Building research capacity collaboratively: Can we take ownership of our future?

Munn, Pamela

doi:10.1080/01411920802065664

Cited by 44 publications

(33 citation statements)

References 8 publications

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“…There appears to be a tacit expectation that new academics 'learn by doing', or from heads of department, mentors or peers. In some cases this may be how it works, yet recent research shows researcher identity to be fluid, multifaceted and contested (Åkerlind 2008;Clegg 2008;Cuthbert and Spark 2008;Gardner 2008;Holley 2009;Munn 2008;Orme and Powell 2007). The processes of initiating research and writing may be equally complex.…”

Section: Introductionmentioning

confidence: 92%

Managing researcher development: ‘drastic transition’?

Murray¹,

Cunningham²

2011

Studies in Higher Education

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Academics are expected to write for publication and meet publication targets in research assessment processes. These targets are set by national bodies and institutions, and they can be daunting for academics at the start of a research career. This article reports on an intervention designed to address this issue, writer's retreat, where academics simultaneously engaged with research assessment and developed writing projects. Using Gardner's model of researcher development, an evaluation study showed that retreat participants quickly adopted the programmatic element, made some progress in the relational element, but made little or no progress with the personal element. This analysis shows that the structured, facilitated writer's retreat is an effective method of researcher development, and points to specific areas where development did and did not occur. It shows that this new retreat format allows emerging researchers to negotiate their relationship with research assessment through writing, but it also identifies areas where further support is needed.

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Section: Introductionmentioning

confidence: 92%

Managing researcher development: ‘drastic transition’?

Murray¹,

Cunningham²

2011

Studies in Higher Education

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“…Teachers of their own accord are accessing research to inform their practice . In this situation, the notion of research capability relates just as much to teachers, schools and policy makers as it does to educational researchers (Munn, 2008). Research collaborations provide a mutually productive means of enhancing teacher research literacy.…”

Section: Resultsmentioning

confidence: 99%

Teacher-researcher relationships and collaborations in research

Cowie

Otrel-Cass

Moreland

et al. 2010

Waikato Journal of Education

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“…This remains an important objective in the context of ERA. BERA Presidents Geoff Whitty (2006) and Pamela Munn (2008) in 2006 and 2007 respectively argued a similar case for educational research as a broad field where quality ought to be the most salient factor (also see Furlong & Oancea, 2006;Moss et al, 2009). Lyn Yates (2004) has provided an intelligent and instructive account of measures of quality in education research, traversing a number of possible criteria including contribution to learning, usefulness to teachers and adherence to scientific rigour, while pointing out the shortcomings of each.…”

Section: Defining Educational Researchmentioning

confidence: 99%

Defining educational research: A perspective of/on presidential addresses and the australian association for research in education

Lingard

Gale

2010

Aust. Educ. Res.

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This paper is concerned with the definition of the field of educational research and the changing and developing role of the Australian Association for Research in Education(AARE) in representing and constituting this field. The evidence for the argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise that Education is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories, epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time, the paper argues the need to globalise the educational research imagination and deparochialise educational research. This call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research might make to its constitution. In relation to this, the paper considers the difficulties that political representations of such a new imaginary •21

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Building research capacity collaboratively: Can we take ownership of our future?

Cited by 44 publications

References 8 publications

Managing researcher development: ‘drastic transition’?

Managing researcher development: ‘drastic transition’?

Teacher-researcher relationships and collaborations in research

Defining educational research: A perspective of/on presidential addresses and the australian association for research in education

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