3F -
Tracks
Track 6
| Wednesday, July 10, 2024 |
| 10:30 AM - 12:25 PM |
| Riverbank Room 1 |
Speaker
Prof Michelle Picard
Senior Academic
Flinders University
10:30am - 10:55am Facilitating reviewer and researcher development via group-based journal reviews
10:30 AM - 10:55 AMFinal abstract
Focus:
This showcase describes an enquiry undertaken by the editors of an emergent higher education journal of reviewer's stories providing insights into group-based review and its potential for strengthening review practice and enhancing reviewer enjoyment and professional development.
Background:
Academic publishing and review standards have remained relatively unchanged in the past century (Kelly et al., 2014) relying on responsible subject matter experts conducting double-blind peer review and usually learning review practices on the job (Paltridge, 2015). The challenge of this 'gold standard' is that journals struggle to recruit sufficient quality reviewers while aspiring authors experience the long-lasting negative impacts of ill-conceived or communicated reviews (Mavrogenis et al., 2020). Although the value of collaborative review processes has been featured in various publications, to date, the experience of reviewer and editor participants has not been examined in detail.
Description and methods:
The showcase takes the ontological position or view of multiple truths (Kelly, 2017) exploring the stories of reviewer and editor participants of an emerging higher education journal which were inductively analyzed.
Evidence:
The research evidences the strength of group-based review approaches: making reviewers accessible to emerging researchers; assisting with academic identity development; providing positive experiences and emotional support. It confirms the challenges with the traditional review processes reported in the literature and emphasizes the importance of adopting new models.
Contribution:
Academic publishing in higher education needs fresh approaches to support enhanced research and scholarship of learning and teaching and mentoring of future researchers and editors. The group review approach provides a promising way to support higher education reviewers in their professional development.
Engagement:
Although primarily a presentation of empirical research, the showcase includes interactive opportunities for the audience to contribute their own experience of reviewing and the review process.
This showcase describes an enquiry undertaken by the editors of an emergent higher education journal of reviewer's stories providing insights into group-based review and its potential for strengthening review practice and enhancing reviewer enjoyment and professional development.
Background:
Academic publishing and review standards have remained relatively unchanged in the past century (Kelly et al., 2014) relying on responsible subject matter experts conducting double-blind peer review and usually learning review practices on the job (Paltridge, 2015). The challenge of this 'gold standard' is that journals struggle to recruit sufficient quality reviewers while aspiring authors experience the long-lasting negative impacts of ill-conceived or communicated reviews (Mavrogenis et al., 2020). Although the value of collaborative review processes has been featured in various publications, to date, the experience of reviewer and editor participants has not been examined in detail.
Description and methods:
The showcase takes the ontological position or view of multiple truths (Kelly, 2017) exploring the stories of reviewer and editor participants of an emerging higher education journal which were inductively analyzed.
Evidence:
The research evidences the strength of group-based review approaches: making reviewers accessible to emerging researchers; assisting with academic identity development; providing positive experiences and emotional support. It confirms the challenges with the traditional review processes reported in the literature and emphasizes the importance of adopting new models.
Contribution:
Academic publishing in higher education needs fresh approaches to support enhanced research and scholarship of learning and teaching and mentoring of future researchers and editors. The group review approach provides a promising way to support higher education reviewers in their professional development.
Engagement:
Although primarily a presentation of empirical research, the showcase includes interactive opportunities for the audience to contribute their own experience of reviewing and the review process.
Biography
Michelle Picard serves as Professor and Pro Vice Chancellor Learning and Teaching Innovation at Flinders University. Her research interests span academic literacies, academic development and blended and online pedagogies. She is an active CAULLT member and HERDSA member and is one of the founding editors of ASRHE.
Dr Jo-Anne Kelder
University of Tasmania
Co-presenter
Biography
Dr Jo-Anne Kelder is Adjunct Senior Researcher, University of Tasmania and Principal, Jo-Anne Kelder Consulting. Her expertise lies in quality assurance of curriculum and student experience and her passion is developing staff capability in curriculum evaluation and scholarship. She is editor of Advancing Scholarship and Research in Higher Education and Journal of University Teaching and Learning Practice.
Dr Geof Hill
The Investigative Practitioner
Co-presenter
Biography
Associate Professor Geof Hill is the principal of The Investigative Practitioner, a management consultancy focused on supporting professionals as they improve their practice. Geof is currently one of the ASRHE editors and has previously been a Reader in Education for Birmingham City University and Co-Ordinator of Research Supervision Professional Development for Queensland University of Technology.
Assoc Prof Eva Heinrich
Massey University
Co-presenter
Biography
Associate Professor Eva Heinrich is the Executive and Founding Editor of ASRHE and HERDSA executive member. Her main research interests are in technology supported learning, academic development and teaching and learning in higher education.
Mrs Deepa Subhadrammal
University of Technology Sydney
11:00am - 11:25am Critical reflection as a means for entrepreneurial competency development: A case study of an entrepreneurship honours degree
11:00 AM - 11:25 AMFinal abstract
Focus: This research expands our understanding of embedding Critical Reflective Practices (CRP). We focus on an entrepreneurship education (honours) program designed to be a venture creation program (VCP) (Lackéus & Middleton, 2015) and a program to develop competencies from the European Commission’s EntreComp framework (Bacigalupo et al. 2016).
Background:
Although critical reflection has been an important aspect of pedagogy in various disciplines, little is known about its impact on competency development, particularly, in the context of entrepreneurship education. Explicit reflections are a means to explicitly link authentic experiential education programs with competency development (e.g. Macht & Ball, 2016).
Description:
The Honours program is designed based on a highly modularised and personalised learning journey with critical reflection embedded. As a VCP, learners solicit authentic feedback from diverse external stakeholders. Making sense of that feedback is guided by structured self-reflection (using Gibb’s framework). and group reflective sessions.
Method: This study analysed the learning journals and post-graduation interviews to explore key factors contributing to entrepreneurial competency development.
Evidence: Reflective practices clearly associate entrepreneurial competency development with experiences. Additionally, CRP itself had a transformative effect on students, enabling them to become self-aware of their strengths and weaknesses in context of their competencies and learning journeys (Mezirow, 1991, Cope, 2003). This further led to rational (coping with uncertainty, decision making, developing sense of agency) and emotional outcomes (empowerment) (Fook & Garner, 2007).
Contribution: This contributes to the education literature by providing a case study in entrepreneurship education whereby critical reflection becomes habitual, extending beyond the duration of the program. It also contributes to the entrepreneurship education literature by introducing the role of CRP in competency development.
Engagement: Q&A, including prompts of reflective guides that audience members could use.
Background:
Although critical reflection has been an important aspect of pedagogy in various disciplines, little is known about its impact on competency development, particularly, in the context of entrepreneurship education. Explicit reflections are a means to explicitly link authentic experiential education programs with competency development (e.g. Macht & Ball, 2016).
Description:
The Honours program is designed based on a highly modularised and personalised learning journey with critical reflection embedded. As a VCP, learners solicit authentic feedback from diverse external stakeholders. Making sense of that feedback is guided by structured self-reflection (using Gibb’s framework). and group reflective sessions.
Method: This study analysed the learning journals and post-graduation interviews to explore key factors contributing to entrepreneurial competency development.
Evidence: Reflective practices clearly associate entrepreneurial competency development with experiences. Additionally, CRP itself had a transformative effect on students, enabling them to become self-aware of their strengths and weaknesses in context of their competencies and learning journeys (Mezirow, 1991, Cope, 2003). This further led to rational (coping with uncertainty, decision making, developing sense of agency) and emotional outcomes (empowerment) (Fook & Garner, 2007).
Contribution: This contributes to the education literature by providing a case study in entrepreneurship education whereby critical reflection becomes habitual, extending beyond the duration of the program. It also contributes to the entrepreneurship education literature by introducing the role of CRP in competency development.
Engagement: Q&A, including prompts of reflective guides that audience members could use.
Biography
Deepa is a PhD candidate and educator at UTS. She is an engineering graduate with an MBA (HR) and MPhil (BusinesS). Her doctoral research looks at how students engage in various learning contexts and how it leads to entrepreneurial competency development. She is passionate about working on research projects which contributes to her identity as 'research inspired educator'. As an educator she believes in creating a positive learning environment by establishing a sense of belonging and emphasizing the importance of the process of learning ( as much as the learning outcomes).
Dr Kashmira Dave
University of New England
11:30am - 11:55am Overcoming invisibility: Autoethnographic reflections on rewards and recognition of third space roles in higher education
11:30 AM - 11:55 AMFinal abstract
Context
We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017; Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Baré et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building.
Method
This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies.
Evidence and Contributions
Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of "teaching," with the academic taking the forefront role (Ellis & Goodyear, 2019).
Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition.
This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. “transactional service model” as opposed to “systematic design.”.
We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017; Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Baré et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building.
Method
This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies.
Evidence and Contributions
Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of "teaching," with the academic taking the forefront role (Ellis & Goodyear, 2019).
Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition.
This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. “transactional service model” as opposed to “systematic design.”.
Biography
Dr Kashmira Dave is an Interim Director of Academic Development at the University of New England. She is a Co-Lead of the ASCILITE Learning Design Special Interest Group. Kashmira’s interest in research includes learning design, active learning, Cancer Research, professional development, relationship-rich pedagogy, and inclusivity.
Miss Kate Mitchell
Senior Learning Designer (eportfolio)
The University of Melbourne
Co-presenter
Biography
Kate Mitchell is a Senior Learning Designer at the University of New England. She was a founding member of the ASCILITE TELedvisors Special Interest Group, dedicated to supporting third space TEL roles. Her research interests span learning design, professional development, ePortfolios and third-space roles and relationships.
Ms Clare Thorpe
Southern Cross University
12:00pm - 12:25pm Changing academic practices: Evolving roles in the third space
12:00 PM - 12:25 PMFinal abstract
Focus: The concept of a third space, situated between or alongside academic and professional roles in higher education, has been explored by researchers since the early 2000s. This presentation analyses the current state of scholarly inquiry published during the past two decades.
Background/context: Whitchurch (2008) adapted the concept of third space to the field of higher education where it has proven useful as a lens through which to view the evolving nature of work and roles in universities. The continuing disruptions in higher education worldwide highlight the importance of the third space and the need for further exploration.
Description: A scoping review of research about third space work and third space workers in the higher education literature from 2000 to 2022 was conducted.
Method: More than 2570 articles retrieved from nine scholarly databases. The title, abstract, and keywords of the articles were screened against the defined inclusion criteria resulting in 43 papers for analysis. Data was extracted to summarise the literature, including method, participant characteristics, theoretical framing, implications, and recommendations for future research.
Evidence: Collectively the articles revealed that the third space in higher education remains an emerging and rich area of study which is yet to influence policy and practice at institutional or national levels. Thus, the third space presents fertile ground for more analytical and empirical investigations that may transform the nature of higher education work.
Contribution: This scoping review represents an essential first step to developing a more systematic and nuanced research agenda allowing the third space to contribute to higher education goals and priorities.
Engagement: By taking stock of what is known about the third space, we will invite the audience to engage in reflective questions about how third space work and third space workers in their institution can enable and empower innovation in higher education.
Background/context: Whitchurch (2008) adapted the concept of third space to the field of higher education where it has proven useful as a lens through which to view the evolving nature of work and roles in universities. The continuing disruptions in higher education worldwide highlight the importance of the third space and the need for further exploration.
Description: A scoping review of research about third space work and third space workers in the higher education literature from 2000 to 2022 was conducted.
Method: More than 2570 articles retrieved from nine scholarly databases. The title, abstract, and keywords of the articles were screened against the defined inclusion criteria resulting in 43 papers for analysis. Data was extracted to summarise the literature, including method, participant characteristics, theoretical framing, implications, and recommendations for future research.
Evidence: Collectively the articles revealed that the third space in higher education remains an emerging and rich area of study which is yet to influence policy and practice at institutional or national levels. Thus, the third space presents fertile ground for more analytical and empirical investigations that may transform the nature of higher education work.
Contribution: This scoping review represents an essential first step to developing a more systematic and nuanced research agenda allowing the third space to contribute to higher education goals and priorities.
Engagement: By taking stock of what is known about the third space, we will invite the audience to engage in reflective questions about how third space work and third space workers in their institution can enable and empower innovation in higher education.
Biography
Clare Thorpe is an award-winning library leader, research-practitioner, and non-executive board director. She has worked in university and state libraries since 2001. Clare's current role is Director, Library Services at Southern Cross University.
Prof Helen Partridge
Pro Vice-chancellor, Teaching And Learning
Deakin University
Co-presenter
Biography
Professor Helen Partridge is the Pro Vice-Chancellor Teaching and Learning at Deakin University. Prior to this she held senior leadership roles at the University of Southern Queensland and Queensland University of Technology. Her research explores the interplay between information, technology and learning. She investigates the ways people experience information and/or technology to learn as students, as professionals, and as people in their everyday life. Professor Partridge has been a visiting Research Fellow at the Oxford Internet Institute, University of Oxford and the Berkman Klein Center for Internet and Society, Harvard University. In 2008 she was appointed a National Fellow of the Australian Learning & Teaching Council.
Chair
Kelly Galvin
Senior Lecturer, Educational Futures
Swinburne University of Technology
