Helping engineering academics to undertake education research: A model for practice

Abstract

The traditional research backgrounds of engineering academics do not adequately prepare them to conduct quality education research. Nevertheless, there is institutional pressure on these academics to take a scholarly approach to teaching and conduct education research. What is required is an effective strategy to systematically help engineering academics to innovate, evaluate and publish education research and scholarship. This paper explores one model for structuring activities to help engineering and science academics develop their practices of education research. It is argued that the proposed Model for Action and Learning in Engineering Education Research (MALEER) presented is an effective strategy to prepare engineering academics to conduct quality education research. An initial model was developed, situated in various bodies of literature including communities of practice, professional identity development and becoming a professional, adult learning and reflection in and on action. It was then trialled with an engineering and science education research group set-up to help academics develop their education research practice. Evidence of the success of MALEER was drawn from the reflections of the coordinators of the group and the groups' developed practices and outcomes.