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B3: Increasing access and participation for postgraduate researchers: Co-creation, collaboration and communities of practice
- 1. Dr Anna Seabourne & Davina Whitnall B3 INCREASING ACCESS AND PARTICIPATION FOR POSTGRADUATE RESEARCHERS: CO-CREATION, COLLABORATION AND COMMUNITIES OF PRACTICE Vitae Connections 2021, Wednesday 8 September
- 2. CoP “… collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise… communities of practice.” Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
- 3. The barriers & challenges ■ Barriers to PGR participation ■ Challenges for those seeking to improve PGR participation ■ Jamboard – https://jamboard.google.com/d/1EOUut7kchKytMAr- 4A8mUF8f3wUsAZvL9ySPXQhrR3M/edit?usp=sharing
- 4. ■ How: talked: emails, Teams, ■ What: Survey, focus groups, meetings, Teams area ■ Who: PGRs, Student’s Union, BAME staff networks, Schools, Services
- 6. Survey
- 7. Teams
- 8. Word cloud from text answers
- 10. Outputs and impact - individual PGR ■ 'In November 2020, I was privileged to be selected as one of thirteen PGRs to join the Academic Citizenship programme (ACP) which is a training opportunity designed to help PGRs transition into an academic role. The ACP training involved a fully funded application for the Associate Fellowship of Higher Education Academy (AFHEA). It was an exciting and rewarding experience; for seven months, I have had the opportunity to engage in several activities, including a partnership with undergraduate students on two co-created initiatives, seminar series on research design (questionnaire design, reliability, and validity testing), and group project on the “Development of pathway into research for Black Asian and Minority Ethnic (BAME) students.'
- 11. Outputs and impact ■ Institutional level, The University of Salford example: – Doctoral School Researcher working with The Vice-Chancellor Office on University Building Names and Naming Review Consultation. This work included both community consultation and analysis of the consultation data. ■ Institutional level, The University of Huddersfield example: – Increased awareness, deepened intra-institutional links, raised PGR on the EDI agenda ■ Joint Institutional Partnership level: – Joint bid for funding – Establishment of a joint institutional working group to tackle BAME – Delivery of a joint institutional PGR careers event – Continuation of shared practice and connecting of PGR communities
- 14. CoP Framework
- 15. Your turn! ■ Miro board https://miro.com/app/board/o9J_lyAHqhc=/
- 17. ■ Thank you! ■ Anna Seabourne – a.seabourne@hud.ac.uk – @HudResEnv @lucubrat ■ Davina Whitnall – d.c.Whitnall@salford.ac.uk
Editor's Notes
- Detailed session plan This interactive workshop session will: Total 55 minutes, allowing some time for transitions between sections in an hour long slot. Zoom link: https://us02web.zoom.us/j/87423820474?pwd=ZGtiU1FJeTN0V3BFNXYyMDYvN08yUT09 Meeting ID: 874 2382 0474 Passcode: 300300 Share challenges and facilitate collective problem-solving to address sectoral issues of equity, access, and inclusivity (introduction over Zoom, and theme running through all sections – 5 minutes in plenary) Encourage (a discussion on/) sharing of the barriers and challenges to accessing PGR career paths (online brainstorm using collaborative tools – 10 minutes, plenary or breakout rooms, depending on numbers attending, but producing a shared output e.g. using Jamboard or Miro) DW to provide roadmap and set the scene. AS to make DW host at end of this
- Wenger has created a framework and vocabulary for talking about learning “in the context of our lived experience of participation in the world” (Wenger, 1998, p3). He suggests that participation involves engagement (and alignment) with the practices of a community and that this works to alter/transform the identity of the individual, in other words, that participation is a form of “learning as becoming” (Ibid, p? XX). “…Being alive as human beings means that we are constantly engaged in the pursuit of enterprises of all kinds, from ensuring our physical survival to seeking the most loft pleasures. As we define these enterprises and engage in their pursuit together, we interact with each other and with the world and we tune our relations with each other and with the world accordingly. In other words, we learn. Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore, to call these kinds of communities communities of practice.” Wenger (1998) suggests that existing theories of learning, though useful[see Note 1 to Prologue], fail to adequately describe the social nature of learning. Wenger’s basis for his work on the concept of a community of practice can be summarised as follows: … framed by the social theory of learning, [it] rests on the following assumptions: (a) humans are social, (b) knowledge is competence in a valued enterprise, (c) knowing is active participation in that enterprise, and (d) meaning is the ultimate product of learning. Based on these assumptions, learning involves social participation. (Culver and Trudel, 2008, 3) Wenger has created a framework and vocabulary for talking about learning “in the context of our lived experience of participation in the world” (Wenger, 1998, 3). He suggests that participation involves engagement (and alignment) with the practices of a community and that this works to alter/transform the identity of the individual. Learning is social, Learning constitutes trajectories of participation: it builds personal histories in relation to the histories of our communities, thus connecting our past and our future in a process of individual and collective becoming. (Wenger, 1998, 227) Wenger’s approach helps in our understanding xxx in particular, through his focus on the wider aspects of social life within an organisation. In Communities of Practice (1998), Wenger uses the example of insurance claims processors to develop a framework of a “community of practice”. Wenger defines practice as “doing in a historical and social context that gives structure and meaning to what we do” (1998, 47).
- Use the Jamboard to identify these in your institution. DW to explain AS to post link, share the jamboard initially, and launch livecurtain. https://livecurtain.com/ 10 mins
- AS Explore a case study of recent collaborative and co-created project for PGRs from minority ethnic backgrounds, sharing the lessons learnt, successes, failures and enabling session participants to apply these to their own challenges (presentation via shared screen – 15 minutes, plenary)
- AS - initial brainstorming
- AS
- AS Teams area
- DW The work is based on a 8 month longitudinal joint listening exercise where the communities from both institutions have discussed concerns and unite in the cocreation of an appropriate small project series to activate change. Key message: Do not want to be 'a problem that has to be fixed' or endure additional workload labour as a result of any initiative. Equal opportunities and access in an inclusive environment. Areas: Career Development (both) BAME ambassadors (at Huddersfield) Mentoring (at Salford) Student support groups (both)
- DW Four core themes emerged from the consultations: Critical encounters: For many PGRs and research staff there was a moment when someone encouraged them to consider a research career. “I met someone who believed in me”. Identity: The visibility of minority ethnic researchers (as lecturers, researchers) “I can see people like me ahead on the track”. Transition: Entering new and unfamiliar environments “I am supported to journey into the world of research”. Resources: Funding and other sources of non-financial support provide the ticket into the community of practice “I have the resources to succeed”.
- DW Read slide
- DW Read slide
- AS Demonstrate the pivotal role of collaboration between researcher developers, academics and professional services staff and the potential for such teams to have an impact the PGR community and researcher experience (final facilitated group discussion/ Q&A – 15 minutes)
- AS A community of practice exists where learning occurs through “mutual engagement” in a “joint enterprise” using a “shared repertoire”. Mutual engagement refers to the idea that although each person has an individual experience of the community of practice, people are engaged in actions which are negotiated through a process of interaction, they do not act in isolation. The idea of a joint enterprise does not necessarily mean that there is agreement on all things, but it does mean that the practice is inherently locally negotiated, and is “…never fully determined by an outside mandate, by a prescription, or by any individual participant” (Wenger, 1998, 80). The “shared repertoire” refers to both tangible objects (in the case of a dōjō this might be guides, tools such as weapons, the shared physical space), but also routines, ways of doing things, stories. How the community of practice in the dōjō maps onto these three dimensions is explored in Chapter 4.
- AS The practices Wenger explores in the insurance company are not limited to training, the details of claims processing, or formal management structures; but instead he records other ways of interacting, such as how the birthday of one of the workers is celebrated. How people learn to become claims processors occurs in the much wider context than simply the formal briefings they receive. Thus explicit knowledge is only one aspect of learning, in addition there is tacit knowledge gained through the processes of social interaction in the “joint enterprise”. In a similar vein, it will be important to explore the extent to which the formal curriculum of the koryū is a core aspect of the learning and teaching which occurs. As part of my research I am interested in the identity work which participation in the dōjō fosters as I am aiming to pin down the impact which it has on participants’ lives outside the dōjō. As such, community of practice theory provides a useful framework through which to analyse the activity of the dōjō and identify the features which make it work in the way which it does, and the impact it has in terms learning and development for its members. Interpreting the data through the community of practice lens enables us to identify aspects of dōjō life which combine to have an impact on the individual.
- AS to present, AS to share, DW to post link in chat https://miro.com/app/board/o9J_lyAHqhc=/ DW to do breakout rooms, put up LiveCurtain Provide strategies and practical tools which encourage conversations and new connections, particularly exploiting the power of working online (online resource seeded with presenters’ tools, opportunity for group to enhance this resource, e.g. on Padlet – 10 minutes) AS https://livecurtain.com/ 10 mins
- DW