Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/56932
Type: Conference paper
Title: Engineering education : reverse engineering the need for an improved disciplinary design
Author: Folauhola, C.
Kestell, C.
Westphalen, L.
Missingham, D.
Citation: Proceedings of the 20th AAEE Australasian Association for Engineering Education Conference : Engineering the Curriculum, held at Adelaide University, 6-9 December, 2009: pp.1-8
Publisher: AAEE
Publisher Place: Australia
Issue Date: 2009
Conference Name: Australasian Association for Engineering Education Conference (20th : 2009 : Adelaide, South Australia)
Statement of
Responsibility: 
Christina Folauhola, Colin Kestell, Linda Westphalen and Dorothy Missingham.
Abstract: An academic foundation is crucial to the successful development of engineering education as a discipline, in that it not only provides academic recognition to this process but also creates a common understanding, logic and therefore goal about the direction of study that needs to take place. This paper discusses the importance of providing and academically legitimate foundation for the further development of engineering education (EE) as a discipline. In building this foundation the issues of appropriately categorizing EE, assigning a disciplinary type, is discussed. This is followed by an analysis of the complexities involved in the study of emergence of EE as a discipline and the rare academic opportunities this study presents for EE scholars. To complete a common understanding, in relation to a legitimate and academic foundation for further study of EE as a discipline, Paradigm theory is applied to EE as an initial tool and starting point for further development.
RMID: 0020095299
Description (link): http://www.aaee.com.au/
Appears in Collections:Mechanical Engineering conference papers

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