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Knowledge Creation: The Power of Networks and Mentoring

Join Prof. Helen Walkington as she discusses the power of networks, networking, and mentoring in knowledge creation. Explore effective research practices and the role of students as researchers. Gain insights into the theoretical framework and the research-teaching nexus. Learn about the impact of student research and the importance of dissemination. Don't miss this opportunity to enhance your research journey!

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Knowledge Creation: The Power of Networks and Mentoring

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  1. SRHE newer researchers conference6th December 2016 • @DrHWalkington • Knowledge creation – a dialogic approach: the power of networks and networking, mentors and mentoring. • Prof. Helen Walkington

  2. A powerful metaphor • Prof • NTF • Lecturer • Lecturer • PDRF • PhD • MSc • PGCE • BSc

  3. Looking back – • Think of a metaphor for your own research journey, so far…. • Share with another person on your table

  4. Looking forward – • Your business card in 5 + years time

  5. Outline • My journey - Students as Researchers • Evaluating effective practices • A dialogic approach to the research process • International networks and networking • Mentors and mentoring – what works

  6. Theoretical framework • Undergraduate research - high impact educational practice (Kuh 2008) • Research is for all students (Walkington & Jenkins, 2008) • Students ‘co-construct’ knowledge via dialogue with each other and their teacher as part of an academic ‘community of practice’. (Vygotsky, 1978; Lave & Wenger, 1998) • Self-authorship - the central goal of HE in the 21st Century (Baxter-Magolda, 2004)

  7. Literature – Students as researchers? Consumers (Molesworth et. al., 2010) Clients (Bailey, 2000) Producers (Neary & Winn, 2009) Co-producers (McCulloch, 2009) Partners (Healey, Flint & Harrington, 2014) Change agents (Dunne & Hutchinson, 2010)

  8. The research - teaching nexusbased on Healey 2005; Levy & Petrulis 2011 Participant • Research based: Student framed enquiry for exploring existing knowledge or building new knowledge • Research tutored: Students critique published research • “making discoveries” “free” • “real research” • “exploring others’ ideas” Process Content • Research oriented: Understanding of the research process and methods • Research led: Bringing staff research into the curriculum • “gathering information” • “evidencing and developing my own ideas” Audience

  9. Navigating the research landscape • Student initiated, consulting university staff – potential for student to become ‘expert’ (e.g. dissertation) • Staff initiated research, decisions shared with students • Students are informed and consulted • Students are given research problems – guided research

  10. ONIONS

  11. Sweepstake! • TESCO onions come from 3 farms: • New Zealand, Spain, England • Conventional production (not organic) • Rank in order of lowest to highest carbon footprint

  12. IMPACT of student research • Food miles v carbon labelling? • Buy Local? Or Buy Global? • Or • Two people mark it and it sits on a shelf gathering dust …

  13. The Undergraduate Research Experience Research cycle Mind the gap! • “Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organisation required for writing and speaking is part of the thought process that enables one to understand material fully. Dissemination of results is an essential and integral part of the research process.” • (Boyer Commission, 1998: 24)

  14. Aperture, Audience, Authenticity • Within the curriculum • Beyond the curriculum • A dialogue in the woods …

  15. An undergraduate research journal • Walkington, H. 2008. Geoverse: piloting a National e-journal of undergraduate research in Geography. PLANET 20, 41-46.

  16. Ownership Understanding Creativity CV Academic recognition Further dialogue Motivation to publish more • Assignment in journal article format • Successful Publication • Achievement • Applying constructive criticism • Critical evaluation • Within the curriculum and Beyond

  17. Journals as learning spaces “I found it hard to change between writing as a learner to writing as a teacher.” Iterative process Co-production: trust written advice of others Detailed feed-forward Critical skills Recognition • What’s missing? - The desire for DIALOGUE • Walkington, H., 2012. Developing dialogic learning space: the case of online undergraduate research journals.Journal of Geography in Higher Education 36 (4), 547-562.

  18. GEOverse Journal Article – Alex’s experience Group project on a provided topic – Retirement migration Journal article assessment Simulated peer review by tutor Submit to GEOverse Authentic experience of peer review Lack of dialogue

  19. Student Research Conferences

  20. MultidisciplinaryResearch Conferences • Image: http://www.bcur.org/

  21. Knowledge Creation • Walkington, H.et. al., 2015. Reciprocal Elucidation. A student led pedagogy. Higher Education Research and Development http://dx.doi.org/10.1080/07294360.2016.1208155

  22. ‘Reciprocal elucidation’ (Foucault, 1997) • ‘It is completely different to presenting within university because you can be questioned by people you are not studying with, who are likely to have expertise in other areas relevant to your research. This can result in bidirectional exchange of informationin which both myself presenting, and the student asking the questions, gain greater knowledge of the subject area.’ (R52)

  23. British Conference of Undergraduate Research (BCUR)Alex’s experience • Immediate feedback • Learning from others • Defended the research • Escape the bubble of geography • Too late to impact on my grades!

  24. Spot the difference! Writing an article: Co-production: trust written advice of others Detailed feed-forward Critical skills Recognition LACKING A CONVERSATION • DIALOGIC • FEEDFORWARD • Presenting at a conference: • Critical thinking through dialogue • Instant feedback • Critical skills • Recognition • TOO LATE TO MAKE CHANGES • NO LEGACY

  25. Arvanitakis&Hornsby (2016) Universities, the CITIZEN SCHOLAR and the Future of Higher Education. Palgrave Macmillan.MUSEUM EXHIBIT Tornado disaster, Kansas, USA. • Independent study • Community involvement • Made a difference during the research • Open to the public • Static • Less discoverable • https://www.brookes.ac.uk/staff/pese/get-published/

  26. Get Published! Conference and Open Access repository • University wide conference (open to public) • Being published in student research repository (online) • Hill, J. & Walkington, H. (2016) Developing graduate attributes through participation in undergraduate research conferences. JGHE, 40 (2). pp. 222-237.

  27. Conference Networking – ‘Cultivating the art of judgement’ • SRHE 2014 Capability papers • Geoff Hinchliffe – ‘Philosopher in need of a social scientist.’ • SRHE 2015 - Working lunch • he had an editor, • I had data … • And last week...

  28. Speed networking - 3 minutes • Ask your partner to give you a 30 second summary of their research • What is the big picture question your partner is researching? • After 90 seconds - Swap • Ask, listen, give positive feedback

  29. International networks • Elon, NC ( USA) • CEL Seminar • Collaborative research groups • 3 consecutive summers • Edited book • Conference • INLT / ISSOTL • Mailing list • Writing retreat pre-conference • Collaborative journal article writing • Linked to a Journal

  30. Mentors and mentoring (Johnson, 2015; 2016) • Mentoring – reciprocal, authentic, career and psychosocial, whole person, safe space, deliberate role modelling, relationships endure, transformation of professional identity for the mentee • Engaging in peer mentoring (ladders and networks) • Relational skills cache

  31. RQ: What are the salient practices of award winning research mentors? • Step 1 – literature review: • Shanahan, J. O., Ackley, E., Hall, E., Stewart, K., Walkington, H. 2015. Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature. Mentoring and Tutoring: Partnership in Learning. 1-­18.

  32. Walkington, H., et al. 2016. Salient Practices of Award Winning Undergraduate Research Mentors: A Multi-­Institutional, International Study of What Effective Mentors Do. Elon, NC Effective mentoring - balance • ‘I don' t do anything for the students that they can do for themselves. I'm really anti -handholding (I would hold their hands and make tea while they're needing an extra pair of hands or working through a tough analysis or writing papers that are hard to do). I try as much as I can to meet them at the edge of their capacity and pull them toward that edge.’

  33. Conclusion • Dialogue • Share your business cards – make connections • Look for a mentor, become a mentor / peer mentor • ‘Map’ your network • Freedom and Control – look for balance

  34. Questions? • hwalkington@brookes.ac.uk

  35. Resources • Walkington, H.(2015) Students as researchers. York: Higher Education Academy • https://www.heacademy.ac.uk/system/files/resources/Students%20as%20researchers_1.pdf • Walkington, H. (2016) Pedagogic approaches to developing students as researchers, within the curriculum and beyond. York: HEA • https://www.heacademy.ac.uk/resource/pedagogic-approaches-developing-students-researchers-within-curriculum-and-beyond • Walkington, H. (2016) The context of students as researchers York: HEA https://www.heacademy.ac.uk/sites/default/files/resources/walkington-students-as-researchers.pdf • Walkington, H. (2016) Levels of Student Participation in Research York: HEA • https://www.heacademy.ac.uk/sites/default/files/resources/walkington-levels-of-student-participation-in-research.pdf • Walkington, H. (2016) Disseminating Student Research Findings York: HEA • https://www.heacademy.ac.uk/sites/default/files/resources/walkington-disseminating-student-research.pdf • Walkington, H. (2016) Engaging Students in Research York: HEA • https://www.heacademy.ac.uk/sites/default/files/resources/walkington-engaging-students-in-research.pdf

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