Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

Bærenholdt, Jørgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

doi:10.1080/03098260903502695

Cited by 6 publications

(5 citation statements)

References 18 publications

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“…While digital communication may enable contacts to be sustained once they have been established (Grimes 2000), the chance encounters that create new contacts are more difficult to replace through digital alternatives. Compared with face-to-face events, digital arenas may also offer fewer opportunities for earlycareer researchers to engage in academic practices and build discursive competencies (Baerenholdt et al 2010). There is a real risk that cost-reduced digital attendance could become a second-rate option that would create further division among participants who could access a variety of face-to-face encounters with influential or powerful participants and those who could not.…”

Section: Digital Alternatives?mentioning

confidence: 99%

Sustainable geography in theory or in practice? Reflections from a participant at NGM 2019

Kielland

2020

Norsk Geografisk Tidsskrift - Norwegian Journal of Geography

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Section: Digital Alternatives?mentioning

confidence: 99%

Sustainable geography in theory or in practice? Reflections from a participant at NGM 2019

Kielland

2020

Norsk Geografisk Tidsskrift - Norwegian Journal of Geography

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“…Most research to date has focused on the impact of long-term writing programmes or intensive writing courses (e.g. Baerenholdt et al, 2010;Fergie et al, 2011;Wilmot, 2018); however, little evidence is available for the benefit of brief writing interventions which…”

Section: Introductionmentioning

confidence: 99%

Impact of writing workshops on doctoral student wellness

Buckley

Sætnan

Gerber

et al. 2021

jldhe

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Few interventions addressing student wellbeing have been designed or evaluated specifically with doctoral students in mind despite the doctoral experience being distinct from that of other students. We therefore explore the benefits of interventions designed specifically to address a key source of stress or anxiety for doctoral students, namely thesis writing. This research uses a mixed-methods approach to explore the ways in which doctoral thesis writing support sessions, in the form of writing workshops or writing retreats, can reduce the stress and anxiety associated with thesis writing specifically or academic writing more generally. Firstly, we quantified the reduction in writing related stress and anxiety associated with workshop participation using a survey completed before and after workshop attendance. Subsequently, we gathered student experiences of workshop participation through focus group interviews. Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. We conclude that participation in thesis writing workshops and writing retreats is a valuable strategy for reducing stress and anxiety associated with thesis writing. The sense of empowerment and confidence that comes from discussing thesis writing in a supportive environment with others in the same situation, and the opportunity to experiment with new tools and strategies, is very valuable for improving the wellbeing of doctoral students.

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“…We use the metaphor to reflect on the social interactions that are involved with doing research. This has not often been done in the social sciences (Goffman, 1959;Baerenholdt et al, 2010).…”

Section: Page 8 Of 28mentioning

confidence: 99%

“…The use of these concepts and their elaborations in reflections on the lives of academic practitioners, and particularly those working in contexts where transdisciplinary teamwork is an aspiration, has seen far less attention (with exceptions, see Baerenholdt et al, 2010).…”

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confidence: 99%

Prompting transdisciplinary research: Promising futures for using the performance metaphor in research

Boyd

Buizer

Schibeci

et al. 2015

Futures

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This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Page 1 of 28A c c e p t e d M a n u s c r i p t 1 HighlightsWe present a heuristic designed to reflect on and improve the transdisciplinary research capacity of teams.The heuristic is based on the metaphor of performance and aims to create awareness of routine behaviours that potentially inhibit transdisciplinary teamwork.The heuristic has been inspired by Goffman's approach to performance, and can be used for self-reflection in masterclasses, or for teambuilding in preparation for collaborative research projects.Using the heuristic has demonstrated that imagining research as performance can create space for new ways of doing and thinking about transdisciplinarity. AbstractTransdisciplinary research is increasingly recognised as important for investigating and addressing 'wicked' problems such as climate change, food insecurity and poverty, but is far from commonplace. There are structural impediments to transdisciplinarity such as university structures, publication requirements and funding preferences that perpetuate disciplinary differences and researchers often lack transdisciplinary experience and expertise. In this paper we present a heuristic that aims to encourage researchers to think about their current research as performance and then imagine different performances, with the view to encouraging reflection and creativity about the transdisciplinary potential and dilemmas. The heuristic is inspired by the metaphor of performance that Erving Goffman uses to understand everyday, face-to-face interactions. The heuristic includes scaffolding for imagining research as performance through a transdisciplinary lens, a suggested process for using the tool, and examples based on the every day research projects. The paper describes the application of the heuristic in a graduate Masterclass, reflecting on whether it does indeed 'prompt' transdisciplinary research. Limitations and lessons learned for further refinement of the heuristic are also included. The authors conclude that the heuristic has a range of uses including for self-reflection, and as a practical learning tool that can also be used at the start of integrative research projects.

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Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

Cited by 6 publications

References 18 publications

Sustainable geography in theory or in practice? Reflections from a participant at NGM 2019

Sustainable geography in theory or in practice? Reflections from a participant at NGM 2019

Impact of writing workshops on doctoral student wellness

Prompting transdisciplinary research: Promising futures for using the performance metaphor in research

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