Educator capability development and recognition in engineering education

Overview

This research topic examines educator capability development and recognition in engineering education, with a particular focus on the misalignment between the skills increasingly required of educators and the ways those skills are formally recognised and rewarded in higher education.

Building on contemporary scholarship in engineering education and academic career development, the project explores how expectations around teaching quality, digital capability, assessment design, and evidence‑based practice have expanded—while promotion, workload, and recognition frameworks have not always kept pace.

The research aims to inform more coherent, equitable, and future‑focused approaches to developing and recognising teaching expertise in engineering.

Research activities

The project will investigate existing competency frameworks, professional standards, promotion and recognition systems, and professional learning models relevant to engineering educators. Projects can be scoped to individuals’ expertise and interest areas.

Research activities may include analysis of institutional policy documents, national and international frameworks, survey or interview data with educators and leaders, and mapping required teaching capabilities against formal recognition mechanisms.

The project may also explore how data (e.g. teaching evaluations, peer review, learning analytics, professional learning engagement) is currently used—or could be better used—to evidence educator competence and impact.

Outcomes

Expected outcomes include a clearer articulation of the competencies required for effective contemporary engineering education and identification of gaps between required capabilities and current recognition systems.

The research is likely to produce evidence‑based recommendations for improving professional learning pathways, promotion criteria, and recognition practices, with a particular emphasis on teaching‑focused academic roles.

Outputs may include scholarly publications, policy‑relevant reports, and practical frameworks that support institutions to better align educator development, performance evidence, and reward structures.

Skills and experience

Applicants should have a background in engineering, education, higher education policy, or a related field. An interest in academic career development, teaching quality, or engineering education research is essential.

Experience with qualitative research methods (e.g. interviews, document analysis) and/or quantitative analysis of staff or teaching‑related data is desirable.

Strong analytical, writing, and critical thinking skills are important, along with an interest in using research to inform institutional change.

Scholarships

You may be eligible to apply for a research scholarship.

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Keywords

• Engineering education
• Higher education
• Teaching quality

Contact

te3al@qut.edu.au