LEAD - Learning Enhancement and Academic Development
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083
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Item Becoming doctoral researchers: the role of dialogic activities in fostering community belonging(Taylor & Francis Group, 2025-07-23) Adams, Gill; Donaghue, Helen; Turrell, MollyThe university research environment is seen as key to supporting the development of autonomous, creative and collaborative researchers, with supervisors often positioned as significant brokers, yet successful integration into research communities is challenging, particularly for early career researchers. In this paper we look beyond supervision to map the practices that support doctoral researchers to develop a sense of belonging to and participation in research communities. To elicit insights into the complexities of doctoral experiences, we deploy a somewhat novel approach comprising analysis of talk in tutorials, supplementing this with individual interviews. The findings reveal the centrality of relationships in doctoral students’ sense of belonging. Although supervisors are important in this work, this study demonstrates the complexity of doctoral experiences and the value of interactions and relationships with other human and more-than-human (e.g. texts, objects, physical and digital spaces, technologies) actors. These relationships were fostered through structured dialogic spaces and activities and various informal encounters. This study shows how these planned activities are experienced and how they interact with serendipitous events. We argue for increasing opportunities for dialogue and the use of tasks that encourage critical engagement within supportive small-group environments, to facilitate candidates’ integration into research communities.Item An embedded genre-based writing pedagogy for early-stage doctoral students(Emerald, 2025-03-10) Donaghue, Helen; Adams, GillPurpose Writing is crucial to doctoral students. Increasing recognition of the importance and difficulty of doctoral writing has prompted a call for doctoral students to be better supported in developing writing skills and confidence, and for writing to be taught within disciplines. This paper adds to this call by presenting and evaluating an embedded genre-based writing pedagogy for doctoral students. It focuses on early-stage doctoral researchers. Despite literature highlighting the importance of integrating doctoral students into scholarly practices from early stages of studies, there is a lack of writing research with these early-stage students. Design/methodology/approach This paper audio-recorded small group tutorials in the early stages of a professional doctorate and supplemented this data set with individual interviews with doctoral students. Data were analysed thematically. Findings In this paper, the authors report on four main findings: how genre pedagogy (1) prompted students to revise their understandings of doctoral writing, (2) inspired students to express voice and stance, (3) helped students develop a conscious awareness of writing and (4) influenced (positively) students’ identity formation and emotions. Originality/value While interest in doctoral writing has increased, there is little research about doctoral writing pedagogies for early-stage doctoral researchers. This paper also extends the literature on doctoral writing pedagogies by showing how a genre-based pedagogy helps early-stage doctoral researchers understand doctoral writing and develop their own writing via analysis of genres within their disciplinary community.Item Talking About Teaching: The Value of Conversations(Bloomsbury, 2025-02-20) Donaghue, HelenItem Age and Nationality: Identity Tensions in Kuwait(2024-03-26) Almnaies, Shahd; Donaghue, Helen; Tajeddin, Zia; Yazan, BedrettinThis chapter examines identity tensions experienced by in-service female Kuwaiti English language teachers. Using a multimodal narrative approach, this chapter analyzes stories in the forms of written narratives and multimodal texts and images produced by Kuwaiti teachers to find out which identities and identity tensions are relevant to them in their working lives. In reading and responding to each other’s stories and sharing similar experiences, the participants came to an understanding that their identity struggles were due to the underlying tensions between younger and older teachers and Kuwaiti and non-Kuwaiti teachers. A significant contextual influencer was a political agenda (Kuwaitization) dividing local and non-local teachers. This chapter provides a language teacher identity perspective from Kuwait and the Middle East which is rarely heard. This study contributes a further understanding of two identity tensions: age (specifically, being young in the profession) and nationality. © 2024 selection and editorial matter, Zia Tajeddin and Bedrettin Yazan; individual chapters, the contributors.Item Love Letters as Ways of Thinking About Relational Pedagogies of Assessment(Routledge, 2024-05) Vicente Richards, Ana; Ingham, Mark; Bunting, Liz; Hill, Vikki; Bustillos Morales, Jessie A.Item Exploring Student Experiences of an Undergraduate Certificate in Veterinary Medical Education(University of Toronto Press Inc. (UTPress), 2023-06-01) Hughes, Kirsty; Hudson, Neil; Bell, Catriona; Tomlin, Nina; Handel, Ian; Chinnery, Sarah; Rhind, SusanThe ability to teach is recognized as a core skill for many professionals, including veterinarians, but undergraduate opportunities to develop this skill are not always available. A complementary teaching certificate offered during the clinical years of an undergraduate veterinary program was evaluated to investigate student experiences of the program and the perceived benefits and challenges of participating. The study used a mixed methods approach with questionnaires to provide an overview of the participant experience and semi-structured interviews to gain a deeper insight into students’ experiences of the program. Two cohorts completed questionnaires comprising Likert-style and open-ended questions on the 3-year teaching certificate, the first cohort after 1 year of the program and the second cohort at completion. Interviews with participants from both cohorts were thematically analyzed to identify recurring themes. An average of 27% of students per academic year enrolled in the certificate program, most of whom completed it. Additionally, four to six students per cohort applied for Associate Fellow of the Higher Education Academy (AFHEA), and 19 students have achieved this recognition. Key themes from the data included that students felt the certificate built their confidence, increased their veterinary knowledge, and helped them become better teachers, with time management and reflection the biggest challenges. The Undergraduate Certificate of Veterinary Medical Education was seen as a good teaching foundation, while working toward the AFHEA provided some insight into higher education and academic careers. A structured teaching program offers students the opportunity to develop their learning and reflection both as students and future educators.Item Pass/fail assessment in arts higher education(University of the Arts London, 2021-12-01) Broadhead, Samantha; Currant, Neil; Hill, Vikki; Hughes, Peter; Mori, KateThis panel discussion on pass/fail assessment in arts higher education took place online during the ‘Belonging through assessment: Pipelines of compassion’ symposium on 21st October 2021. The symposium forms part of the QAA Collaborative Enhancement Project 2021 and is a partnership between University of the Arts London (UAL), Glasgow School of Art and Leeds Arts University (LAU). The discussion between invited speakers: Professor Sam Broadhead (LAU), Dr Neil Currant, (UAL) and Peter Hughes, (LAU) is facilitated by Dr Kate Mori (Academic Engagement Manager, QAA). The discussion explores the potential of pass/fail as a compassionate approach to assessment and explores the challenges in changing practice and policies from the perspective of staff, students and the wider institution. A fascinating conversation that explores the complexities of feedback and assessment and implications for student belonging.Item Belonging through Compassion(University of the Arts London, 2022) Bunting, Liz; Hill, VikkiItem Belonging through Assessment: Pipelines of Compassion - project report(University of the Arts London, 2023-02-08) Hill, Vikki; Broadhead, Samantha; Bunting, Liz; da Costa, Laura; Currant, Neil; Greated, Marianne; Hughes, Peter; Mantho, Robert; Salines, Emily; Stevens, TheaThis is the project report from the QAA Collaborative Enhancement Project 'Belonging through assessment: Pipelines of compassion', led by University of the Arts London in partnership with Glasgow School of Art and Leeds Arts University.Item Love, respect, esteem: Collaborative student partnerships for social justice(Bloomsbury Academic, 2023-05-18) Hill, Vikki; Taylor, L; Abegglen, Sandra; Burns, Tom; Sinfield, Sandra