1,720,964 research outputs found
Action for improvement in our own contexts
No full textDiscusses: The pedagogy of Paulo Freire – importance of emancipatory, not ‘banking’, education. Who needs emancipatory education in NZ, and why? Consideration of issues affecting Māori success in the New Zealand education system
To act or not to act? That is the question!
No full textThe year was 2003. I was a new Research Manager working in a Māori tertiary institution that had a history of inequitable treatment by government, through not receiving establishment funding that had gone unproblematically to non-Māori institutions. Repeating a common pattern in New Zealand, our government had decided to implement a research funding scheme, to be measured at the level of the individual academic. My institution’s decision to participate in the PBRF was not without its difficulties, and it is here that the ethics of participation become problematic. This chapter is about our ability to articulate our values, to show how we work these out in our practice, and how we are accountable to ourselves and others for that practice. Would I, with the benefit of hindsight, have encouraged my institution to enter the PBRF again
Viruses without vaccines, or valuing indigenous research? The tensions of introducing Western research assessment practices into an indigenous university
No full textOver my past twenty-five years of educational practice, I have striven to develop a better understanding of indigenous ways of being and doing (in New Zealand’s case, this involves the values and knowledge of Māori). I have done this by visiting and occasionally staying on marae (Māori gathering-places); by reading relevant literature; by engaging in conversations with knowledgeable scholars and by researching the impact of Western practices on indigenous peoples.
In 2003 I managed a research team for Te Wānanga o Aotearoa, a Māori tertiary institution with branches across the country. Our Tertiary Education Commission had just introduced a variation of the English RAE, called the Performance-Based Research Fund, through which government research funds would henceforth be distributed. In collaboration with Māori colleagues, we chose to enter this process, believing that Māori research would be recognised and funded by our participation.
While this proved to be the case, there were significant examples of values clashes, such as the requirement for people to ‘boast’ of their research achievements in a context where such boasting is anathema; to claim ownership of knowledge where tradition often indicates that knowledge is not the property of individuals; and worst, at one point I found myself accused by my Māori manager of introducing ‘viruses without vaccines’. By this he meant Westernised ideas and practices which appeared to be benevolent but in fact were toxic (the idea derives from white settlers who apparently gave native Americans blankets permeated with a virus, causing thousands to die).
In this paper I will explore tensions of operating cross-culturally, and whether/how we can protect people from unintended toxic consequences of intended benevolent actions
Developing a research culture in a polytechnic: An action research case study
Get PDFThis study is about the process of research culture development within a New Zealand polytechnic in the period 1992 - 1999. Prior to 1990, polytechnics tended to focus on vocational and technical, rather than academically-oriented, education. But with the passing of the 1990 Education Amendment Act they were offered the possibility of granting degrees. This required the rapid acquisition of research skills, which had previously not been strongly evident in staff, who tended to pride themselves on quality teaching.
Working as a staff developer within the institution, I chose to use the action research approach as a compatible way for staff who had previously not carried out research, to learn the skills that the new environment demanded. The central question of my study is, “How effective is action research as a way of helping to develop a tertiary research culture?” While action research has previously been used extensively to improve teaching practice in educational institutions, it has not been used specifically to facilitate the development of research skills as a way of helping to develop a research culture. The study describes how I was able to introduce this method by teaching a certificated course, working within the quality assurance processes of the polytechnic, and constrained by its requirements to scrutinise the work of action researchers. I used interviews with the 1993 – 1995 graduates to contribute to this study.
Michel Foucault’s tools, including his concepts of the panoptic gaze and of the linking of power and knowledge, have assisted me with my analysis of how the institution functions and shown me how I can operate as a ‘specific intellectual’ in an appropriate way. I have used interviews with a range of staff, and scrutiny of historical archives, to determine the appropriateness of my project. To carry out research in an institution where this has not been the norm is a challenging task. Basil Bernstein’s schema, showing how curricula, assessment methods and teaching practices combine to build up and shape departmental identities, was helpful to me in recognising the marginalisation that new researchers in an institution such as ours can face. The study has, overall, shown that action research – based on the reflective practice that is common in New Zealand polytechnic teaching – is a sound and familiar way of developing the research skills that many polytechnic educators now need to acquire
Can the goldfish see the water? A critical analysis of ‘good intentions’ in cross-cultural practice
No full textWe claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to ‘see the water,’ the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them?
In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work
Researching our own practice
No full textIn this chapter, we argue that using research to inform our teaching is a vital element in the reflection process and empowers us to keep developing our teaching in ways that can be transformative for ourselves and our learners
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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