Framing the academic identity of emerging researchers in engineering education

Gardner, A; Willey, K

Framing the academic identity of emerging researchers in engineering education

Gardner, A

Willey, K

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Publication Type:: Journal Article
Citation:: International Journal of Engineering Education, 2016, 32 (6), pp. 2332 - 2351
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.date.available	2016-06-18	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	International Journal of Engineering Education, 2016, 32 (6), pp. 2332 - 2351	en_US
dc.identifier.issn	0949-149X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122927
dc.description.abstract	© 2016 TEMPUS Publications. Our research investigates the developing academic identity of engineering academics within the Australasian Association for Engineering Education (AAEE) community. This paper draws on data from interviews with nine 'emerging' authors with a first degree in engineering, from three types of Australian universities where they discuss their 2012 AAEE conference paper and the peer reviews of their paper. Identity-trajectory was used to analyse interview transcripts by focussing on the various elements of this framework of academic identity development. The findings and discussion focus on those aspects of the reviews and the authors' circumstances that appear to either enable or constrain their development as engineering education researchers. The study finds that authors belonging to a discipline-based educational research group made substantial changes to their papers before final submission and we argue that these research groups support these authors in developing their academic identity as an engineering education researcher.	en_US
dc.relation.ispartof	International Journal of Engineering Education	en_US
dc.subject.classification	Education	en_US
dc.title	Framing the academic identity of emerging researchers in engineering education	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	32	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	open_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	32	en_US

Abstract:

© 2016 TEMPUS Publications. Our research investigates the developing academic identity of engineering academics within the Australasian Association for Engineering Education (AAEE) community. This paper draws on data from interviews with nine 'emerging' authors with a first degree in engineering, from three types of Australian universities where they discuss their 2012 AAEE conference paper and the peer reviews of their paper. Identity-trajectory was used to analyse interview transcripts by focussing on the various elements of this framework of academic identity development. The findings and discussion focus on those aspects of the reviews and the authors' circumstances that appear to either enable or constrain their development as engineering education researchers. The study finds that authors belonging to a discipline-based educational research group made substantial changes to their papers before final submission and we argue that these research groups support these authors in developing their academic identity as an engineering education researcher.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122927