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There is a considerable body of literature on the challenges that are encountered in the transition from technical engineering research to engineering education research. These challenges include conceptual difficulties, shifts in identities and in paradigms, and changes of cultural and social capital. Many of the studies in this area emphasise the importance of having a network of engineering education researchers, but there is little research on what such a network would look like. Our research builds on this by investigating how the Centre for Research in Engineering &amp; IT Education (CREITE) has established conditions which enable the development of engineering education research capabilities across several universities in NSW. Our novel research approach views six case studies of CREITE members through the lens of three practice theories: community of practice; Bourdieu’s theory of practice; and the theory of practice architecture. The findings reveal a kaleidoscopic understanding of what constrains and enables engineering educators to engage with the field of EER, and the pivotal role played by a research group such as CREITE.

Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives