Navigating the Path from Technical Engineering to Engineering Education Research: A Conceptual Model of the Transition Process

Autor/inn/en	Dart, Sarah; Trad, Sloan; Blackmore, Kim
Titel	Navigating the Path from Technical Engineering to Engineering Education Research: A Conceptual Model of the Transition Process
Quelle	In: European Journal of Engineering Education, 46 (2021) 6, S.1076-1091 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1992609
Schlagwörter	Engineering Education; Educational Research; Educational Researchers; Research Methodology; Social Capital; Educational Theories; Motivation; Networks; Research Opportunities; Research Skills; Epistemology; Beliefs + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Research method; Forschungsmethode; Sozialkapital; Educational theory; Theory of education; Bildungstheorie; psychologische; Motivation (psychologisch); Forschungshaushalt; Forschungsleistung; Erkenntnistheorie; Belief; Glaube
Abstract	As the engineering education research (EER) field is yet to fully mature, there are few formally established pathways to EER. Consequently, most researchers transition to EER after completing technical engineering qualifications. Reconciling this training with the distinctly different expectations of educational research creates unique challenges for these researchers, who must also navigate colleagues' perceptions of EER as a 'soft' discipline with reduced reward and recognition prospects. To understand why and how individuals make the transition, this study used semi-structured interviews with emerging engineering education researchers to develop a conceptual model of the EER transition process through the lens of Bourdieu's Theory of Practice. Those engaging in EER are intrinsically interested in education and recognise research output is highly valued within universities. Transitioning requires researchers to develop capital in the form of networks, opportunities, and skills. This leads to researchers evolving their epistemological beliefs to align with educational research. Recommendations are made for supporting successful transitions to EER. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01