scholarly journals Transnational collaboration in building educational research capacity in a new university: An applied phenomenographic investigation

2020 ◽  
Vol 8 (2) ◽  
pp. 39-49
Author(s):  
Keith Smyth ◽  
Frank Rennie ◽  
Gareth Davies ◽  
Sonam Tobgay
Keyword(s):  
Educational Research ◽  
Methodological Approach ◽  
Educational Practice ◽  
Research Capacity ◽  
Lessons Learned ◽  
Early Career ◽  
Research Culture ◽  
Outcome Space ◽  
Key Issues ◽  
The University

This paper reports on a phenomenographic investigation concerning the perceptions of primarily early career academics on the value and importance of educational research, and the challenges and enablers of establishing and building educational research capacity, within a new university in a developing country. The study was conducted as part of a three year project which itself is based within a longitudinal programme of collaboration between the Royal University of Bhutan (RUB) and the University of the Highlands and Islands (UHI). The paper outlines the transnational collaborations between the two universities to date, before considering key issues in the development of educational research and an educational research culture within universities that are not research intensive, and for whom educational research is a nascent or emerging area. The rationale and methodological approach for the phenomenographic investigation, which seems to be the first phenomenography to address perceptions relating to the development of educational research within the context of a new university, are then considered. The main findings resulting from the phenomenographic process of thematic analysis are subsequently presented. This includes a synthesis and articulation of the findings in the form of a phenomenographic ‘outcome space’ that pertains to the academics’ motivations and perceptions in relation to the development of educational research at RUB. The paper then articulates how the findings of the phenomenography were applied in identifying and implementing tangible interventions to support the participants to engage in conducting and disseminating educational research projects relating to dimensions of their own educational practice. The paper concludes with recommendations and lessons learned relating to the development of educational research capacity in emergent and transnational collaborative contexts.

Strengthening Noncommunicable Disease Research Capacity and Chronic Disease Outcomes in Low- and Middle-Income Countries in South Asia: Implementation and Evaluation of the ASCEND Program

2019 ◽  
Vol 31 (6) ◽  
pp. 536-547
Author(s):  
Allison Byrnes ◽  
Tilahun Nigatu Haregu ◽  
Naanki Pasricha ◽  
Kavita Singh ◽  
Sathish Thirunavukkarasu ◽  
...  
Keyword(s):  
Online Learning ◽  
Communicable Disease ◽  
Research Capacity ◽  
Lessons Learned ◽  
Early Career ◽  
Noncommunicable Disease ◽  
Middle Income ◽  
Face To Face ◽  
Middle Income Countries ◽  
Low And Middle Income

This article describes the design, outcomes, challenges, and lessons learned from the ASian Collaboration for Excellence in Non-Communicable Disease (ASCEND) program, implemented between 2011 and 2015 in India, Sri Lanka, and Malaysia. The program involved a blended-delivery model, incorporating online and face-to-face training, mentoring, and supervision of trainees’ research projects. Evaluation data were collected at baseline, 6, 12, 18, and 24 months. Intended outcomes, lessons, and challenges were summarized using a logic model. During the program period, 48 participants were trained over 2 cohorts in June 2011 and 2012. The trainees published 83 peer-reviewed articles between 2011 and 2015. Additionally, 154 presentations were given by trainees at national and international conferences. Underutilization of the online learning management system was an important challenge. Utilizing a combination of intensive face-to-face and online learning and mentoring of early career researchers in low- and middle-income countries has great potential to enhance the research capacity, performance, and outputs.

scholarly journals Turning the NARN into an ARC at the University of Bedfordshire: some reflections and comparisons

1969 ◽  
Author(s):  
Arti Kumar
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Topic ◽  
Lessons Learned ◽  
Research Culture ◽  
Management Level ◽  
Potential Impact ◽  
Research Consortium ◽  
The University ◽  
Support Research

In recent years I have increasingly been involved with action research at several levels (as a leader and participant on the NARN project and also on other institutional, collaborative and individual research studies). To fulfil my various responsibilities I convened and led the Action Research Consortium (ARC) at the University of Bedfordshire from June 2008 to June 2010. Evaluating the effects of this action provided a research topic and the context for my own personal and professional development, which I present in this paper as a reflective analysis. I focus on the main lessons learned and applied at a management level, through analysing the type of change ARC participants reported and discussed, and that I observed. My insights and recommendations are broadly informed by theories related to action research, Appreciative Inquiry and positive psychology approaches.I argue here that action research can generate continuous improvements in pedagogy - but achieving this ideal for all staff crucially depends on cycles of action research operating in a productive dynamic with their personal and professional development (and this could extend to students). This will not happen by chance, and has not happened as extensively as expected, even though my findings show that the opportunities offered through the ARC were motivating and beneficial for staff who engaged. For the potential impact of action research to be realised in the experience of practitioner-researchers and in the vision of universities, positive conditions must be created to support research-active programmes and communities, underpinned by congruent protocols and values. The recommendations I make here can help to promote and sustain an integral research culture and are therefore relevant to managers, as well as practitioners, who are doing, or thinking of embarking on, action research.

scholarly journals A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

scholarly journals How to connect academics around the globe by organizing an asynchronous virtual unconference

2021 ◽  
Vol 6 ◽  
pp. 156
Author(s):  
Constance Holman ◽  
Brianne A. Kent ◽  
Tracey L. Weissgerber
Keyword(s):  
Open Space ◽  
Lessons Learned ◽  
Early Career ◽  
Scientific Publishing ◽  
Research Culture ◽  
Early Career Researchers ◽  
Virtual Networking ◽  
Main Components ◽  
New Strategies

Many conferences and in-person meetings have transitioned to virtual platforms in response to the COVID-19 pandemic. Here, we share strategies and lessons learned from organizing an international virtual unconventional conference, or ‘unconference’. The event focused on how early career researchers can advocate for systemic improvements in scientific publishing and research culture. The virtual unconference had three main components: (1) a virtual networking event, (2) asynchronous virtual brainstorming, and (3) a virtual open space, where participants could join or lead in-depth discussions. The unconference format was participant-driven and encouraged dialogue and collaboration between 54 attendees from 20 countries on six continents. Virtual brainstorming allowed participants to contribute to discussions at times that were convenient for them. Activity was consistently high throughout the 48 hours of virtual brainstorming and continued into the next day. The results of these discussions are collaboratively summarized in a paper entitled Empowering Early Career Researchers to Improve Science, co-authored by the unconference participants. We hope that this method report will help others to organize asynchronous virtual unconferences, while also providing new strategies for participant-driven activities that could be integrated into conventional virtual conferences.

scholarly journals How to connect academics around the globe by organizing an asynchronous virtual unconference

2021 ◽  
Vol 6 ◽  
pp. 156
Author(s):  
Constance Holman ◽  
Brianne A. Kent ◽  
Tracey L. Weissgerber
Keyword(s):  
Open Space ◽  
Lessons Learned ◽  
Early Career ◽  
Scientific Publishing ◽  
Research Culture ◽  
Early Career Researchers ◽  
Virtual Networking ◽  
Main Components ◽  
New Strategies

Many conferences and in-person meetings have transitioned to virtual platforms in response to the COVID-19 pandemic. Here, we share strategies and lessons learned from organizing an international virtual unconventional conference, or ‘unconference’. The event focused on how early career researchers can advocate for systemic improvements in scientific publishing and research culture. The virtual unconference had three main components: (1) a virtual networking event, (2) asynchronous virtual brainstorming, and (3) a virtual open space, where participants could join or lead in-depth discussions. The unconference format was participant-driven and encouraged dialogue and collaboration between 54 attendees from 20 countries on six continents. Virtual brainstorming allowed participants to contribute to discussions at times that were convenient for them. Activity was consistently high throughout the 48 hours of virtual brainstorming and continued into the next day. The results of these discussions are collaboratively summarized in a paper entitled Empowering Early Career Researchers to Improve Science, co-authored by the unconference participants. We hope that this method report will help others to organize asynchronous virtual unconferences, while also providing new strategies for participant-driven activities that could be integrated into conventional virtual conferences.

scholarly journals Empowering Early Career Researchers to Improve Science

2021 ◽  
Author(s):  
Brianne A Kent ◽  
Constance Holman ◽  
Emmanuella Amoako ◽  
Alberto Antonietti ◽  
JAMES MBA Azam ◽  
...  
Keyword(s):  
Research Funding ◽  
Systemic Change ◽  
Lessons Learned ◽  
Early Career ◽  
Research Culture ◽  
Extensive Experience ◽  
Early Career Researchers ◽  
Communication Of Science ◽  
Scientific System

Early career researchers (ECRs) are important stakeholders leading efforts to catalyze systemic change in the conduct and communication of science. Here, we summarize the outputs from a virtual unconventional conference (unconference), which brought together 54 invited experts from 20 countries with extensive experience in ECR initiatives designed to improve science. The event was focused on why ECRs are needed to improve science and the obstacles they face when trying to promote reform. Our discussions also highlighted the additional obstacles that ECRs in countries with limited research funding experience when working to improve the scientific system. We provide the lessons learned from successful ECR-led or ECR-focused initiatives and outline actions that individuals and organizations can take to further support ECRs who are working to improve research culture and practice.

scholarly journals Activating Open Science Communities in Göttingen: From Policies to Real Meet-Ups

2018 ◽  
Author(s):  
Birgit Schmidt
Keyword(s):  
Open Science ◽  
Research Data ◽  
Lessons Learned ◽  
Early Career ◽  
Early Career Researchers ◽  
Service Areas ◽  
Data Policy ◽  
The Individual ◽  
University Of Göttingen ◽  
The University

Watch the VIDEO.Over the last two decades several research institutions have created policies which target Open Access to publications and research data, and are now moving on to Open Science from a wider perspective. These policies formulate an ambition with references to reality. This reality might look good on paper however, the challenge is to make this vision work at the individual and research group level.One way to bring these visions forward is to activate and grow a network of institutional Open Science practitioners and enthusiasts – by involving researchers, librarians, research managers/administrators and others, and creating opportunities for exchange and collaboration. In particular early career researchers will have very concrete ideas on what works for them, what is missing and what their challenges are when stepping into Open Science practices. The University of Göttingen is committed to make research results accessible and reusable for academia and the wider society. Its revised OA policy dates from 2016 (the first version dates from 2005) and the research data policy from 2014 [1].These policies serve as a reference point for desired practices as well as existing and emerging service areas. However, often these policies may not play an explicit role in researchers’ day-to-day practices – some elements may already be part of “normal science” while others have not been fully implemented yet.The presentation will focus on the practical vision and establishment of the Göttingen Open Science Meet-ups [2], as well as experiences and lessons learned from nearly two years of operation (at the time of the Munin conference). The initiative was launched in Autumn 2016 by a group of librarians. We will elaborate on how we reach out to and work with early career researchers, and what types of meetings are requested, e.g. informal technology-focused meetings (Hacky Hour Göttingen [3]). Moreover, we will provide some insight into how the sessions facilitate learning together and from each other (both in terms of topics as well as mind sets). From the library perspective there are also opportunities to link Open Science learning to service areas, in particular where new demands emerge, and to make existing services better known.Last, but not least, the Open Science network facilitated by these meet-ups provides opportunities to better link institutional policies with researchers’ practices – in particular, through discussions on opportunities and how to overcome obstacles as well as how to increase benefits and incentives. To this end, although the meet-ups mainly aim at strengthening a bottom-up approach, they also provide opportunities to inspire next steps for Open Science from a leadership perspective and to lift emerging good practices to a higher level. 

A Productive Scholar’s Guide to Respectful, Responsible Inquiry During the COVID-19 Pandemic: Moving Forward

2021 ◽  
pp. 002221942110231
Author(s):  
Kathleen Lynne Lane ◽  
Sonia Q. Cabell ◽  
Sally Valentino Drew
Keyword(s):  
Educational Research ◽  
Lessons Learned ◽  
Early Career ◽  
Learning Loss ◽  
Defining Moment ◽  
Interpersonal Contact ◽  
Call To Action ◽  
Mentor Relationships ◽  
School Based ◽  
Challenging Situation

As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations’ youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research. Using a framework of self-leadership, in this feature article, we provide reflections to guide discussion among scholars involved in school-based research during and after the COVID-19 pandemic. Based on lessons learned in our own mentee–mentor relationships and from our collective experiences, the purpose of this article is to offer considerations primarily for early-career scholars, but also to engage dialogue among mid- and late-career scholars to promote school-based inquiry in this defining moment in history, at a time when educators are concerned with mitigating learning loss. We focus on (a) revisiting and refining programmatic lines of inquiry, (b) crafting articles to disseminate lessons learned from research conducted to date—including those with lost time points, (c) retooling in a focused area of inquiry (e.g., methodology), (d) conceptualizing future studies featuring procedures that do—and do not—allow for interpersonal contact, and (e) appreciating and acknowledging individuals who have facilitated inquiry. We conclude with a note of encouragement and call to action for future educational research.

scholarly journals In Practice: The Importance of Practitioner Research in Vocational Education

2020 ◽  
Vol 10 (3) ◽  
pp. 79
Author(s):  
Maggie Gregson
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Research Capacity ◽  
Systematic Investigation ◽  
Practitioner Research ◽  
Professional Development For Teachers ◽  
Potential Applications ◽  
The University

This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between policy professionals, the university team and sector practitioners. Contributions from the literature explore the question of the nature and purpose of educational practice; how concepts of educational practice influence curriculum design and content in programmes for the initial and continuing professional development for teachers of vocational education; and how these can enhance or inhibit the improvement of educational practice. Drawing upon case study examples from a national programme of university-supported practitioner research in England, results illustrate how this model offers insights into ways of increasing research capacity and achieving sustainable improvements in educational practice. It concludes that programmes of university-supported practitioner research, which encourage and enable teachers to engage in the systematic investigation of educational practice, can realize educational improvements which other approaches to educational evaluation and improvement (including external inspection regimes) struggle to do. It invites politicians and policy professionals to consider potential applications of this approach in other national systems of vocational education.

Building research capacity and capabilities in Fiji: are we there yet?

2020 ◽  
Vol 21 (5) ◽  
pp. 265-271
Author(s):  
Jyotishna Mudaliar ◽  
Bridget Kool ◽  
Janice Natasha ◽  
Judith McCool
Keyword(s):  
Low Income ◽  
Research Capacity ◽  
Research Knowledge ◽  
Research Skills ◽  
Research Findings ◽  
Access And Quality ◽  
The University ◽  
Local Investigator ◽  
Research Capacity Development

Introduction: A barrier to local investigator-led research in low income settings, is the limited availability of personnel with appropriate research skills or qualifications to conduct the type of research required for evidence-informed policy making to improve access and quality of health care. In response to this, Fiji National University’s College of Medicine, Nursing and Health Sciences in Fiji, collaborated with academics based at the University of Auckland, New Zealand to deliver a series of research capacity development workshops in Fiji. Methods: Participants who attended any of the nine workshops (n=123) were contacted via email to take part in a brief survey regarding their perceptions of the effectiveness of the research capacity building workshops. Of the possible 123 participants, 80% (n=76) completed the questionnaire.  Results: Findings demonstrate that the majority of participants reported that they had gained research skills from the workshops (75%) including proposal development skills (68%) and knowledge of appropriate research methods (59%). Furthermore, 70% agreed that the workshops built their research confidence.  Since attending a workshop, 18% of respondents had successfully applied and received funding for research grants and/or fellowships.  Barriers to conduct research included workload (75%), lack of research knowledge, experience or skills (51%), and lack of institutional support (41%). Suggestions for future workshops included: more focus on data analysis, regular courses rather than ‘one offs’, and preparation of research findings (e.g. publications). Conclusion: Our findings indicate that research workshops of this nature may increase individual research capabilities but sustained, locally led initiatives, backed by institutional and supplementary technical support are essential.

Sign in / Sign up

Export Citation Format

Share Document