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

Publication Type:
Conference Proceeding
Research in Engineering Education Symposium, REES 2013, 2013, pp. 223 - 230
Issue Date:
Filename Description Size
Thumbnail2013001386OK.pdf844.26 kB
Adobe PDF
Full metadata record
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.
Please use this identifier to cite or link to this item: