From speed dating to intimacy: methodological change in the evaluation of a writing group

Abstract

This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.

The hidden benefits of writing retreats: Academic development and social interaction for nurses

“…A collective exploration of individual reflection adds richness to evaluation of writing and benefits professional development. [18] 1.1.4 Time rich for writing and informal learning Many academic writers struggle to find time to write for publication due to professional and personal demands. [19] Offsite writing retreats provide an environment solely for the purpose of writing.…”

From Productivity to Process: Flipping the Writing Group

“…Psychosocial benefits of WGs include developing a safe space (Grant & Knowles, 2000;Grzybowski, Bates, Calam, Alred, Martin, & Andrew, 2003) and forum to "exchange energy and ideas without fear of ridicule" (McGrail et al, 2006, p. 30), and helping members develop self-awareness to incorporate feedback (Grzybowski et al, 2003;Miller & Muhlenkamp, 1989). Frequently described as a community of practice (Wenger 2001) WGs serve as peer support networks to facilitate development (see Bosanquet et al, 2014;Devenish et al 2009;Murray & Newton, 2009). This seems especially poignant for women and minority faculty (Burciaga & Tavares, 2006;National Center for Faculty Development and Diversity, n.d.;Sonnad et al, 2011;Tierney & Bensimon, 1996;Turner, 2004).…”

A reprieve from academia's chilly climate and misogyny: The power of feminist, women‐centered faculty writing program

“…Women‐centered writing programs are responsive to these barriers that prevent and/or slow down advancement for women faculty. There is some evidence that women‐centered writing programs (whether for graduate students or faculty) offer a valuable space for women's: (a) increased understanding of gender in the academy, (b) enhanced collaboration and networking, and (c) reflexivity (Bosanquet et al., 2014; Messuri & Sharp, forthcoming; Messuri & Sharp, 2021; Penney et al., 2015).…”