This paper sets out to explore the engagement of university engineering staff in the area of engineering education research. In studying the engineering education research literature, much of the work reported has a student or policy focus. Few papers explore the engagement of faculty in education research, in particular the drivers that may stimulate activity in the field. To truly develop understanding of engineering education, it would seem reasonable to have engineering faculty researching in the area. This exploratory study presents some initial data leading to a conceptual model for the university environment. This foundation is seen as the starting point for promoting innovative and impactful pedagogical development, insightful policy development and the development of future graduates ready to embrace the challenges of an ever changing world. In proactively addressing these 'development' objectives, this paper will describe the model for learning and teaching research activity currently being implemented at a UK university.
|Title of host publication||2009 Research in Engineering Education Symposium, REES 2009|
|Publication status||Published - 1 Dec 2009|
|Event||2009 Research in Engineering Education Symposium, REES 2009 - Palm Cove, QLD, United Kingdom|
Duration: 20 Jul 2009 → 23 Jul 2009
|Conference||2009 Research in Engineering Education Symposium, REES 2009|
|City||Palm Cove, QLD|
|Period||20/07/09 → 23/07/09|
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