exposition

Fostering Psychological Safe Spaces For Researchers: Insights From a Multi-Institutional Research Collaboration (Research)

Presented at Minorities in Engineering Division(MIND) Technical Session 5

The purpose of this research paper is to explore the fostering of psychologically safe spaces within multi-institutional research networks in higher education. Doing so provides insights to the leadership and administrators of these networks to improve researcher well-being and productivity across academic ranks.

Multidisciplinary, interdisciplinary, and multi-institutional research networks have become critical for addressing the complex challenges of the 21st century, particularly in science and engineering fields. U.S. funding agencies, such as the National Science Foundation, have invested in large-scale initiatives that require cross-institutional collaborations. These research networks encompass different disciplinary contexts, geographical regions, institutional cultures, and academic ranks, all the while seeking to develop cohesive and inclusive teams. Collaboration of this nature across institutions may create tensions in organizational structures if the well-being and psychological safety of their members are not addressed. As the field of engineering seeks to broaden participation and foster supportive learning environments, understanding how multi-institutional networks which are meant to address societal challenges support their members is critical.

Our study focuses on understanding how members of a prominent multi-institutional research network, Multiscale Resilient, Equitable, and Circular Innovations with Partnership and Education Synergies (RECIPES) for Sustainable Food System, perceive the network to foster psychological safety (PS) (Edmondson, 1999). We draw on qualitative data from two focus groups involving twenty-five members of the network. By analyzing the contributions from the participants’ interviews on aspects of the culture (such as leadership, power dynamics, participation, etc.) with the research network, we uncover the ways in which fostering psychological safety is demonstrated within the network.

Our findings suggest that psychological safety is a critical factor in fostering collaboration and researcher well-being within multi-institutional research networks. By creating environments where members feel safe to express themselves, take risks, and engage in constructive dialogue, these networks can enhance productivity and cultivate a culture of mutual respect and trust. Our paper concludes with recommendations for prioritizing psychological safety and researcher well-being in multi-institutional networks and other higher education spaces where research is conducted.

Keywords: multi-institutional network, psychological safety, researcher well-being, research community, engineering education

Authors

Winifred Opoku The Ohio State University [biography]

Winifred Opoku is a doctoral candidate in the Department of Engineering Education at the College of Engineering. Before pursuing her PhD, she worked in the energy industry as a mechanical design engineer and corporate trainer. With diverse teaching and mentorship experience across first-year engineering, K-12, nonprofits, and corporate training, Winifred is an emerging scholar focused on creating inclusive and supportive learning environments. Her research aims to provide tools for fostering the development of the various components engineering workforce.
Dr. Monica Cox http://orcid.org/0000-0001-9803-4740 The Ohio State University [biography]

Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education at The Ohio State University.
Ms. Dira Melissa Delpech The Ohio State University [biography]

Dira Melissa “Mel” Delpech is a driven, energetic, adaptable, organized, team and goal-oriented leader in the fields of Engineering and STEM education looking to make impact. As an STEM education advocate, she values thoughtfulness, creativity, and humanism to empower those who need help and support. Her cultural competencies allow her to offer unique perspectives and solutions to emerging problems.

Mel earned her bachelor’s degrees in Civil Engineering and French from the University of Rhode Island and her master’s degree in Engineering Management from the Ohio State University. She is in her final year of her Engineering Education PhD at tOSU.
Jameka Wiggins The Ohio State University [biography]

Jameka Wiggins is a Ph.D. Candidate in Engineering Education, specializing in Organizational Change in Higher Education and Industry at The Ohio State University. Concurrently, she is pursuing a Master’s in Engineering Management. Jameka's current research explores how engineering faculties’ positionality and lived experiences shape their critical consciousness development. As a scholar and advocate, she seeks to amplify the voices of underrepresented groups in engineering by exploring their experiences, engaging in critical questioning, and offering support. Outside of academic studies, Jameka serves as an ambassador for her department, reviewer for ASEE, and active volunteer for a Columbus STEM non-profit See Brilliance. Jameka has been recognized by her undergraduate institution for her commitment to achieving the vision of the Ronald E. McNair Scholars Program and most recently by her department for her scholarship as a graduate researcher. Jameka strives to be a well-rounded scholar and exhibit her dedication to people and scholarship.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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