1,721,010 research outputs found
Exploring an identity as an academic writer
No full textThis Anthology draws attention to the importance of reading as a way of becoming familiar with the debates and discourses of the field of higher education teaching and learning research. This closing chapter focuses on writing, prompting a number of questions about the choices made as academic writers. What are the possibilities for university teaching and learning if we turn our hearts and minds to our moral and ethical responsibilities as writers
Epilogue : continuing the conversation
No full textTo close this work, we provide an epilogue that looks towards the implications of academic identities research in university contexts internationally. As is customary in an epilogue, here we take stock of the contributions to this volume, and offer comment about what might be ahead for those who remain concerned about, and interested in, the state of academic identities and its attendant practices, research and scholarship
On the conduct of concern: exploring how university teachers recognise, engage in, and perform 'identity' practices within academic workgroups
No full textIn this chapter, we draw on semi-structured interviews with academics from an interdisciplinary field of social sciences who have completed a GCert and who work together in a research-intensive university. We suggest that their labour together as teachers comprises an academic workgroup. We first provide a rationale for our focus on GCerts as a vehicle for our study; second, we offer a contextual description of the workgroup as well as a brief account of the participants involved in the study; third, we draw on interview data to explore the kinds of teacher identities that are made available (or summoned) through the agendas, structures, and assemblages of activity and interaction that these academics engage in. We are especially interested in how scholarly and institutional knowledge and know-how from the GCert becomes mobilised; that is, how it is put to use by our interviewees as a mechanism for them to (mis)recognise the identity struggles of others, and perform appropriate university teacher identities themselves. Our analysis draws primarily on Bendix Petersen’s (2008) notion of the ‘conduct of concern’ – a reading of Foucault’s notion of governmentality: "Exploring the conduct of concern as a readily available discursive practice is a way of analysing the ‘microphysics’ of power (Foucault, 1980) at play within academic culture; a way of asking how academic cultures are continued or discontinued, and how it comes to be that certain subjects and positionings are recognised as appropriate or inappropriate. It is an entry into trying to understand ‘who makes it’ and who doesn’t; what subjects need to do, think, say and be in order to be recognised, by themselves and others, as relevant and competent in an academic context. (p. 397)
The Inevitable Contradictions of Student Learning
Get PDFExcerpt: I used to lead a university-wide network dedicated to developing the scholarship of teaching and learning (SoTL). Every second Tuesday at the dot of 1pm, 10-15 or so staff would shuffle into a room (refreshments in hand) to learn about the evaluation of a pedagogical initiative, to critically review a colleague’s promising idea for a new curriculum project, to puzzle over something SoTL-like we’d collectively read and sought through dialogue to better understand, and to share experiences of what often felt like contradictory university agendas for curriculum, teaching and learning change. At the best of times, folks would find opportunities to write together. And in less busy times, the SoTL publications and teaching awards achieved among us would be acknowledged, and plans made for celebration. In our learning how to be together, the differences in the politics of our contexts and in our disciplinary/professional training did not seem as stark because of our commitment to think well, and to act in scholarly ways about the project of improving student learning. Among us were those who taught students in the typical ways–in seminars, lectures, labs, online and elsewhere, and there were others who saw students in individual consultations regarding specific learning difficulties. Then, there were those (like me) with two jobs: the first, to support faculty take an inquiry-based approach to their curriculum, teaching, student learning, and second, to make a contribution to integrated, systems-level thinking about student learning in relation to the overall curriculum offerings of the university. That disposition – caring for student learning – seemed to be the stuff that held the network together no matter the level or focus of our interest in SoTL. It helped that we laughed together too...
Integrating Threshold Concepts and Ways of Thinking and Practising: Supporting Physiotherapy Students to Develop a Holistic View of the Profession through Concept Mapping
Get PDFThe work practices of a health professional involve a complex weaving together of knowing what, knowing how, and knowing why. To help students engage with what is required for practice, educators need to have an expansive view of what it means to be a health professional in the rapidly changing real-world contexts that people inhabit today. Threshold concepts, and the complementary framework Ways of Thinking and Practising (WTP), are educational ideas that can help educators to think in those broad ways about health’s knowledge base, behaviours, and values, and how these appear in the curriculum. This article offers a case example from a pre-clinical entry-level physiotherapy subject to illustrate how threshold concepts and WTP informed what students came to understand about health professional practice. A curriculum that considers threshold concepts and WTP in combination helps both educators and students to engage with learning from multiple perspectives and to develop a connected understanding of their chosen profession. Helping students to articulate the connections between knowledge (e.g. threshold concepts) and how this knowledge is put to use (e.g. through the WTP of the profession) enables them to reconsider practice-related contexts in meaningful ways
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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