Engineering education research - Creating an environment for action

Robin Clark*

*Corresponding author for this work

Research output: Chapter in Book/Published conference outputConference publication


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.

Original languageEnglish
Title of host publication2009 Research in Engineering Education Symposium, REES 2009
Publication statusPublished - 1 Dec 2009
Event2009 Research in Engineering Education Symposium, REES 2009 - Palm Cove, QLD, United Kingdom
Duration: 20 Jul 200923 Jul 2009


Conference2009 Research in Engineering Education Symposium, REES 2009
Country/TerritoryUnited Kingdom
CityPalm Cove, QLD

Bibliographical note

Copyright © 2009 Authors listed on page 1: The authors assign to the REES organisers and educational non-profit institutions a
non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and
this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on
the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2009 conference proceedings. Any
other usage is prohibited without the express permission of the authors.


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