Waikato Engineering Education Research Unit


  • Fox-Turnbull, W., Docherty, P., Zaka, P., & Impey, T. (2023). Initial Teacher Education (ITE) students’ perceptions of typical engineers: Assessing potential for bias in the formative career decision years. International Journal of Technology and Design Education33, 439–456. https://doi.org/10.1007/s10798-022-09735-4


  • Fox-Turnbull, W., & Reinsfeld, E. (2022). Technology across boundaries: Preserve or perish. International Journal of Technology and Design Education, 32, 2385–2401. https://doi.org/10.1007/s10798-021-09700-7
  • Moridnejad, M.Fox-Turnbull, W., & Docherty, P. (2022). Influencing factors impacting women to select engineering- A range of perspectives. Proceedings of the Canadian Engineering Education Association (CEEA-ACEG22) Conference, Canada. York University (pp.1–11).https://doi.org/10.24908/pceea.vi.15847


  • Fox-Turnbull. W., & Docherty. P. (2021). Student teachers’ understandings of connections  between engineering practice and technology education. PATT38 Rauma-Techne Series A, 28(2), 348–356. https://journals.oslomet.no/index.php/techneA/article/view/4330/3840
  • Fox-Turnbull, W. H., Docherty, P., & MoridnejadM. (2021)Journey into engineering- influencing factors for young women. Redress, 29(4), 66–75. https://search.informit.org/doi/10.3316/informit.930586501709073
  • Fox-Turnbull, W., Reinsfeld E., & Forret, A. M. (2021). Technology education in New Zealand: A guide for teachers. Routledge. https://doi.org/10.4324/9780367816803
  • Reinsfeld E., &  Fox-Turnbull W. (2021). The Mātanga Project. Developing a self-sustaining model for technology teacher education for and within the New Zealand community, PATT38 Rauma – Techne Series A, 28(2): 375–384. https://journals.oslomet.no/index.php/techneA/article/view/4331/3837
  • Thomas J., Fox-Turnbull W., & Zegwaard K. (.2021, April 29–30) Graduate mechanical engineering perceptions on the value of WIL. [Virtual conference presentation]. WILNZ Conference: Work-integrated learning on the rise 2.0, Waikato University, New Zealand.