Document 6558198

HDRs and ECAs together: A combined wri8ng group as a community of prac8ce Christa Jacenyik-­‐Trawöger and Agnes Bosanquet Who we are •  2 x HDRs, 3 ECAs •  Academic and professional staff in central learning and teaching unit •  Music, Cultural Studies, Psychology, History, EducaKon backgrounds Mind map of the literature Community of pracKce –  Meaning (learning as experience) –  Prac*ce (learning as doing) –  Community (learning as belonging) –  Iden*ty (learning as becoming) (Wenger,1998; Lave and Wenger, 1991) Our study –  What are the challenges you face? –  How has wriKng group impacted on your pracKce? –  What are the advantages and disadvantages of being a mixed group of HDRs and ECAs? Word cloud Challenges •  Finding 8me to write •  Developing a researcher iden8ty •  Wri8ng and publica8on skills Advantages For HDRs: –  inducKon into academic pracKce –  mentoring –  learning from those with more publishing experience –  academic career development –  working collaboraKvely/ joint publicaKons For ECAs: –  working collaboraKvely/ joint publicaKons –  feedback experience (giving and receiving) –  pracKce for HDR supervision –  opportuniKes to mentor So what? •  Induct HDRs into academic pracKce and ECAs into supervision •  Develop academic and writerly idenKty – non-­‐
linear, troublesome •  Gain perspecKves beyond PhD. References •  Aitchison, C. (2009). WriKng groups for doctoral educaKon. Studies in Higher Educa*on, 34(8), 905–916. •  Aitchison, C. (2010). Learning together to publish: WriKng group pedagogies for doctoral publishing. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 83–100). Routledge. •  Aitchison, C. (2014). Learning from mulKple voices. In C. Aitchison & C. Guerin (Eds.), Wri*ng Groups for Doctoral Educa*on and Beyond: Innova*ons in Prac*ce and Theory (pp. 51–64). Routledge. •  Bosanquet, A., Cahir, J., Jacenyik-­‐Trawoger, C., & McNeill, M. (2014). From speed daKng to inKmacy: methodological change in the evaluaKon of a wriKng group. Higher Educa*on Research & Development, 33(4), 635–649. •  Caffarella, R. S., & Barnef, B. G. (2000). Teaching Doctoral Students to Become Scholarly Writers: The importance of giving and receiving criKques. Studies in Higher Educa*on, 25(1), 39–52. •  Cahir, J., McNeill, M., Bosanquet, A., & Jacenyik-­‐Trawoger, C. (2014). Walking out the door: casualisaKon and implemenKng Moodle. Interna*onal Journal of Educa*onal Management, 28(1), 2. •  Cuthbert, D., Spark, C., & Burke, E. (2009). Disciplining wriKng: the case for mulK-­‐
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