The response of emerging engineering education researchers to peer review of conference papers

Gardner, A; Willey, K

The response of emerging engineering education researchers to peer review of conference papers

Gardner, A

Willey, K

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Publication Type:: Conference Proceeding
Citation:: Research in Engineering Education Symposium, REES 2013, 2013, pp. 223 - 230
Issue Date:: 2013-12-01

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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.issued	2013-12-01	en_US
dc.identifier.citation	Research in Engineering Education Symposium, REES 2013, 2013, pp. 223 - 230	en_US
dc.identifier.isbn	9781629931364	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27600
dc.description.abstract	Our research, an element which is reported in this paper, investigates the effectiveness of peer review of conference papers in enabling peer learning within the Australasian Association for Engineering Education (AAEE) community. This paper reports the responses of six 'new/emerging' authors from three types of Australian universities to the peer reviews of their AAEE 2012 conference papers. 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	Research in Engineering Education Symposium, REES 2013	en_US
dc.title	The response of emerging engineering education researchers to peer review of conference papers	en_US
dc.type	Conference Proceeding
utslib.for	0999 Other Engineering	en_US
dc.location.activity	Putrajaya, Malaysia	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	closed_access
pubs.publication-status	Published	en_US

Abstract:

Our research, an element which is reported in this paper, investigates the effectiveness of peer review of conference papers in enabling peer learning within the Australasian Association for Engineering Education (AAEE) community. This paper reports the responses of six 'new/emerging' authors from three types of Australian universities to the peer reviews of their AAEE 2012 conference papers. 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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http://hdl.handle.net/10453/27600