These papers investigate the processes, reasons, and challenges which academics who primarily do technical-based research, face when commencing educational research.
Cretchley, P. C., Edwards, S. L., O'Shea, P., Sheard, J., Hurst, J., & Brookes, W. (2014). Research and/or learning and teaching: a study of Australian professors' priorities, beliefs and behaviours. Higher Education Research & Development, 33(4), 649-669.
Dart, S., Blackmore, K., Willey, K., Gardner, A., Jose, S., Sharma, R., ... & Jolly, L. (2019). Moving from crime and punishment to success and reward: transitioning from technical to educational research. In Proceedings of the 8th Research in Engineering Education Symposium, REES 2019: Volume 1 (pp. 329-338). South African Society for Engineering Education (SASEE).
Dart, S., Trad, S., & Blackmore, K. (2021). Navigating the path from technical engineering to engineering education research: a conceptual model of the transition process. European Journal of Engineering Education, 1-16 (early access).
Gardner, A., & Willey, K. (2016). Framing the academic identity of emerging researchers in engineering education. International Journal of Engineering Education, 32(6), 2332–2351.
Gardner, A., & Willey, K. (2018). Academic identity reconstruction: the transition of engineering academics to engineering education researchers. Studies in Higher Education, 43(2), 234-250.
Kavanagh, L., O’Moore, L., & Jolly, L. (2012). Mad as hell and not taking it any more?: job satisfaction amongst engineering educators in Australian universities. Annual Conference of the Australasian Association for Engineering Education, Melbourne, Australia.
Valentine, A., & Williams, B. (2021). Engineering education and non-education research: a scientometric comparison of 7 countries. In Proceedings REES AAEE 2021. Perth, Australia.