Engineering academics' identity transitions in becoming established engineering education researchers

摘要: Becoming a particular type of scholar or researcher and developing higher level expertise in field academic activity involves transformation identity. The purpose this research is to help members the engineering education community better understand transition becoming an researcher, through discussion, evaluate their own progress support peers process. Our approach interpretive using identity-trajectory concept as framework with which view data collected semi-structured interviews academics who are active participants Australian community. analysis demonstrates how intellectual, networking institutional strands can be characterised for different levels expertise. This allows individual researchers self-assess development those managing these plan activities continuing development.