Peer-to-peer Learning in the Higher Degree by Research Context: A Creative Writing Case Study

Batty, Craig; Sinclair, Jennifer

doi:10.1080/14790726.2014.932814

Cited by 14 publications

(9 citation statements)

References 7 publications

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“…In supervisor-run groups, a member of academic staff is usually responsible for organising timetables and agendas, booking rooms, providing catering, and moderating the meetings, and these groups often follow structured agendas, with students sharing work such as presenting conference papers, talking about individual journeys, holding discussion groups, presenting their individual research findings, and sharing knowledge about 'practical matters' (Stracke 2010: 6). Groups run specifically for creative writing students are additionally concerned with sharing and receiving feedback on their creative work (Batty & Sinclair 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Behaviours in a peer-only creative writing HDR support group: the experiences of two students of colour

Saward

Sayad

2020

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The experience of the creative writing higher degree research student is unique. The practiceled methodology many candidates apply to their research differs significantly to that of other disciplines, even those arts disciplines where practice is the focus of the research. Student life is further complicated by the need not only to be working towards research publication, but creative publication too. In some instances, feelings of isolation can contribute to HDR students failing to complete their studies. For women of colour, the need for counterspaces in the academy is also apparent. This reflective paper examines and discusses how a peer-only, diverse, horizontalised group facilitates the development of a sense of belonging and critical 'disappearing' relational behaviours that sit outside formal, academic supervisory interaction. Of particular importance in this reflection comes from the perspective of two students of colour. Through conversation with these two current members of the group, this paper discusses the behaviours and outcomes of peer-only support groups for HDR students in creative writing. It examines why HDR students of colour may prefer to seek support outside of the predominantly white formal structures that characterise the academy in Australia, and how such groups could potentially create effective counterspaces for students of colour.

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Section: Literature Reviewmentioning

confidence: 99%

Behaviours in a peer-only creative writing HDR support group: the experiences of two students of colour

Saward

Sayad

2020

Text

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“…This is because they often re-enter the academy after a number of years working as practitioners and/or educators in industry and/or teaching settings, sometimes without Honours or Masters qualifications – at least those completed recently – and thus enter a doctoral program with less of a research identity than those in more traditional research disciplines (see Finlayson, 2012; Masson, 2016; Wilson, 2018). A core part of the research training context in these disciplines, then, is the formation of a new identity, that of the ‘practitioner-researcher’, which can – at first – be a struggle for doctoral candidates before such training, hopefully, then becoming liberating and generating a new approach to practice (Batty, 2016; Batty and Sinclair, 2014). Central to this successful experience of research training is the skillset of the supervisory team, who, as Kroll outlines, must perform a myriad of (perhaps impossible) roles in the creative practice space:Like an earth mother, she nurtures her children, managing to give each one enough attention.…”

Section: Background and Contextmentioning

confidence: 99%

Mapping the emotional journey of the doctoral ‘hero’: Challenges faced and breakthroughs made by creative arts and humanities candidates

Batty

Ellison

Owens

et al. 2019

Arts and Humanities in Higher Education

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This article discusses how doctoral candidates identify and navigate personal learning challenges on their journey to becoming researchers. Our study asked creative arts and humanities candidates to think beyond the research project itself and reflect on emotional hurdles they were facing or had overcome. The findings point to a great deal of ‘invisible’ work that underpins doctoral study, and show that such hidden work can have a major influence not only on the research project, but also on progress and satisfaction with the learning journey. In this article, we outline the key themes that emerged from the study: on the emotional and transformational dimensions of the doctoral journey. Using these themes and the candidate stories surrounding them, we align the doctoral journey with Joseph Campbell’s journeying ‘hero’ and Mezirow’s concept of transformation, and suggest how making such invisible aspects of candidature more visible might enhance research training.

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“…To promote cultural change, researchers need to see research integrity as a core value of their own cohort. Peer-to-peer learning may be particularly important for higher degree research students [34]. This is something we are aiming to facilitate in future iterations of the course.…”

Section: Next Stepsmentioning

confidence: 99%

Designing integrated research integrity training: authorship, publication, and peer review

Hooper

Barbour

Walsh

et al. 2018

Res Integr Peer Rev

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This paper describes the experience of an academic institution, the Queensland University of Technology (QUT), developing training courses about research integrity practices in authorship, publication, and Journal Peer Review. The importance of providing research integrity training in these areas is now widely accepted; however, it remains an open question how best to conduct this training. For this reason, it is vital for institutions, journals, and peak bodies to share learnings. We describe how we have collaborated across our institution to develop training that supports QUT's principles and which is in line with insights from contemporary research on best practices in learning design, universal design, and faculty involvement. We also discuss how we have refined these courses iteratively over time, and consider potential mechanisms for evaluating the effectiveness of the courses more formally.

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Peer-to-peer Learning in the Higher Degree by Research Context: A Creative Writing Case Study

Cited by 14 publications

References 7 publications

Behaviours in a peer-only creative writing HDR support group: the experiences of two students of colour

Behaviours in a peer-only creative writing HDR support group: the experiences of two students of colour

Mapping the emotional journey of the doctoral ‘hero’: Challenges faced and breakthroughs made by creative arts and humanities candidates

Designing integrated research integrity training: authorship, publication, and peer review

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