Coventry University: E-Journals
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Ableism and Exclusion: Challenging Academic Cultural Norms in Research Communication
Get PDFAcademic institutions are abelist. This, however, does not have to be the case. How do individuals involved in research management address this culture?
In the context of the drastic changes in Higher Education since the 1990s, and an increasing emphasis on equality and inclusion, initiatives such as Athena Swan and the Race Equality Charter have led to more awareness of exclusionary practices. However, statistics on disability highlight serious issues in relation to disclosure rates for staff and staff report being stigmatised and their career choices undermined or invalidated. This can be particularly true for those who research into or around ableism.
In this environment how can research managers raise awareness and empower all academics to ask for and gain adjustments to support their work? How has the Covid-19 pandemic and the impact on higher education institutions and their finances affected this issue?
In this paper we consider some of the challenges of conducting research on ableism in academia and what it can tell us. We then discuss the changes that can be made to research management that would help address and challenge the ableist academic culture. This would be achieved through raising expectations, placing inclusivity and accessibility at the heart of research communication and encouraging, equipping and challenging the academic community to embed these practices in the dissemination of their research
Is Research Management and Administration (RMA) a Profession?
Get PDFWith the recent launch of a new academic journal it is timely to reflect on the content and scope of the subject that the journal will serve. JoRMA is the Journal of Research Management and Administration – but what is Research Management and Administration (RMA) and why might it deserve your attention
On the perceived usefulness and effectiveness of Eduflow as a supplementary tool for online writing instruction
Get PDFThis paper centres around the use of Eduflow, a novel online learning management system (LMS) which was introduced in a university-level Academic Writing course in response to the challenges brought about by the mandatory switch from face-to-face to online writing instruction (OWI) over the course of the COVID-19 pandemic. In this paper, Eduflow is piloted with a group of second-year university students of English language and literature at Ss. Cyril and Methodius University in Skopje. These students chose to fulfil their Academic Writing course requirements by compiling a writing portfolio. The rationale behind the use of this platform was the assumption that it would facilitate the online management of all the stages of the essay writing process: Writing a first draft, doing a peer review of essays created by fellow students, considering the comments received from fellow students, reflecting on one’s own writing by doing a self-review, and finally, submitting the final version. The relentlessness of the pandemic led to the continuous application of this learning management system over the course of two entire academic years, each year with a different group of students. An online survey on the perceived usefulness and effectiveness of Eduflow was administered among the second generation of students who used this platform. As this small-scale analysis demonstrates, despite experiencing some easily resolvable minor technical difficulties, these students generally found Eduflow effective and useful as a supplementary tool for online writing instruction and showed particular appreciation for the collaborative peer review experience
How should digital tools for writing be evaluated? : Reflections from digital pedagogies and applied linguistics
Get PDFThe use of digital tools in academic literacies remains an emerging field, having advanced greatly in recent years. This dialogue responds to Schcolnik (2018), by arguing the benefits of considering the use of such tools in light of advances in digital pedagogies and applied linguistics. Going beyond understanding how academic writing developers engage with digital tools, an important next step is to consider whether their use of such tools is effective
