The transition from creative practitioner and educator to active researcher can be both challenging and transformative. In design education, where practice-led teaching has traditionally taken precedence, research is often viewed as a separate or peripheral activity. This reflexive paper explores the evolving identity of a design educator engaging in research as an integral part of academic practice. Situated within the broader shift of an institution increasingly focused on research output, it reflects on the motivations, uncertainties, and shifts in mindset that accompanied this transition — including navigating research methodologies, developing a research voice, and finding alignment between research, teaching, and creative inquiry.

Initially rooted in a teaching-focused environment, the journey into research began unexpectedly through postgraduate study, revealing not only the intellectual satisfaction of research, but also its potential to enhance critical thinking, pedagogical depth, and personal growth. The paper considers the tensions and synergies between practice and research, and reflects on how research engagement can reshape academic identity. While grounded in personal experience, the narrative also speaks to a wider audience of creative educators who may be hesitant about research, offering a perspective on how research can become a meaningful and enriching part of academic life.

Keywords: Research identity, design education, reflexive practice, academic development, practice-based research, creative educators and research.