Integrating Teaching and Research Through Writing Development for Students and Staff

Murray, Rowena

doi:10.1177/1469787401002001003

Cited by 30 publications

(20 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is consistent with the desirability of a dialectic between research and teaching in higher education settings (Murray, 2001). With students and colleagues I am involved in dialogue around research methodologies.…”

Section: Research and Publicationsupporting

confidence: 64%

Applying Ideas from Learning and Teaching in Higher Education to Develop Professional Identity: The Case of the M.Sc. in Advanced Residential Child Care

Smith

2005

Child Youth Care Forum

View full text Add to dashboard Cite

Residential child care in Scotland is located, professionally, within social work. However, the very specific expertise required to work in the field is rarely accommodated in social work training or within wider social work discourses. The literature on learning and teaching in higher education helps illuminate some of the differences between the two disciplines. Within this literature, expertise is located in the practice experience of those who work in a particular field. Accordingly, the role of the M.Sc. could not be, merely, to transmit existing ''formal'' knowledge. Rather, it needed to contest much of this as that formal knowledge had not served residential child care well. It had to draw out the situated knowledge of students on the course and to synthesise this with understandings from the child and youth care tradition so that the course might begin to generate a discourse for residential child care that reflected and resonated with the experiences of practitioners. This paper describes how I have drawn on ideas from learning and teaching in higher education and applied them to how a Masters course of study, in Scotland, has been conceived to develop the professional identity of residential child care. I argue that advancing residential child care practice requires that structural aspects of the way care is conceptualised are understood and contested.Residential child care in Scotland is located professionally within social work. There are tensions within this relationship and a dissonance between much social work theory and the realities of residential Correspondence should be addressed to Mark Smith child care practice. These relate fundamentally to the nature of expertise. Because of this dissonance, masters level education of workers in residential child care could not be pitched at a level of transmitting existing-yet often inadequate-formal knowledge from teacher to learner. Rather, it had to draw on the practice knowledge of course participants and integrate this with theory from the child and youth care tradition to generate a disciplinary discourse that reflected and resonated with the experience of workers in the field.

show abstract

Section: Research and Publicationsupporting

confidence: 64%

Applying Ideas from Learning and Teaching in Higher Education to Develop Professional Identity: The Case of the M.Sc. in Advanced Residential Child Care

Smith

2005

Child Youth Care Forum

View full text Add to dashboard Cite

show abstract

“…Grant and Knowles (2000) show that academic writing incorporates difficulties associated with finding time and space for writing, and that this may be particularly true for women academics due to the wider responsibilities they may be expected to take on both within and beyond their professional lives. Many academics in current university environments feel they lack experience and expertise in 334 S. Moore writing for scholarly publication (Murray, 2001). Nevertheless, the assumption persists that if you are an academic, you are automatically both able and willing to write (Blaxter et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Writers' retreats for academics: exploring and increasing the motivation to write

Moore¹

2003

Journal of Further and Higher Education

108

112

View full text Add to dashboard Cite

This paper examines the literature on academic writing and collaborative learning and proposes, in the light of this literature, that the introduction of writers' retreats for academics represents a valuable professional development opportunity. It is argued that such an intervention can be an important initiative, helping to support more productive patterns of academic writing among participating academics. Findings gathered during a writers' retreat are presented, focusing on the positive and negative perspectives that participating academics expressed about writing for publication. The format and the structure of the retreat are described, along with the impact that such an intervention can be argued to have made on participants. Finally, a conceptual map is presented which relates the experiences and insights of the retreat to the 'motivation to write' among academics.

show abstract

“…A key challenge for academics to achieve consistent scholarly output has been identified as the competing tensions between research and teaching workload and expectations (Murray 2001;Hurley and Taylor 2010). Indeed, the fragmentation of teaching and scholarly related academic activities has been described as an ongoing tension internationally within the higher education sector (Lucas 2007).…”

Section: Limitationsmentioning

confidence: 99%

Factors challenging and supporting scholarly activity for academic staff in a regional Australian university environment

Hurley

Bowling

Griffiths

et al. 2013

Journal of Further and Higher Education

View full text Add to dashboard Cite

With expectations of academic staff to achieve high quality teaching and research outputs as performance measures it is timely to explore how staff perceive they are being supported to meet these ends. This article presents findings of a multi-method study that explored influences impacting on the quality and quantity of scholarly activity being undertaken by A-and B-level academic staff within a regional Australian university context. Findings suggest that barriers to achieving scholarly outputs appeared to centre on support from senior academics, intrapersonal and demographic characteristics of staff and academics' perceptions of their roles as teachers and scholars. Tensions between the multi-faceted components of being an academic were generated by both the university and individual members of staff.

show abstract

Integrating Teaching and Research Through Writing Development for Students and Staff

Cited by 30 publications

References 5 publications

Applying Ideas from Learning and Teaching in Higher Education to Develop Professional Identity: The Case of the M.Sc. in Advanced Residential Child Care

Applying Ideas from Learning and Teaching in Higher Education to Develop Professional Identity: The Case of the M.Sc. in Advanced Residential Child Care

Writers' retreats for academics: exploring and increasing the motivation to write

Factors challenging and supporting scholarly activity for academic staff in a regional Australian university environment

Contact Info

Product

Resources

About