47 results on '"Cally Guerin"'
Search Results
2. The role of technological knowledge in the pedagogical integration of film in disciplinary teaching at universities
- Author
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Ngoc Nguyen, Cally Guerin, Walter Barbieri, Edward Palmer, and Peter Pugsley
- Subjects
Education - Abstract
Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers’ familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution’s provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities.
- Published
- 2022
3. Learning to Research - Researching to Learn 2015
- Author
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Cally Guerin, Paul Bartholomew, Claus Nygaard and Cally Guerin, Paul Bartholomew, Claus Nygaard
- Published
- 2015
4. Researcher developers traversing the borderlands: credibility and pedagogy in the third space
- Author
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Cally Guerin
- Subjects
05 social sciences ,050301 education ,Space (commercial competition) ,Education ,Work (electrical) ,0502 economics and business ,Credibility ,Pedagogy ,Sociology ,Doctoral education ,0503 education ,Discipline ,Administration (government) ,050203 business & management - Abstract
Researcher developers conduct their work in the borderlands between academic disciplines and university administration. Navigating this third space [Berman, J. E., and T. Pitman. 2010. “Occupying a...
- Published
- 2021
5. Tensions for educational developers in the digital university: developing the person, developing the product
- Author
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Claire Aitchison, Negin Mirriahi, Rowena Harper, Cally Guerin, Aitchison, Claire, Harper, Rowena, Mirriahi, Negin, and Guerin, Cally
- Subjects
Academic language ,digital learning ,Higher education ,business.industry ,Instructional design ,05 social sciences ,050301 education ,Electronic learning ,Education ,educational developers ,people development ,academic development ,0502 economics and business ,Digital education ,New product development ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Sociology ,Product (category theory) ,Digital learning ,product development ,business ,0503 education ,050203 business & management - Abstract
Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from 'people development' to 'product development': that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process. Refereed/Peer-reviewed
- Published
- 2019
6. Academic mobility in the digital academy: Questions for supervision
- Author
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Anna Morozov and Cally Guerin
- Subjects
Medical education ,Academic mobility ,Sociology - Published
- 2021
7. Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia
- Author
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Cally Guerin
- Subjects
ComputingMilieux_THECOMPUTINGPROFESSION ,Visual Arts and Performing Arts ,business.industry ,05 social sciences ,050301 education ,Public relations ,Job market ,Education ,Competition (economics) ,Political science ,0502 economics and business ,Hass ,ComputingMethodologies_GENERAL ,Doctoral education ,business ,0503 education ,050203 business & management ,Employment outcomes - Abstract
It is widely accepted that the academic job market is very limited and unlikely to expand any time soon, yet enrolments in PhDs continue to rise. If the PhD is no longer preparation for academia, where do these graduates go on completing their degrees? This study of Australian PhD graduates in Humanities, Arts and Social Sciences (HASS) explores motivations to undertake a research degree, their experiences of academia, and their current employment. These personalised narratives reveal the impact and value of doctoral education on the employment trajectories of HASS PhD graduates in non-academic careers. These stories uncover both the ‘cruel optimism’ and positive employment outcomes experienced by HASS doctorate holders. It is argued that commencing PhD candidates should be encouraged from the outset to seriously consider their doctorate as preparation for careers beyond academia; rather than being ‘failed academics,’ these graduates succeed as high-level knowledge workers.
- Published
- 2019
8. Digital and distributed: learning and teaching doctoral writing through social media
- Author
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Claire Aitchison, Cally Guerin, Susan Carter, Guerin, Cally, Aitchison, Claire, and Carter, Susan
- Subjects
doctoral education ,Higher education ,business.industry ,social media ,05 social sciences ,050301 education ,Education ,Graduate students ,doctoral writing ,0502 economics and business ,Pedagogy ,Electronic publishing ,Social media ,Distributed learning ,Sociology ,Doctoral education ,business ,0503 education ,050203 business & management - Abstract
Higher education learning is increasingly enacted in digital environments and doctoral education is no exception. Scholars–supervisors and PhD candidates–actively create their own digital profiles, and their research is often disseminated via social media in tandem with the traditional publication of journals and books. Online learning behaviours, social media and doctoral education are complex, and, when considered together, present distinct challenges. This paper explores the work and practices of digital academics using social media through a case study of an academic blog, Doctoral Writing. We use statistical data from the blog to map evolving pedagogic practices and forms of doctoral writing support and engagement. This analysis reveals horizontalised networks of co-creating consumers and producers who interact on social media platforms in ways that signal new transnational networks of learning and teaching. This paper contributes to our understanding of academic engagement with social media in contemporary doctoral education, particularly doctoral writing Refereed/Peer-reviewed
- Published
- 2019
9. Networks as learning environments for doctoral education
- Author
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Cally Guerin, Claire Aitchison, Inger Mewburn, Mewburn, Inger, Guerin, Cally, and Aitchison, Claire
- Subjects
connectivism ,Supervisor ,Multimedia ,Computer science ,Siemens ,Online video ,Connectivism ,computer.software_genre ,hyper-connected digital world ,law.invention ,Lens (optics) ,law ,online video platform ,Doctoral education ,Zoom ,computer - Abstract
“The learning is the network” (Siemens, 2005) has special resonance for contemporary doctoral candidates, who are as likely to meet their supervisor via an online video platform like Zoom as in a book-lined office. In fact, the physicality of books and libraries now exist alongside – and within – a hyper-connected digital world. This chapter uses “connectivism” as a lens for reflecting on the impacts of digital hyper-connectivity, considering how doctoral learning actually occurs across numerous technologies and multiple sites, in ways that disrupt older, more stable, supervisory models.
- Published
- 2021
10. Doctoral writing and remote supervision: What the literature tells us
- Author
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Cally Guerin, Claire Aitchison, Guerin, Cally, and Aitchison, Claire
- Subjects
Coronavirus disease 2019 (COVID-19) ,Political science ,doctoral writing ,Pandemic ,research writing online ,Media studies ,online doctoral supervision ,remote supervision ,Education - Abstract
Refereed/Peer-reviewed Remote supervision of doctoral writers became the norm in 2020 when university campuses around the world suddenly closed in response to the COVID-19 pandemic. For some supervisors the rapid move to online supervision signalled a radical shift in their approach to working with PhD candidates, but for others it has been a smooth extension of their existing supervisory practices. By bringing together scholarly works and selected grey literature on remote supervision of doctoral writing, this paper explores how we might understand best practices for developing doctoral writing at a distance.
- Published
- 2021
11. Creating, Managing, and Editing Multi-Authored Publications : A Guide for Scholars
- Author
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Cally Guerin, Claire Aitchison, Susan Carter, Cally Guerin, Claire Aitchison, and Susan Carter
- Subjects
- Academic writing, Scholarly periodicals--Editing, Scholarly publishing--Vocational guidance, Editing--Vocational guidance
- Abstract
Providing a detailed guide to editing multi-authored publications such as a collection of papers, a special issue of a journal or an academic blog, this must-read book canvases the benefits and challenges of undertaking editorial work.This compact book is designed to guide new scholarly (co-)editors through the complex journey of editing. It provides considered and detailed advice on the less well-known scholarly practices and the processes, challenges and rewards of this work, throughout the process from start to finish, with a focus on ensuring successful outcomes for all.Practical advice is delivered throughout this book, mapped against the wider context of academic life and values, covering topics such as: Considering and preparing for how scholarly editing work fits with your academic career, your own values and your aspirations Building collaborative relationships with colleagues participating in the project, from publishers and co-editors to authors, reviewers and readers; and Understanding the specific requirements of edited monographs, journal special issues and multi-authored blogs, including insights into what can go wrong and how to manage recovery Offering critical insights into the realities of scholarly editing, this is an essential read for any academic who plans to undertake a scholarly editing project.The ‘Insider Guides to Success in Academia'offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia.These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game – the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors – and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia.
- Published
- 2024
12. Being and Developing Writers
- Author
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Claire Aitchison, Cally Guerin, and Susan Carter
- Subjects
Honour ,Supervisor ,Process (engineering) ,media_common.quotation_subject ,Pedagogy ,Key (cryptography) ,Sociology ,Identity formation ,Discipline ,Doctoral research ,media_common ,Test (assessment) - Abstract
Becoming a writer and providing supervisory support in that journey is complex and multifaceted. It is a relational process involving novice writers, their supervisor(s), and the tricky relationships between these key individuals. Often, others also enter this space—institutional and external sources of support, families and social and learning networks inform and transform the relational influences impacting the writing experience. Clearly, learning to write as a credentialised doctoral research scholar is so much more than simply the acquisition of skills. We see writing as a process of identity formation involving struggles with authority, self-representation and the personal—most especially we recognise the powerful emotional forces at play as doctoral students test out the possibilities for new, authentic writerly selves (Ivaniĉ, 1998) that honour personal, disciplinary and supervisory expectations and norms.
- Published
- 2020
13. Crafting Writing: Clarity, Style and Voice
- Author
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Cally Guerin, Susan Carter, and Claire Aitchison
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Structure (mathematical logic) ,Grammar ,Computer science ,media_common.quotation_subject ,Syntax ,Linguistics ,Compliance (psychology) ,Style (sociolinguistics) ,law.invention ,Craft ,TheoryofComputation_MATHEMATICALLOGICANDFORMALLANGUAGES ,law ,CLARITY ,Emphasis (typography) ,media_common - Abstract
Skilled researchers develop their craft as writers beyond compliance with grammar. Their tools of trade include precision in word choice, logic in structure, clarity of style, and manipulation of syntax for accurately placed emphasis.
- Published
- 2020
14. Conclusion
- Author
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Susan Carter, Cally Guerin, and Claire Aitchison
- Published
- 2020
15. Introduction
- Author
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Susan Carter, Cally Guerin, and Claire Aitchison
- Published
- 2020
16. Doctoral Writing
- Author
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Susan Carter, Cally Guerin, Claire Aitchison, Carter, Susan, Guerin, Cally, and Aitchison, Claire
- Subjects
communicating practices in doctoral writing ,supervising and advising doctoral writing ,Academic literacy for research students - Abstract
This book on doctoral writing offers a refreshingly new approach to help Ph.D. students and their supervisors overcome the host of writing challenges that can make—or break—the dissertation process. The book’s unique contribution to the field of doctoral writing is its style of reflection on ongoing, lived practice; this is more readable than a simple how-to book, making it a welcome resource to support doctoral writing. The experiences and practices of research writing are explored through bite-sized vignettes, stories, and actionable ‘teachable’ accounts. Doctoral Writing: Practices, Processes and Pleasures has its origins in a highly successful academic blog with an international following. Inspired by the popularity of the blog (which had more than 14, 800 followers as of October 2019) and a desire to make our six years’ worth of posts more accessible, this book has been authored, reworked, and curated by the three editors of the blog and reconceived as a conveniently structured book
- Published
- 2020
17. Managing Productivity
- Author
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Susan Carter, Cally Guerin, and Claire Aitchison
- Published
- 2020
18. Disseminating Research
- Author
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Susan Carter, Cally Guerin, and Claire Aitchison
- Published
- 2020
19. Doctoral Writing : Practices, Processes and Pleasures
- Author
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Susan Carter, Cally Guerin, Claire Aitchison, Susan Carter, Cally Guerin, and Claire Aitchison
- Subjects
- Academic writing, Dissertations, Academic
- Abstract
This book on doctoral writing offers a refreshingly new approach to help Ph.D. students and their supervisors overcome the host of writing challenges that can make—or break—the dissertation process. The book's unique contribution to the field of doctoral writing is its style of reflection on ongoing, lived practice; this is more readable than a simple how-to book, making it a welcome resource to support doctoral writing. The experiences and practices of research writing are explored through bite-sized vignettes, stories, and actionable ‘teachable'accounts.Doctoral Writing: Practices, Processes and Pleasures has its origins in a highly successful academic blog with an international following. Inspired by the popularity of the blog (which had more than 14,800 followers as of October 2019) and a desire to make our six years'worth of posts more accessible, this book has been authored, reworked, and curated by the three editors of the blog and reconceived as a conveniently structured book.
- Published
- 2020
20. Research degrees in Information and Communication Technology (ICT): Why so few doctoral students?
- Author
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Paul Calder, Asangi Jayatilaka, Damith C. Ranasinghe, Alistair McCulloch, Cally Guerin, Guerin, Cally, Jayatilaka, Asangi, Ranasinghe, Damith, McCulloch, Alistair, and Calder, Paul
- Subjects
doctoral education ,Knowledge society ,Medical education ,Higher education ,business.industry ,barriers ,Doctoral studies ,05 social sciences ,050301 education ,Information technology ,teaching-research nexus ,Education ,Likert scale ,motivations ,Information and Communications Technology ,0502 economics and business ,Pedagogy ,Workforce ,Nationality ,Sociology ,business ,0503 education ,050203 business & management ,Information and Communication Technology (ICT) - Abstract
A ‘knowledge society’ relies on a workforce with high-level skills in Information and Communication Technology (ICT). Continuing development of ICT will arise partly from research undertaken by doctoral graduates. However, compared to other cognate disciplines, ICT has relatively few students taking up doctoral studies. This article explores some of the perceived barriers to undertaking doctoral studies in ICT in three Australian universities. Current students were surveyed regarding their post-course intentions relating to employment and further study, and the resulting data was analysed in terms of type of university attended, gender, nationality and first-in-family status. Overall, the perceived barriers to doing a research degree were related to the financial implications of such study and a limited understanding of what research in ICT involves. The following recommendations are made to universities and higher education policy-makers: that universities ensure that students have accurate information about the financial costs of doctoral studies; that students be provided with authentic undergraduate research experiences; and that pathways be developed to facilitate a smooth return to research degrees after periods of working in industry. Refereed/Peer-reviewed
- Published
- 2016
21. Thesis by publication or performance-based writing
- Author
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Cally Guerin
- Published
- 2018
22. The Emerging Workforce of International University Student Workers: Injury Experience in an Australian University
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Cally Guerin, Paul Rothmore, Dino Pisaniello, and Yahya Thamrin
- Subjects
Adult ,Male ,international students ,university ,worker ,injury ,risk factor ,medicine.medical_specialty ,Internationality ,Universities ,Health, Toxicology and Mutagenesis ,education ,Poison control ,lcsh:Medicine ,Suicide prevention ,Occupational safety and health ,Article ,03 medical and health sciences ,Young Adult ,0302 clinical medicine ,Surveys and Questionnaires ,Injury prevention ,medicine ,Humans ,030212 general & internal medicine ,Risk factor ,Students ,Occupational Health ,lcsh:R ,Public Health, Environmental and Occupational Health ,Australia ,Human factors and ergonomics ,030210 environmental & occupational health ,Occupational Injuries ,Family medicine ,Workforce ,Female ,Psychology ,Qualitative research - Abstract
International university students are a growing section of the workforce and are thought to be at greater risk of injury. Qualitative studies have highlighted vulnerabilities, but there is a shortage of quantitative research exploring the injury experience and associated risk factors of this emerging issue. In this study, a total of 466 university student workers across a range of study programs in a single Australian university completed an online survey, with questions relating to their background, working experience, training and injury experience. Risk factors for injury were explored in a multivariate statistical model. More than half had not received any safety training before they started work, and 10% reported having had a work injury. About half of these injuries occurred after training. Statistically significant risk factors for injury included working more than 20 h per week (adjusted odds ratio 2.20 (95% CI 1.03–4.71) and lack of confidence in discussing safety issues (AOR 2.17; 95% CI 1.13–4.16). The findings suggest the need for a more engaging and effective approach to safety education and a limit on working hours. This situation is a moral challenge for universities, in that they are effectively sponsoring young workers in the community. It is recommended that longitudinal studies of international student workers be conducted.
- Published
- 2018
23. Blogging: connecting research communities online
- Author
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Susan Carter, Claire Aitchison, Cally Guerin, Aitchison, Claire, Carter, Susan, and Guerin, Cally
- Subjects
graduate student writing ,ComputingMilieux_THECOMPUTINGPROFESSION ,social media ,0502 economics and business ,05 social sciences ,ComputingMilieux_COMPUTERSANDEDUCATION ,050301 education ,Sociology ,online learning communities ,0503 education ,050203 business & management - Abstract
The demand for higher degree research qualifications is growing in response to the requirements of the knowledge economy, greater international competition for and mobility of students, and increased demand for research and researchers. As institutions struggle to keep up with the changing forms and requirements of doctoral education, students and supervisors appear to be turning to alternative spaces for learning and networking, notably in the sphere of social media.
- Published
- 2018
24. Peer writing groups
- Author
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Cally Guerin, Claire Aitchison, Guerin, Cally, and Aitchison, Claire
- Subjects
doctoral research students ,learning and writing centres ,writing groups - Abstract
This chapter describes different kinds of writing groups and the roles they play in supplementing the feedback cycles between student and supervisors. It proposes that both critique-focused and productivity-focused writing groups provide rich and diverse opportunities for doctoral students to learn key academic practices through participating in authentic scholarly networks of exchange over writing. Critique-focused writing groups can be facilitated by institutional representatives, such as language experts and supervisors, or by peers. Critique-focused groups require significant commitment, since members need to commit to regular participation and invest additional time for reading and reviewing peers' work. Productivity-focused groups are a relatively new, and increasingly popular, model of writing group in which participants get together to write rather than to discuss their writing. For supervisors whose students belong to productivity-focused writing groups, the main benefit is that their candidates are generating text.
- Published
- 2018
25. Blogging as community of practice: lessons for academic development?
- Author
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Susan Carter, Cally Guerin, Claire Aitchison, Guerin, Cally, Carter, Susan, and Aitchison, Claire
- Subjects
connectivism ,Higher education ,Community building ,business.industry ,media_common.quotation_subject ,Discourse community ,Connectivism ,blogging ,community building ,Literacy ,Education ,Community of practice ,doctoral writing ,Learning development ,Pedagogy ,social media in higher education ,Sociology ,Computer-mediated communication ,business ,media_common - Abstract
As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since its inception, it has grown to include diverse and overlapping communities of academic developers, language and literacy specialists, supervisors, and students with shared interests in doctoral writing. This case study reflects on our experiences of entering the online environment through the lens of connectivist learning, noting the practices and communities that have been established, and the blog’s positioning in relation to our formal roles within universities. We consider how blogging relates to our work as academic developers. Details of our experiences, with our analysis and reflection of them, can inform other academic developers seeking to engage in social media networks as part of their working lives. Refereed/Peer-reviewed
- Published
- 2015
26. Feedback from journal reviewers
- Author
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Cally Guerin
- Published
- 2017
27. Health And Safety Of Migrant And Young Workers: Towards A Conceptual Model Of Safety Education For International Students In South Australia
- Author
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Yahya Thamrin, Dino Pisaniello, and Cally Guerin
- Subjects
Economic growth ,Political science ,Conceptual model (computer science) ,Safety education ,Occupational safety and health - Published
- 2017
28. Supervision pedagogies: narratives from the field
- Author
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Ian Green, Cally Guerin, and Heather Kerr
- Subjects
Supervisor ,Graduate students ,Best practice ,Field (Bourdieu) ,Pedagogy ,Narrative ,Sociology ,Doctoral education ,Student research ,Education - Abstract
In designing supervisor development programmes that are appropriate to changing research contexts, it is necessary to draw on both established best practice and emerging innovations that respond to the changing contexts of higher degree research. We undertook a narrative enquiry at an Australian university to establish a clearer understanding of the supervisory models and pedagogies currently employed by effective supervisors. Three key findings have emerged: these supervisors employ a broad range of approaches informed by their own experiences of being supervised; they place great importance on their relationships with students; and they reveal a strong awareness of their own responsibilities in actively developing the emerging researcher identities of their doctoral candidates. These aspects of supervision models should be emphasised in supervisor development programmes.
- Published
- 2014
29. Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies
- Author
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Damith C. Ranasinghe, Asangi Jayatilaka, and Cally Guerin
- Subjects
Interpersonal relationship ,Medical education ,Doctoral studies ,Pedagogy ,Intrinsic motivation ,Statistical analysis ,Doctoral education ,Psychology ,Degree (music) ,Exploratory factor analysis ,Education ,Career development - Abstract
Despite the increasing numbers of candidates embarking on higher degrees by research (HDRs, e.g., PhD, professional doctorate, practice-based doctorate), we still have limited knowledge about why they are choosing this path. What are the factors that motivate students to embark on research degrees? Given that many of those who succeed in completing their doctorates will not go into academic positions, the motivations for choosing to undertake a research degree may not match the experience or outcomes (and hence, perhaps, contribute to incompletion rates). This article investigates the motivations of students in all faculties embarking on HDRs at an Australian university. A survey of 405 students was subjected to a factor analysis. Five factors emerged: family and friends, intrinsic motivation, lecturer influence, research experience, and career progression.
- Published
- 2014
30. Cultural diversity and the imagined community of the global academy
- Author
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Ian Green and Cally Guerin
- Subjects
060201 languages & linguistics ,Semi-structured interview ,business.industry ,media_common.quotation_subject ,05 social sciences ,Academic mobility ,050301 education ,Social environment ,06 humanities and the arts ,Public relations ,Acculturation ,Education ,Internationalization ,Negotiation ,Cultural diversity ,0602 languages and literature ,Pedagogy ,Sociology ,Cosmopolitanism ,business ,0503 education ,media_common - Abstract
Transnational academic mobility and the ongoing push towards “internationalization” together raise challenges for the cultural climate of today's universities. This paper explores these issues from the perspective of supervisors of research degrees in an Australian university in which “internationalization” and “academic mobility” apply to supervisors as much as to students. The concepts of the imagined community and cosmopolitanism are employed to interpret a series of one-on-one and group interviews conducted with international academic staff, conversations which reported surprisingly untroubled negotiation of cultural difference. Using the insights provided by the concepts of “imagined community” and “cosmopolitanism”, we investigate the mechanisms mobilized by these supervisors in apparently backgrounding cultural diversity in the workplace, and consider the implications of the academic subjectivities they perform.
- Published
- 2014
31. Networks, Nodes and Knowledge
- Author
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Cally Guerin, Susan Carter, and Claire Aitchison
- Subjects
business.industry ,Computer science ,Hierarchical network model ,business ,Computer network - Published
- 2016
32. Correlates of Work-Study Conflict among International Students in Australia: A Multivariate Analysis
- Author
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Dino Pisaniello, Paul Rothmore, Yahya Thamrin, and Cally Guerin
- Subjects
Adult ,Male ,Work ,Multivariate analysis ,Universities ,Health, Toxicology and Mutagenesis ,media_common.quotation_subject ,education ,Emigrants and Immigrants ,international students ,lcsh:Medicine ,Article ,Occupational safety and health ,Scarcity ,Young Adult ,03 medical and health sciences ,0302 clinical medicine ,university ,Surveys and Questionnaires ,Perception ,Humans ,030212 general & internal medicine ,Students ,health care economics and organizations ,Occupational Health ,media_common ,Medical education ,lcsh:R ,05 social sciences ,Australia ,Public Health, Environmental and Occupational Health ,050301 education ,Work (electrical) ,Multivariate Analysis ,employment ,Workforce ,Female ,Multivariate statistical ,Psychology ,0503 education ,worker - Abstract
International students represent an increasingly large segment of the Australian workforce. Most international students are working while studying, but there is a scarcity of quantitative data regarding potential work-study conflicts. Data from an online survey were analyzed with multivariate statistical methods to clarify the risk factors associated with perceived work&ndash, study conflicts in an Australian university. More than 66% of students felt that working demands interfered with their study. Negative impacts included tiredness and timetable clashes. Statistically significant correlates of work&ndash, study conflict were a perception of unfair wages and a lack of confidence in discussing occupational health and safety issues with employers. Underpayment may signify other vulnerabilities, such as unsafe working conditions. As many universities seek to increase their international student enrolments, these are important factors to consider for student retention. To mitigate this potential negative influence on study, universities should provide education and training related to international students&rsquo, rights and responsibilities in the workplace.
- Published
- 2019
33. ‘Collaborative critique’ in a supervisor development programme
- Author
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Cally Guerin and Ian Green
- Subjects
Supervisor ,Higher education ,business.industry ,media_common.quotation_subject ,Professional development ,Context (language use) ,Education ,Internationalization ,Negotiation ,Pedagogy ,Narrative ,Engineering ethics ,Sociology ,business ,Cultural pluralism ,media_common - Abstract
Supervision of research degrees is currently undergoing significant re-evaluation, as the research environment itself responds to new and ongoing external policy and funding pressures, internationalisation, increasing cross-disciplinarity and the proliferation of sub-specialisations amongst other factors. The Exploring Supervision Program is designed to aid new supervisors of research students to find effective ways of negotiating supervision in the context of this changing academy. To this end, a workshop facilitation approach is employed that we call ‘collaborative critique’, a technique designed to extend understandings of complex situations through discussion and debate stimulated by narrative, case studies and role plays. Here, we outline the rationale of collaborative critique and then demonstrate how it is used in a workshop on working in the multicultural academy.
- Published
- 2013
34. ‘They’re the bosses’: feedback in team supervision
- Author
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Cally Guerin and Ian Green
- Subjects
Teamwork ,Supervisor ,business.industry ,media_common.quotation_subject ,Public relations ,Group dynamic ,Education ,Power dynamics ,Pedagogy ,Sociology ,Doctoral education ,business ,Relation (history of concept) ,media_common ,Diversity (business) ,Qualitative research - Abstract
Team supervision of PhDs is increasingly the norm in Australian and UK universities; while this model brings many improvements on the traditional one-on-one research supervision, it also introduces new complexities. In particular, many students find the diversity of opinions expressed in teams to be confusing. Such diversity in supervisor feedback is often experienced as unsettling, and the study indicates that students generally seek consensus from their supervisory team. The power dynamics existing in the relations between team members in this situation need to be carefully considered, and supervisors must be alert to the ways in which doctoral students can be effectively and productively inducted into the norms of academic debate and collaborative research projects. The paper explores the implications of diversity in feedback in relation to developing a pedagogy of supervision.
- Published
- 2013
35. Rhizomatic Research Cultures, Writing Groups and Academic Researcher Identities
- Author
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Cally Guerin
- Subjects
Deleuze and Guattari ,lcsh:T58.5-58.64 ,Multidisciplinary approach ,lcsh:Information technology ,Research environment ,Pedagogy ,Flexibility (personality) ,Sociology ,Collegiality ,Discipline ,Education ,Variety (cybernetics) ,Interview data - Abstract
As interdisciplinary research becomes increasingly common in universities, new types of research culture appear to be developing. The doctoral students undertaking studies in this research climate are themselves increasingly diverse (Gardner, Jansujwicz, Hutchins, Cline, & Levesque, 2012; Pearson, Cumming, Evans, Macauley, & Ryland, 2011), coming into their studies from nontraditional pathways, from a variety of disciplinary and professional backgrounds, as well as from a range of cultural and linguistic backgrounds. Informed by interview data collected from members of doctoral writing groups, this article outlines the academic researcher identities these diverse students need to develop in order to operate effectively within rhizomatic research cultures. By considering this through the lens of Deleuze and Guattari’s (1980/1988) model of rhizomatic knowledge structures, we can begin to understand how the contemporary research environment values heterogeneous, non-hierarchical, networked styles of work on research projects. The article proposes that multidisciplinary doctoral writing groups offer experiences that enable researchers to embrace the qualities of flexibility, multiplicity, collegiality, and connection and that these qualities will be of benefit to students in the current research environment.
- Published
- 2013
36. Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
- Author
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Cecile Badenhorst, Cally Guerin, Cecile Badenhorst, and Cally Guerin
- Subjects
- Dissertations, Academic, Academic writing
- Abstract
Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences.With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marília Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.
- Published
- 2015
37. Connecting the Dots: Writing a Doctoral Thesis by Publication
- Author
-
Cally Guerin
- Subjects
Computer science ,Library science ,Applied linguistics - Published
- 2016
38. Post/Graduate Research Literacies and Writing Pedagogies
- Author
-
Cecile Badenhorst and Cally Guerin
- Subjects
Computer science ,Pedagogy ,Mathematics education ,Post graduate ,Applied linguistics - Published
- 2016
39. Why I Wanted More: Inspirational Experiences of the Teaching–Research Nexus for Engineering Undergraduates
- Author
-
Cally Guerin and Damith C. Ranasinghe
- Subjects
Scholarship ,business.industry ,Engineering education ,Teaching research nexus ,Pedagogy ,The Internet ,Sociology ,business ,Focus group ,Nexus (standard) ,Phd students ,Educational attainment ,Education - Abstract
What is it about the teaching-research nexus that inspires engineering undergraduates to want more and become researchers themselves? In this study, we sought to discover more about the influences on current PhD students’ choices to embark on higher degrees by research in various fields in engineering in an Australian research-intensive university. An online survey and follow-up focus group discussion revealed that these students are driven primarily by a genuine interest in research itself, rather than other factors such as career advancement (although this too, plays a role). While this is not particularly surprising, what did become apparent was the specific undergraduate experiences that most strongly influenced their decision to undertake research degrees, including enjoying doing project-based work, being exposed to lecturers who were passionate about their own research, and working on a vacation research scholarship. Further analysis reveals that the weighting of various influences changes according to whether the students are local Australian graduates or international PhD candidates.
- Published
- 2010
40. The Transcultural Academic: Cosmopolitanism and the Imagined Community of the Global Academy
- Author
-
Ian Green and Cally Guerin
- Subjects
Higher education ,business.industry ,Academic mobility ,Media studies ,Sociology ,Cosmopolitanism ,business - Published
- 2009
41. Writing Groups for Doctoral Education and Beyond : Innovations in Practice and Theory
- Author
-
Claire Aitchison, Cally Guerin, Claire Aitchison, and Cally Guerin
- Subjects
- Authorship--Collaboration, Group work in education, Academic writing--Study and teaching (Graduate), Dissertations, Academic, Teaching teams
- Abstract
Writing is the principal means by which doctoral candidature is monitored and measured; this, combined with the growing tendency to use publications as proxy measures of individual and institutional productivity, underlines the centrality of writing in academia. One of the central questions for scholars in higher education, therefore, is ‘How do we make writing happen?', and it is this question which the book seeks to answer.The book provides detailed illustrations of collaborative writing pedagogies which are powerfully enabling, and through theoretical and conceptual interrogation of these practices, the authors point the way for individuals as well as institutions to establish writing groups that are lively, responsive and context-specific. Key topics include: new pedagogical responses for increased writing productivity and the ‘push to publish'; innovations for supporting academic writing quality, confidence and output; scaffolding the thesis writing process; new theoretical explorations of collaborative writing approaches; writing group formulations and pedagogical approaches; writing groups for non-native speakers of English; writing as women in higher education. A particular strength of this book is that it showcases the potential of writing groups for advanced academic writing by pulling together a unique mix of authors and scholarly approaches, representing a wide range of new theoretical and pedagogical frames from diverse countries. Writing Groups for Doctoral Education and Beyond will be attractive to academics seeking new ways to advance their writing productivity, doctoral students, their supervisors and those who are tasked with the job of supporting them through the completion and dissemination of their research.
- Published
- 2014
42. Writing together for many reasons: theoretical and historical perspectives
- Author
-
Cally Guerin
- Subjects
Sociology - Published
- 2014
43. Writing groups, pedagogy, theory and practice: an introduction
- Author
-
Cally Guerin and Claire Aitchison
- Subjects
Computer science ,Pedagogy ,Mathematics education ,Social pedagogy - Published
- 2014
44. Writing Groups for Doctoral Education and Beyond
- Author
-
Cally Guerin and Claire Aitchison
- Subjects
Typology ,Higher education ,business.industry ,Academic writing ,Writing process ,Media studies ,Performance art ,Sociology ,Informal learning ,business ,Intertextuality ,Studio - Abstract
Chapter 1 Introduction: Writing groups for doctoral and scholarly writing by Claire Aitchison (University of Western Sydney) and Cally Guerin (University of Adelaide) Chapter 2 Writing together, for many reasons by Anthony Pare (McGill University, Canada) Chapter 3 Pick-n-Mix: A Typology of Writers' by Groups by Sarah Haas (University of Ghent, Belgium) Chapter 4 Doctoral students create new spaces to write by Rowena Murray (University of Strathclyde, Scotland) Chapter 5 Scaffolding the thesis writing process: An ongoing writing group for international research students by Linda Li (University of Canberra, Australia) Chapter 6 The writing group as gift by Cally Guerin (University of Adelaide, Australia) Chapter 7 'If they're not laughing, watch out!': Emotion and risk in postgraduate writers' circles by Lucia Thesen (University of Cape Town, South Africa) Chapter 8 Learning from multiple voices: Intertextuality, feedback and authority in doctoral writing groups by Claire Aitchison (University of Western Sydney, Australia) Chapter 9 The transparent transaction: Writing groups in the development of academic writers and writing mentors by Michelle Maher (University of South Carolina, USA) Chapter 10 A weekly dose of applause! Connectedness and playfulness in the Thesis Marathon by Judith Wolfsberger (The writers' studio, Austria) Chapter 11 Circles of trust: The generous embrace of academic writing retreats by Barbara Grant and Sally Knowles (Auckland University, New Zealand Edith Cowan University, Australia) Chapter 12 Listening to doctoral students talk about research writing and groups: Implications for doctoral programs by Doreen Starke-Meyerring (McGill University, Canada) Chapter 13 An intimate circle: Reflections on writing as women in higher education by Agnes Bosanquet, Jayde Cahir, Elaine Huber, Christa Jacenyik-Trawoger and Margot McNeill (Macquarie University, Australia) Chapter 14 Shut up and write! Facilitating informal learning in doctoral education (with 'no critiquing, exercises, lectures, ego, competition or feeling guilty') by Inger Mewburn, Lindy Osborne, Glenda Caldwell and Tseen Khoo (Royal Melbourne Institute of Technology Queensland University of Technology Queensland University of Technology Royal Melbourne Institute of Technology, Australia)
- Published
- 2014
45. Pushing Boundaries in Postgraduate Supervision
- Author
-
Michelle Picard, Ian Green, and Cally Guerin
- Subjects
Momentum (finance) ,Work (electrical) ,Intercultural competence ,Multiculturalism ,media_common.quotation_subject ,Pedagogy ,Workforce ,Academic mobility ,Sociology ,media_common ,Intercultural competency - Abstract
While the concept of the wandering scholar is not new, the speed and frequency of academic mobility have rapidly gained momentum in the 21st century (Kim 2009). Linked to the notion of the ‘borderless’ university (Cunningham et al. 1998; Hearn 2011; Watanabe 2011), scholars today expect to study and work in more than one country, to present their research at international conferences, and to collaborate with colleagues from all around the world. The result is a multicultural academic workforce in many universities for whom boundaries between national cultures are increasingly being erased and where all members require high levels of intercultural competence…
- Published
- 2014
46. A Coordinated Framework for Developing Researchers' Intercultural Competency
- Author
-
Cally Guerin, Michelle Picard, and Ian Green
- Published
- 2014
47. Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health
- Author
-
Marianne Gillam, Chuangzhou Xu, Cally Guerin, Aris Widayati, Allison Larg, Diana V. Doda, Vicki Xafis, Nasreen Jahan, Helene Luckner, Guerin, Cally, Xafis, Vicki, Doda, Diana V, Gillam, Marianne H, Larg, Allison J, Luckner, Helene, Jahan, Nasreen, Widayati, Aris, and Xu, Chuangzhou
- Subjects
doctoral education ,Collaborative writing ,Teamwork ,multi-disciplinary ,media_common.quotation_subject ,Multicultural education ,writing groups ,peer learning ,multicultural ,Education ,Multiculturalism ,Cultural diversity ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Sociology ,Peer learning ,Discipline ,Diversity (politics) ,media_common - Abstract
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. Refereed/Peer-reviewed
- Published
- 2013
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