Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives

Goldsmith, R; Miao, G; Daniel, S; Briozzo, P; Chai, H; Gardner, A

Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives

Goldsmith, R

Miao, G Daniel, S

Briozzo, P Chai, H Gardner, A

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Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: Australasian Journal of Engineering Education, 2023, ahead-of-print, (ahead-of-print), pp. 1-12
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Goldsmith, R https://orcid.org/0000-0003-3546-8052
dc.contributor.author	Miao, G
dc.contributor.author	Daniel, S https://orcid.org/0000-0002-7528-9713
dc.contributor.author	Briozzo, P
dc.contributor.author	Chai, H
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X
dc.date.accessioned	2023-07-27T01:45:46Z
dc.date.available	2023-07-27T01:45:46Z
dc.date.issued	2023-01-01
dc.identifier.citation	Australasian Journal of Engineering Education, 2023, ahead-of-print, (ahead-of-print), pp. 1-12
dc.identifier.issn	1324-5821
dc.identifier.issn	1325-4340
dc.identifier.uri	http://hdl.handle.net/10453/171662
dc.description.abstract	There is a considerable body of literature on the challenges that are encountered in the transition from technical engineering research to engineering education research. These challenges include conceptual difficulties, shifts in identities and in paradigms, and changes of cultural and social capital. Many of the studies in this area emphasise the importance of having a network of engineering education researchers, but there is little research on what such a network would look like. Our research builds on this by investigating how the Centre for Research in Engineering & IT Education (CREITE) has established conditions which enable the development of engineering education research capabilities across several universities in NSW. Our novel research approach views six case studies of CREITE members through the lens of three practice theories: community of practice; Bourdieu’s theory of practice; and the theory of practice architecture. The findings reveal a kaleidoscopic understanding of what constrains and enables engineering educators to engage with the field of EER, and the pivotal role played by a research group such as CREITE.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Australasian Journal of Engineering Education
dc.relation.isbasedon	10.1080/22054952.2023.2214456
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in Australasian Journal of Engineering Education on 27 May 2023, available online: https://doi.org/10.1080/22054952.2023.2214456”
dc.subject	09 Engineering, 13 Education
dc.subject.classification	39 Education
dc.subject.classification	40 Engineering
dc.title	Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	09 Engineering
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
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 Professional Practice and Leadership
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2024-05-27T00:00:00+1000Z
dc.date.updated	2023-07-27T01:45:45Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

There is a considerable body of literature on the challenges that are encountered in the transition from technical engineering research to engineering education research. These challenges include conceptual difficulties, shifts in identities and in paradigms, and changes of cultural and social capital. Many of the studies in this area emphasise the importance of having a network of engineering education researchers, but there is little research on what such a network would look like. Our research builds on this by investigating how the Centre for Research in Engineering & IT Education (CREITE) has established conditions which enable the development of engineering education research capabilities across several universities in NSW. Our novel research approach views six case studies of CREITE members through the lens of three practice theories: community of practice; Bourdieu’s theory of practice; and the theory of practice architecture. The findings reveal a kaleidoscopic understanding of what constrains and enables engineering educators to engage with the field of EER, and the pivotal role played by a research group such as CREITE.

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http://hdl.handle.net/10453/171662