Learning from the first year of the Transformative Education/al Studies (TES) project

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dc.date.accessioned 2013-02-12 en
dc.date.accessioned 2022-08-17T17:56:35Z
dc.date.available 2022-08-17T17:56:35Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/3120
dc.description.abstract The Transformative Education/al Studies project (TES) is a three-year, funded project led by researchers from three universities: a University of Technology, a Research-Intensive university, and a rural Comprehensive University. The project participants are academic staff members who are pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their practice in Higher Education, form an inter-institutional, trans-disciplinary learning community. TES aims to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. In this article, we make public our learning thus far about supporting an emerging postgraduate research learning community involving academic staff working and studying in three very different university contexts. The data sources comprise digital logbooks kept by participants, workshop evaluations, and the researchers' personal reflections and communications. Our analysis contributes to a body of academic work that explores how collaborative and social approaches to scholarship can enhance research capacity, productivity and quality in Higher Education. The conceptual underpinning of the article is that of reflexive ubuntu, which demands a consciousness of our developing "selves" as researchers and supervisors and of our interrelationships with other people. en
dc.format.medium Print en
dc.subject HIGHER EDUCATION en
dc.subject TRANSFORMATION en
dc.subject SELF-STUDY en
dc.subject UBUNTU en
dc.title Learning from the first year of the Transformative Education/al Studies (TES) project en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 19(2) en
dc.BudgetYear 2012/13 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Alternation en
dc.ArchiveNumber 7565 en
dc.PageNumber 12-37 en
dc.outputnumber 6215 en
dc.bibliographictitle Harrison, L., Pithouse-Morgan, K., Conolly, J. & Meyiwa, T. (2012) Learning from the first year of the Transformative Education/al Studies (TES) project. Alternation. 19(2):12-37. http://hdl.handle.net/20.500.11910/3120 en
dc.publicationyear 2012 en
dc.contributor.author1 Harrison, L. en
dc.contributor.author2 Pithouse-Morgan, K. en
dc.contributor.author3 Conolly, J. en
dc.contributor.author4 Meyiwa, T. en

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