In 2010 Aalto University merged from three existing Finnish universities. One of our objectives is to apply and integrate findings from this study into the DNA of this new university in the making. This will enable identifying the establishing status of engineering education research EER as an acknowledged discipline in Aalto University. Our findings indicate that higher engineering education research will have a significant role in the Aalto University School of Science and Technology. The research is based on data gathered from eight individuals selected from the leaders of Aalto University. We analyzed the need, objectives and scope for EER. EER was clearly seen as a tool for more qualified teaching and learning. Challenges are, for example, a belief that only technically superior academics are able to teach and develop higher engineering education. However, there is a seemingly strong internal willingness to create a systematic pedagogical education entity for the entire Aalto University. Traditionally, our personnel have shown little interest in teaching activities. There is a strong incentive to change the culture in order to raise Aalto University into a top class institute of higher education. The requirement for teaching qualifications will rise through the multidimensional nature of Aalto University, which combines art, business and technology. With three separate fields we need to produce professionals who are experts in their main field, yet having skills from the other two and, above all, are able to work in a multicultural environment. With the results of EER integrated in educational development we see that the focus in assessment may be shifted more toward student-centred viewpoint. One of the areas to be developed in the teaching is the encouragement of teachers to learn how to teach knowledge management better. All the interviewees agreed that pedagogical training is necessary for all teaching personnel. Educational research was seen to have a
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