2025 ASEE Annual Conference & Exposition

The purpose of this research paper is to explore the creation of psychologically safe spaces within multi-institutional research networks using a framework designed 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. While these initiatives promote diversity and inclusion through broadening participation mandates, many large research centers remain led by men and fail to fully address equity for all members. This is particularly problematic for underrepresented scholars in engineering education.

Our study focuses on the cultural dynamics within these networks, where issues such as inequitable power structures, exclusionary recruitment and retention practices, and inadequate support systems persist. These challenges are compounded in multi-institutional settings where differences in institutional contexts, time zones, and disciplines can impede the development of cohesive and inclusive teams. As engineering education seeks to broaden participation and foster diverse learning environments, addressing these cultural gaps in research networks is critical.

This paper aims to provide leaders of multi-institutional research networks, including those within engineering education, with a framework to enhance the well-being and productivity of researchers. By exploring cultural practices that promote collaboration, diversity, and inclusion, we offer guiding principles for creating supportive environments. We draw on qualitative data from two focus groups involving twenty-five members of a prominent multi-institutional network. Through the lens of Schein’s Organizational Culture Model, we reveal both successes and persistent challenges in fostering an inclusive culture.

Our findings suggest that intentional efforts to cultivate well-being and inclusion are necessary to maximize the impact of these research networks. This framework is applicable to both single-institution and multi-institutional settings and provides actionable recommendations for improving organizational culture in engineering education contexts. We propose that prioritizing psychological safety and researcher well-being can lead to stronger, more innovative teams capable of addressing national engineering challenges.

Keywords: multi-institutional research, psychological safety, researcher well-being, diversity and inclusion, engineering education