Mapping Subjective Perspectives in Technology, Engineering and/or Design Education

Part II of a Primer Series Outlining a Worked Example of Q Methodology in Practice

Abstract

As technology, engineering, and design (TED) education continues to navigate competing priorities around sustainability, capability, curriculum purpose, and assessment, researchers increasingly require methodological approaches that illuminate (not flatten) diverse value positions. Q methodology provides a robust means of examining subjective perspectives by identifying coherent typologies of viewpoint rather than relying on consensus or averaged positions. Building on Part I of this primer series, which introduced the theoretical foundations of Q methodology, this Part II paper demonstrates its practical application through a fully worked example grounded in a TED‑relevant context. Using a fictional but methodologically realistic study on stakeholder perspectives regarding sustainability in design education, the paper models each stage of the seven‑stage Q methodology process, with particular emphasis on factor analysis and factor interpretation. The worked example is designed as a pedagogical resource, making analytical decisions transparent and accessible for researchers new to Q methodology. By situating the process within a TED education context, the paper illustrates how Q methodology can support researchers and practitioners in engaging rigorously and reflexively with the plurality of viewpoints that shape contemporary debates in TED education, offering methodological clarity alongside practical relevance for future research, curriculum development, and policy work.