Engineering academics' identity transitions in becoming established engineering education researchers

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Conference Proceeding
6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015, 2015
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Becoming a particular type of scholar or researcher and developing a higher level of expertise in a field of academic activity involves a transformation of identity The purpose of this research is to help members of the engineering education community better understand the transition to becoming an engineering education researcher, and through discussion, evaluate their own progress and support their peers in this process. Our research approach is interpretive using the identity-trajectory concept as a framework with which to view the data collected through semi-structured interviews of engineering academics who are active participants in the Australian engineering education community Our analysis demonstrates how the intellectual, networking and institutional strands can be characterised for different levels of expertise. This allows individual researchers to self-assess their development and for those managing these researchers to plan activities for their continuing development.
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