Committee chair as a jointly constructed identity at Chinese PhD dissertation defences

2020 ◽  
Vol 5 (1) ◽  
pp. 67-97
Author(s):  
Yuxin Ren
Keyword(s):  
Community Of Practice ◽  
Identity Construction ◽  
Academic Community ◽  
Joint Work ◽  
Committee Chair ◽  
Chinese Context ◽  
Constructed Identity ◽  
Interactional Perspective ◽  
Work Done ◽  
The Chairs

This study aims to investigate how the identity of committee chair is constructed in academic interaction based on data from seven Chinese PhD dissertation defences. The analysis of the data shows that, while the identity of committee chair is mainly constructed by the chairs themselves, it is also constituted by the organisers of the events, PhD candidates, and other committee members in the dissertation defence interaction. Thus, the construction of the committee chair identity is the result of the joint work done by various parties at different moments of the academic event, and the chair identity is an interactional achievement. The complexity of the identity construction reflects the participants’ fulfilment of their own rights and obligations in the academic community of practice and the achievement of specific communicative goals in a given context. It is hoped that this study can shed some light on the understanding of identity construction at PhD dissertation defences in the Chinese context and the investigation into identity construction from an interactional perspective.

Communities of practice as a multidisciplinary response in times of crisis: adapting to successful online learning practices

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerrie Sadiq
Keyword(s):  
Online Learning ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Informal Education ◽  
Academic Community ◽  
Content Type ◽  
Knowledge And Skills ◽  
Delivery Model ◽  
Learning Practices ◽  
Online Format

Purpose There are many success stories during Covid-19 of academics providing expertly delivered online learning experiences for tertiary students locally and around the world. This paper aims to consider how success was achieved by academics who are not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format and who conventionally spend years working on single projects before they come to fruition. Design/methodology/approach This study provides, as a possible explanation for success, the willingness of academics to embrace a tertiary sector rather than discipline-specific collaborative learning approach to their own informal education in online learning practices through communities of practice. Using learning theory, both analytical and reflective methodologies are adopted through an examination of an example of a successful academic community of practice. Findings Engaging with a multidisciplinary community of practice can be highly beneficial for academics not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format. Communities of practice provide more than online educational skills; they foster a sense of togetherness and a safe environment to share concerns and challenges on both a professional and personal level. Originality/value The benefits of communities of practice for academics during a period of profound operational disruption have yet to be documented in the literature. Specifically, this study highlights the supportive environment provided by a community of practice by examining the successful large-scale transition from face-to-face learning to an online environment during a pandemic.

Standardisation of Reduced Forms in English in an Academic Community of Practice

2014 ◽  
Vol 5 (1) ◽  
pp. 105-127 ◽  
Author(s):  
Jonathan R. White
Keyword(s):  
Community Of Practice ◽  
High Frequency ◽  
Academic Community ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Reduced Forms

The process of standardising reduced forms in English, such as clippings and informal forms, used in academic chat discourse is the focus of this article. Textchat data from an introductory MA linguistics course run by a university in Sweden involving non-native English-speaking students and their native English-speaking teachers is analysed to identify if any forms are standardised. Topic-specific forms are seen to be standardised as much as are high frequency forms, although few have been standardised. It is the students above all who lead the process, and the teachers do not have much influence even if they use a different reduction.

scholarly journals De-Konstruktion von Glaubwürdigkeit in Online-Debatten

2017 ◽  
Vol 35 ◽  
pp. 67-80
Author(s):  
Maria Stopfner
Keyword(s):  
Discourse Analysis ◽  
Qualitative Analysis ◽  
Critical Discourse Analysis ◽  
Community Of Practice ◽  
Identity Construction ◽  
Critical Discourse ◽  
Right Wing ◽  
Argumentation Schemes ◽  
Extreme Right ◽  
Left And Right

The de-construction of credibility in online-debatesSharing the notion of credibility as a dynamic construct within interaction, the paper traces the argumentative manoeuvers by which left- and right-wing users try to de-construct credibility within online-debates. Based on the concept of “Community of Practice”, the qualitative analysis combines cognitive as well as conversation analytic approaches to identity construction with typical far and extreme right argumentation schemes specified by critical discourse analysis.

The status and future trends of Chinese leadership research: a bibliometric approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mengxi Yang ◽  
Wansi Chen ◽  
Cheng Xu ◽  
Qingyu Zhou ◽  
Baiyin Yang
Keyword(s):  
Organizational Behavior ◽  
Quantitative Research ◽  
Scientific Visualization ◽  
Academic Community ◽  
Future Research ◽  
Voice Behavior ◽  
Content Type ◽  
Chinese Context ◽  
The Status ◽  
Leadership Research

Purpose China after 1949, especially since entering the 21st century, significant progress has been made in leadership research under Chinese context. However, so far there has been no systematic review and prospect of China's leadership research in the past 70 years. Therefore, with the help of scientific visualization software Citespace, this paper analyzes the research papers on leadership in the context of China from the top international journals of management science and applied psychology (1949–2018), supplemented and verified the previous research conclusions based on qualitative review, and quantitatively demonstrated the research evolution of leadership field. Design Methodology Approach Using a scientific visualization tool CiteSpace and 145 international leadership works, which were published in 64 top international journals and collected from the Web of Science database, and 852 domestic works which were published in 28 top domestic journals and collected from the CNKI database from 1949 to 2018, we draws keyword co-occurrence knowledge graph and keyword strategy map to visualize the landscape and evolution of leadership research and analyze the hot topics and research trends in the field of leadership. Findings The research found that: (1) Before 2002, there were only 7 articles published in 64 international top journal, mainly focusing on Western leadership theories such as transformational, cross-cultural comparison and the adaptability in Chinese context; (2) From 2003 to 2012, scholars had begun to introduce mainstream quantitative research paradigm in international academic community; (3) From 2013 to 2018, researches tended to be synchronized, with 461 and 99 papers published respectively. How emerging leaderships (such as ethical leadership) affect on various emerging outcome variables (such as creativity, voice behavior, unethical pro-organizational behavior etc.) is hot topic for future research. Originality Value Different from the previous qualitative reviews on organizational culture research, this paper, for the first time, uses bibliometric research methods to systematically analyze the evolution path of leadership research during the 70 years of China(1949–2018, and puts forward the future research prospects.

Teungku Identity Development: The Role of Dayah Community of Practice

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110315
Author(s):  
Jarjani Usman ◽  
Syabuddin Syabuddin ◽  
Faishal Zakaria
Keyword(s):  
Identity Development ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Identity Construction ◽  
Significant Role ◽  
Situated Learning ◽  
Learning Process ◽  
Narrative Study ◽  
Junior Students

This study attempted to delve into the teungku identity development within the traditional dayah institutions in Aceh to examine how four teungku negotiated their participation and membership in their situated teungku community of practice. This narrative study approached the teungku identity construction from Lave and Wenger’s theory of situated learning. Its overarching question was: how does the teungku identity develop within the dayah community of practice? The data were mainly from interviews of four teungku, the graduates of four different dayah institutions in Aceh. The findings showed that the identity of teungku was shaped and reshaped through several modes within the dayah community of practice: the learning process of up to grade 7, teaching junior students, serving communities (e.g., teaching and leading prayers), commemorating the death day of the dayah founder(s), and collaboratively resisting any other isms penetrating Aceh society. It can be deduced that the dayah communities of practice have played a significant role in teungku identity development. These dayah CoPs could go through either formal, less formal, or informal phases.

scholarly journals AN AUTOETHNOGRAPHIC ACCOUNT OF TWO INDONESIAN ACADEMIC RETURNEES EXPERIENCED OF REVERSE CULTURE SHOCK

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Irfan Rifai ◽  
Mukrim Tamrin
Keyword(s):  
Identity Construction ◽  
Educational System ◽  
Culture Shock ◽  
Academic Community ◽  
Academic Environment ◽  
Emotional Experiences ◽  
Reverse Culture Shock ◽  
Concrete Condition ◽  
Study Results ◽  
New Knowledge

In this article, we use an autoethnography approach to reflect on our emotional experiences of re-integrating in academic community in two different universities. We start to explore our experience of implementing new knowledge in teaching and researching, demonstrating how we as junior lecturers often making confrontations with the ‘conventional’ and ‘traditional’ sounded educational system which have been practiced by senior colleagues. In this sense, there has been a conflictual emotion which we should address, utilizing our new knowledge or returning back to the existing norms. Whilst exploring our experiences of dealing with conflictual emotional beliefs, we also examine issue such as identity construction as being an academic returnee responding to the confrontation in academic environment. This study results may resonate the concrete condition of academic returnees re-integrating to their academic milieu in other part of the countries.

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