Moving from crime and punishment to success and reward: Transitioning from technical to educational research

Publication Type:
Conference Proceeding
Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections, 2019, pp. 329 - 338
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Copyright © 2019: Sarah Dart, Kim Blackmore, Keith Willey, Anne Gardner, Smitha Jose, Raj Sharma, Sloan Trad, Lesley Jolly:. Many engineering academics interested in quality teaching and learning dabble with educational research. Some go further leaving their technical research field behind to embark head-long into what for many is an initially bewildering and conceptually challenging domain. Often peers perceive this transition as a crime (giving up on real engineering) liable to be punished with reduced access to funding and institutional recognition for one's research. The Australasian Association for Engineering Education (AAEE) has been sponsoring a Winter School in Engineering Education Research Methods since 2011, to help engineering academics change their transition story from one of crime and punishment to success and reward. While helpful, this transition is not a simple matter of learning new techniques but of altering one's perspective and habits of thinking and behaviour. Many participants find this both challenging and at least initially, a lonely pursuit. In this paper, participants in the 2018 school ask the question "what enables and hinders the transition to educational research".
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