Framing the academic identity of emerging researchers in engineering education

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