Integration of scholarship: Interconnections among three studies on becoming an engineering education researcher

• Autores: Junaid A. Siddiqui, Cheryl Allendoerfer, Robin S. Adams, Bill Williams
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 6, 2016 (Ejemplar dedicado a: Research in Engineering Education), págs. 2352-2377
• Idioma: inglés
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• Resumen

  • This paper looks at the process by which scholars became active in and their perspectives evolved for engineering educationresearch (EER). We use a soft systems methodology to bring together findings and insights from three separate studiesinvestigating pathways andexperiencesof EER in whichthe authorshave beenactive: two focusingonUS scholarsand oneon international scholars. Despite the broad range of national and international contexts and theoretical frameworksunderlying each study, the three can be connected through the lenses of identity, personal transformation, and sociallearning system. This provides a more comprehensive, complex, and refined picture of the phenomenon of becoming anengineering education researcher that emphasizes the importance of relationships and community interactions, thedevelopment of an interdisciplinary identity, and the ways in which these support personal transformation. Practicalimplications include conferences and institutions encouraging educators to become EER scholars and the need to establishsupport systems for the purpose