Presentation at HEA-funded workshop 'Developing a research-led culture within post-92 education departments'.
This event will brought together colleagues from across the sector with an interest in research leadership and building a research-led culture. The event facilitated a discussion through which participants could explore/identify key elements that form barriers, as well as those that support, the development of a research-led culture.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1pEyxCI
For further details of the HEA's work on active and experiential learning in the Social Sciences see: http://bit.ly/17NwgKX
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
An overview of ENC 1143: Writing with Evidence and StylePhat Nguyen
This presentation is an overview of ENC 1143: Writing with Evidence and Style. ENC 1143 is an English course provided by the University of North Florida.
PhD students as a library user group are receiving increased
focus in the development of library services. In addition to
writing their doctoral thesis, they need to balance the roles
as ‘good academics’ and ‘good scientists’, and a key element
in this respect is raised awareness around academic integrity
and publication channels. In this breakout session, based on
experiences from our own teaching sessions, we discuss how
PhD students respond to these challenges, and which actions
should be taken by university libraries to help them meet the
expectations of present day academia.
PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docxstilliegeorgiana
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
A list based on resources identified by UK teacher educators in 2012. The web links in this list have been checked recently by Kathy Wright.
More Related Content
Similar to Developing a research-led culture within post-92 education departments: exploring barriers, problems and potential solutions - Tricia Le Gallais
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
An overview of ENC 1143: Writing with Evidence and StylePhat Nguyen
This presentation is an overview of ENC 1143: Writing with Evidence and Style. ENC 1143 is an English course provided by the University of North Florida.
PhD students as a library user group are receiving increased
focus in the development of library services. In addition to
writing their doctoral thesis, they need to balance the roles
as ‘good academics’ and ‘good scientists’, and a key element
in this respect is raised awareness around academic integrity
and publication channels. In this breakout session, based on
experiences from our own teaching sessions, we discuss how
PhD students respond to these challenges, and which actions
should be taken by university libraries to help them meet the
expectations of present day academia.
PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docxstilliegeorgiana
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
This is an infographic explaining the basics of ENC1143 to ensure student success.
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Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
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This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
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Developing a research-led culture within post-92 education departments: exploring barriers, problems and potential solutions - Tricia Le Gallais
1. Developing a research-led
culture within post 92 Education
Department
A workshop exploring barriers,
problems and potential solutions
Tricia Le Gallais
Birmingham City University
HEA @ Worcester University March 2014
1
2. An outline of this workshop
Introduction to the topic
Discussion of the following three key areas,
followed by a summary of relevant literature
in this field
• Barriers to developing a research-led culture
(in post 92 Education Departments)
• Pressures
• Potential solutions
A case study of a post 92 Education
Department
HEA @ Worcester University March 2014
2
3. Introduction
This workshop aims to facilitate a discussion about the
reluctance on the part of a number of academics to
engage with both research and academic writing. Whilst
much has been written about academics’ experience of
teaching, far less time has been assigned to an
examination of their perceptions of research and the
practice of academic writing in HE institutions.
There are particular difficulties faced by lecturers joining
post 1992 universities, where their sense of professional
identity as lecturers may well be challenged by the
increasing demands placed upon them to conduct and
publish research in academic journals in line with REF
requirements.
HEA @ Worcester University March 2014
3
4. Questions that need answering!
What are the key barriers to staff becoming
more research focussed?
more willing to accept the role of researcher
and academic writer within their professional
identity as lecturers?
HEA @ Worcester University March 2014
4
5. Barriers ?
The increasing diversity in the backgrounds of staff
entering universities means that one can no longer
assume academic staff are ‘automatically both able and
willing to write’ (Moore 2003).
Staff hired as lecturers, usually from a successful
background as teachers, lawyers, etc., saw teaching as
their primary function
(in consequence) people were quite likely to describe
themselves as ‘teachers’ or ‘lecturers’. Indeed, there was
even some reluctance to identify as an academic (Sikes
2006: 558)
Such staff were also likely to be anxious about their ability
to carry out research at the level required…..
HEA @ Worcester University March 2014
5
6. …..Barriers?
Staff lacked confidence, especially about having to put
their work in the public arena where their managers and
colleagues could judge their competence as academic
writers
Inadequate appropriate time and space
A lack of clarity in defining which functions have primacy
at a specific time (which results in) task confusion and a
decrease in satisfaction and productivity. (Macleod
2012:643-4)
A culture unconducive to research with researchers
feeling isolated and alone
Mixed messages from managers and colleagues
regarding the value of research and academic writing
and conflicting demands of teaching, marking
administration, research and writing
HEA @ Worcester University March 2014
6
7. Mixed messages
‘The moving goal of what it is to be a ‘proper
academic’…leaves staff uncertain about what
is valued since ‘espoused and actual values
did not seem to match’. (Clegg 2008: 336)
If the impetus is towards research and all the
status and brownie points are attached to
research then what does that say about
teaching? (Sikes: 2006)
… being told that everything I had was worth
nothing [because I] didn’t have the
publications – really it was gob smacking.
(Archer 2008: 390)
HEA @ Worcester University March 2014
7
8. More mixed messages
‘I don’t think [writing] is valued. ..If I said to someone I
can’t attend the meeting because I am writing up an
article, that wouldn’t be well received... If you were
sitting around writing, you were skiving. ‘ (Murray 2011:
10-11)
Tensions…between those individuals who wish to
research and publish, and those who feel the focus of
their work should remain on teaching…may impact on
departmental peer support for research active staff.
(Morss & Murray 2001: 38)
Writing is, perhaps, still seen by many staff to be the
province of ‘a select, privileged or elite few’ (Macleod
2012: 641)
HEA @ Worcester University March 2014
8
9. And pressures?
Any thoughts on the types of pressures
which might cause reluctance to
engage in research?
HEA @ Worcester University March 2014
9
10. Pressures identified in the literature
Workload – too many primary tasks!
REF – more in a moment!
Own PhD or other studies
Family commitments
HEA @ Worcester University March 2014
10
11. THE SHADOW OF THE REF
December 2013, the date for the REF found
many academic staff experiencing
increasing pressure from their universities to
produce the requisite number of published
articles.
As mentioned previously, the difficulty for
some staff, particularly those in post 1992
universities, is that they may not identify
themselves as academic writers or indeed
researchers but as educators.
HEA @ Worcester University March 2014
11
12. The REF: (dis)encouraging research?
Research into the impact of the REF(RAE) identifies a
range of emotions:
• I do not agree with the RAE at all…It is divisive and
inimitable to good teaching and scholarship.
(Sociologist, old university, Harley 2002: 202)
• (Kate’s) sum value/worth as a potential academic
had been quantified and assessed through the lack
of publications on her CV. (Archer 2008: 390)
• I am proud to be a teacher but that doesn’t seem to
count for much anymore (Sikes 2006: 561)
But there are many others, (especially those in post
1992 HEIs) who feel that research now has a higher
profile
HEA @ Worcester University March 2014
12
13. Potential solutions?
What strategies have you and your
organisation tried and how successful
have you been in encouraging a
research-led culture?
HEA @ Worcester University March 2014
13
14. Strategies tried at other universities
One Day courses on academic writing, how to
start writing, how to publish in academic
journals – generally thought to be of little real
use in challenging and changing attitudes
towards research and writing
Writing groups – felt to need considerable
support through convenors to oversee and
organise and keep up the momentum.
Researchers agreed that these could work if
the culture was right by creating a sense of
common purpose and a shared goals and
interests – leading to a community of research
practice… (see next slide)
HEA @ Worcester University March 2014
14
15. e.g. Setting up writing groups
Inexperienced writers often have a lack of
confidence about writing which can lead to a
reluctance to start…There has been an agreement
on confidentiality (within the writing group) so that
people feel they can discuss their fears and
weaknesses without fear of them being repeated
outside the group. (Lee & Boud 2003: 192)
Our differences are many—gender, rank, discipline,
style and genre—but in this time and space, writing
is the tie that binds us…There’s a certain energy in
the air that helps people be productive and
creates a spirit that’s collegial and supportive. We
become allies rather than trying to compete with
each other. (Elbow and Sorcinelli 2006: 18…22)
…the purpose of having regular discussions at every
meeting was to build a community of research
practice through writing (Lave & Wenger, 1991;
Wenger, 1998). (Murray 2002: 3-4)
HEA @ Worcester University March 2014
15
16. Further strategies tried at other universities
Research seminars – these were not felt to be enough
on their own. They were excellent for reinforcing the
place of research in the organisation and in ensuring
colleagues knew what was going on in the research
field. However, it tended to be the converted who
attended
Utilising Containment Theory to ensure staff spent time
on the primary task before them rather than attempting
to respond to several primary task simultaneously
(Macleod 2012)
Writing retreats – these came in various shapes and sizes but
generally it was felt that these did the most to engender a
research culture where writing was celebrated as a
worthwhile and valued activity
HEA @ Worcester University March 2014
16
17. e.g. Attending a writing retreat
Being able to become totally engaged in writing was
another common theme that participants identified as
important. Moore 2003: 336)
I was aware at the writer’s retreat of the frustration, of
feeling that you were attempting to achieve
something that was very challenging, and I suppose
the intensity of the writer’s retreat meant that on a
consistent basis you were having to face that
frustration over the course of the weekend, whereas in
daily practice, instead of facing that frustration, I think I
avoid it sometimes. (Lecturer, Macleod 2012: 647)
It was quite a nourishing and supported environment
…you used the lunches and coffee breaks to talk
about issues that you were working on. It was
concentration but relaxation. (ibid., 651)
HEA @ Worcester University March 2014
17
18. Longer term impact of writing retreats
(Staff) made practical changes: writing more frequently
for shorter periods of time, prioritising time to write,
protecting time to write and using targets to develop a
greater sense of focus and achievement. This involved
changing how they thought about writing, in terms of
demystifying the process of writing for publication,
experiencing it as achievable and considering it a valid
use of their time (i.e. seeing it as the primary task).
(Macleod 2012: 651)
A caveat! The writing retreat has benefits, but it is not a
panacea; organisations must be clear about workloads,
roles and tasks. While there is evidence that structured
retreats have impact, they cannot overcome
organisational practices that contribute to lack of clarity
about primary tasks and otherwise contribute to anxiety.
(ibid., 653)
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19. Case study: creating a supportive
research culture at BCU
Over the years we have tried a range of
strategies to engender a climate conducive to
research and academic writing including:
Research seminars where staff and students
share their work
Visiting speakers
Taught sessions on, for example, writing for
publication
And more recently
A Research Café
Writing buddies
and the Writing Retreats
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20. The research café
The research café’s success was immediate and
very visible
On average about 20 staff regularly attend,
share their research, support each other, enjoy
a delightful buffet and leave, hopefully
refreshed and inspired about research in the
Faculty
It has become a meeting place for staff across
the Faculty, where staff celebrate the wide
range of research being carried out across ELSS
It has, for me, been a chance to meet ELSS
colleagues personally and to encourage more
of them to attend the writing retreat
HEA @ Worcester University March 2014
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21. Writing buddies
All you need are approachable people,
who are enthusiastic about research
and keen to bring on new researchers. It
is a really rewarding role!
Sometimes buddying is informal, at other
times there is a degree of nudging to
bring someone to the point where they
realise a buddy could help with their
writer’s block, etc.
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22. Our writing retreats
The very first retreat, organised through BCU’s Centre
for Research in Education took place over 1.5 days
in July 2011 at Woodbrooke Conference Centre.
Since then we have held further retreats at
Woodbrooke in July 2012, again for the School of
Education
and in 2013 we opened the retreats to the whole
Faculty of Education, Law and Social Sciences
The most recent retreat took place in February 2014
with 28 participants. We now run four retreats a year
Opening the retreat to the whole of ELSS staff has
facilitated a greater sense of being part of a wider
Faculty. Collaborative research links are already
taking place across Faculty
HEA @ Worcester University March 2014
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23. So, where does our retreat take place?
HEA @ Worcester University March 2014 23
24. The venue is a crucial part of the retreat!
The venue plays an important, indeed vital part in the overall
success of the retreat. Colleagues referred particularly to the
calming atmosphere and the beauty of the surroundings and
to the internal and external space which afforded
opportunities to reflect in tranquillity, while walking in the
extensive grounds or to relax with colleagues in the lounge or
to sit at a laptop in isolation The comments below
encapsulate the feelings of all the delegates:
A truly wonderful space and atmosphere in which to work.
The staff were most warm and welcoming. Inspiring!
The calm, peace and quiet promoted thinking and
engagement. It was excellent.
The grounds offered quiet thinking time away from the
structured environment of an office which was much
appreciated.
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25. And how does our Writing Retreat work?
Very simply! We advertise across the Faculty
asking for expressions of interest.
Both seasoned and new researchers are
welcome. Our only expectation is that
colleagues come with a clear purpose
regarding a research task or perhaps a
collaborative project – and at the close of the
retreat we ask for evidence of outcomes, such
drafting a paper, preparing for a conference,
etc…
Our numbers have increased steadily from 15 to
the high twenties
Following each retreat we send out evaluation
requests, which help us to assess the value of
the retreats for both individuals and the Faculty
as a whole
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26. The key objectives of our writing retreat
To create an environment for the delegates
which offers mental and physical space for them
to think without the usual time constraints and to
reflect upon potential and actual areas of
research.
To provide the right atmosphere and research
ethos to enable delegates to set pen to paper,
possibly complete a draft for a conference or an
article for a journal.
To be a vital step in our efforts to build a sense of
community amongst the participating
researchers. All too often researchers work in
isolation.
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27. During the retreat
Formal ‘taught’ sessions as requested
Flexible spaces to work in
Informal meeting and buddying opportunities
Regular breaks with everything laid on
We have observed a gradual change from
colleagues working on their own research within
a supportive environment to one where staff are
identifying those with expertise in different areas
and utilising the retreat to draw on that expertise
– it is becoming a community of researchers of its
own accord
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28. Regular breaks and superb meals - all part of the
cherishing!
HEA @ Worcester University March 2014 28
29. AIM: To creating an environment for the delegates
which offers mental and physical space
Delegates’ comments:
The calm, peace and quiet promoted thinking and
engagement. It was excellent. The grounds offered
quiet thinking time away from a structured
environment of an office which was much
appreciated.
The atmosphere is ideal for the retreat. The tranquility
is amazing and just what a ‘space-to-research-
starved soul’ needs.
I can't think of how you could make this a more
appropriate venue. It gets everything right. A
peaceful, reflective space. Same again please!
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31. AIM: To provide the right atmosphere and research
ethos to enable delegates to set pen to paper
Delegates’ comments:
I needed to make peer reviewer changes to my draft
article. I managed to achieve a great deal by making
recommended changes and working on the comments.
I revised two presentations and made a 'to do' list! I
started a conference paper for later on in the year.
I pulled together the first draft of an article drawing on a
previous research project. ..I'd been putting this off as it
seemed a luxury to dedicate time to writing articles and
I was convinced it would take a least a week to pull all
the data together. The environment was obviously
conducive to writing for me and had a positive impact.
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34. AIM: To engender a sense of supportive
fellowship amongst those present
Delegates’ comments:
I did not really believe that I had research suitable for
working up into a journal article, until I discussed my
ideas at the writing retreat.
I had the opportunity to work for many hours with my
writing buddy and was able to resolve issues and answer
questions.
Whereas in the university time is always so precious with
teaching time going on, within the relaxed environment
this was much easier to have constructive and critical
conversations.
Being part of a learning/research community is of huge
personal significance and enables me to engage in a
profound and meaningful way with research practice.
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35. Staff and students working together
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36. AIM: To be a vital step in our efforts to build a sense of
community amongst the participating researchers.
Delegates’ comments:
(The retreat was) a worthwhile opportunity that
allows you the chance to think outside of the fast
pace of university space and speak with those who,
ordinarily, you may not get the opportunity to speak
to.
(It offered) the opportunity for collegial exchange,
stimulating discussion and time for reflection. This
retreat embeds research into the calendar rather
than it being something done in time left over from
managerial time and teaching.
The writing awaydays have proved once again to
be a research haven, encouraging reflection,
sharing resources and reinforcing a real sense of
community amongst those fortunate enough to be
there.HEA @ Worcester University March 2014
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38. The value of attendance at the retreat as
described by delegates
What came across very strongly from delegates was that
they felt valued by the university, their managers and the
Education Department.
I feel that I am valued and that the constraints of my day
job are recognised.
It is a valuable opportunity to put time aside. When
working full time there are other pressures that sometimes
mean research get put on the 'back burner'. The retreat
validates what we are doing and means we can be
focused.
I feel a valued member of a team and enjoy the
opportunity to have a dialogue with members of the
early childhood research team whom I normally only see
in corridors or at formal meetings when they are busy
and stressed.
I really valued being asked to go on the writing retreat as
it allowed me to completely focus on my writing without
any other intrusions.HEA @ Worcester University March 2014
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39. Some key reflections about the retreat
The venue is a vital component of the writing
retreat
The importance of time away from desks, emails,
etc., is reinforced through the mental and
physical space of the retreat
The retreat facilitates the sense of shared
endeavour and purpose and supports the act of
writing – working towards a community of
research practice
The financial outlay the Faculty commits to the
retreat is a clear acknowledgement of the
legitimacy of research and research practices
within the Faculty and involvement in the retreat
gives a sense of worth and value to the individual
researcherHEA @ Worcester University March 2014
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40. Continuing concerns
Comments are still being expressed about mixed messages:
Research is valued but there is conflict regarding
precedence of other tasks, such as invigilation –
‘research time is always the first thing to go’.
The unhelpful setting of teaching versus research remains
an issue and endangers staff relationships.
Low self esteem regarding research capabilities – ‘I
thought you’d tell me I had nothing worth sharing’.
Some staff still find it hard to identify themselves as an
‘academic’
The low esteem of those whose total commitment is to
their teaching, who feel the REF has changed what is
important in the Faculty
The anxiety of those not selected for returning to the REF,
despite their efforts to meet the criteriaHEA @ Worcester University March 2014
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41. Closing thoughts
There are complex reasons for some academics not
engaging with research or not writing.
Often workloads are blamed or the lack of uninterrupted
time and a suitable space; however, I believe that there is
much more to this dilemma than the parade of the usual
and obvious suspects.
Academic identities also need to be considered. How do
staff see themselves and how are they perceived by others,
in particular their management.
Dealing with the practical aspects of how and where to
publish fails to touch the part that needs to be addressed,
namely the emotional aspects of being and becoming a
writer
We at BCU have sought to address the above areas
through a package of strategies. We hope we are moving
towards the development of a community of researchers,
who feel valued and confident that research and writing
are as legitimate and rewarding an activity as lecturing.
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