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dc.contributor.authorFolauhola, C.en
dc.contributor.authorKestell, C.en
dc.contributor.authorWestphalen, L.en
dc.contributor.authorMissingham, D.en
dc.identifier.citationProceedings of the 20th AAEE Australasian Association for Engineering Education Conference : Engineering the Curriculum, held at Adelaide University, 6-9 December, 2009: pp.1-8en
dc.description.abstractAn 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.en
dc.description.statementofresponsibilityChristina Folauhola, Colin Kestell, Linda Westphalen and Dorothy Missingham.en
dc.titleEngineering education : reverse engineering the need for an improved disciplinary designen
dc.typeConference paperen
dc.contributor.conferenceAustralasian Association for Engineering Education Conference (20th : 2009 : Adelaide, South Australia)en
pubs.library.collectionMechanical Engineering conference papersen
dc.identifier.orcidWestphalen, L. [0000-0001-6362-0491]en
Appears in Collections:Mechanical Engineering conference papers

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