Online leadership discourse in higher education: a digital multimodal discourse perspective

As leadership discourses in higher education are increasingly being mediated online, texts previously reserved for staff are now being made available in the public domain. As such, these texts become accessible for study, critique and evaluation. Additionally, discourses previously confined to the written domain are now increasingly multimodal. Thus, an approach is required that is capable of relating detailed, complex multimodal discourse analyses to broader sociocultural perspectives to account for the complex meaning-making practices that operate in online leadership discourses. For this purpose, a digital multimodal discourse approach is proposed and illustrated via a small-scale case study of the online leadership discourse of an Australian university. The analysis of two short video texts demonstrates how a digital multimodal discourse perspective facilitates the identification of key multimodal systems used for meaning-making in online communication, how meaning arises through combinations of semiotic choices (not individual choices), and how the results of multimodal discourse analysis using digital technology can reveal larger sociocultural patterns – in this case, divergent leadership styles and approaches as reflected in online discourse, at a time of immense change within the higher education sector

The various and conflicting notions of information

There are identified within the discourse a number of notions regarding the term information. This paper sets out to explore these sometimes-conflicting notions of information. The reason why conflicting notions occur is the result of different perspectives and understanding of the term information. Within the discourse two camps are identified, firstly, those who identify information as a resource and those who identify information as a processual approach enacted by individuals. The former is not uncommon within the business environment given the relationship seen between information and technology; this view simplifies information as merely structured data. The latter approach requires the involvement of individuals or more succinctly human understanding and interpretation. By viewing information as a processual process enacted by humans one is identifying an alternative view of how information is created, managed, used and developed. The aim is to discuss both views to gain clarity and understanding in terms of why the various and conflicting notions of information impact on its use within organisations. What is highlighted within this paper is that information is a complex and ambiguous term. There is no easy ‘off-the shelf’ solution to managing information. One potentially successful approach is to view information from an epistemological perspective. This requires those having to deal with this complex and ambiguous term a starting point from which to build and gain both an individual and an organisational understanding in terms of the use of information. This allows individuals to set direction, decide where to focus their effort and ultimately how to gain some control over this vital and important issue of ‘information’

Beyond dichotomies: Gender and intersecting inequalities in climate change studies

Climate change and related adaptation strategies have gender-differentiated impacts. This paper reviews how gender is framed in 41 papers on climate change adaptation through an intersectionality lens. The main findings show that while intersectional analysis has demonstrated many advantages for a comprehensive study of gender, it has not yet entered the field of climate change and gender. In climate change studies, gender is mostly handled in a men-versus-women dichotomy and little or no attention has been paid to power and social and political relations. These gaps which are echoed in other domains of development and gender research depict a ‘feminization of vulnerability’ and reinforce a ‘victimization’ discourse within climate change studies. We argue that a critical intersectional assessment would contribute to unveil agency and emancipatory pathways in the adaptation process by providing a better understanding of how the differential impacts of climate change shape, and are shaped by, the complex power dynamics of existing social and political relations

Culture, Curriculum, Cognition: Contrastive Rhetorics Today

Contrastive rhetoric is often seen as an obstacle in negotiating meaning. Past studies have focused on one of three discourse features: language, cognition, or discipline. This study examines the combination of discourse features creating a complex rhetoric to help students negotiate meaning. Attendees will gain a better understanding of contrastive rhetorics, why they clash, and how to manage, not necessarily modify, those clashes

The Design Discourse of Professional Instructional Designers

The design discourse of professional instructional designers (IDs) exposes the inner workings of instructional design because collaboration is integral to instructional design practice. Despite the importance of collaboration, there has been little examination of the collaboration in Instructional Design and Technology (IDT). To examine IDs’ collaboration, I examined the design discourse of IDs in design meetings with clients through a content analysis of their discourse. Analysis revealed areas of design expertise that frequented those discussions. I collected audio recordings of five discussions between one or more IDs and a client. Overall, six IDs and five clients participated in this study. A codebook of 16 codes provided ten codes of design discourse that appeared in the data and six subsequent codes that emerged as discourse management strategies. Among IDs, the most prominent type of design discourse was problem solving. When aggregating design discourse types, discussions surrounding problems, users, and tools were the three most frequent types and accounted for almost three-fourths of the design discourse of these designers in these discussions. Further analysis of the design discourse types revealed that precedent and user experience were the most complex areas of design discourse, suggesting that expressing precedent and user experience are advanced design skills. An analysis by gender revealed that male and female IDs focused on different areas of design discourse in practice. Female IDs focused on user experience and problem solving while male IDs concentrated on problem solving and tools. These findings have implications for how learners in IDT are trained, how design expertise is recognized, and how the design process is understood

Employability and higher education: contextualising female students' workplace experiences to enhance understanding of employability development

Current political and economic discourses position employability as a responsibility of higher education, which deploys mechanisms such as supervised work experience (SWE) to embed employability skills development into the undergraduate curriculum. However, workplaces are socially constructed complex arenas of embodied knowledge that are gendered. Understanding the usefulness of SWE therefore requires consideration of the contextualised experiences of it, within these complex environments. This study considers higher education's use of SWE as a mechanism of employability skills development through exploration of female students' experiences of accounting SWE, and its subsequent shaping of their views of employment. Findings suggest that women experience numerous, indirect gender-based inequalities within their accounting SWE about which higher education is silent, perpetuating the framing of employability as a set of individual skills and abilities. This may limit the potential of SWE to provide equality of employability development. The study concludes by briefly considering how insights provided by this research could better inform higher education's engagement with SWE within the employability discourse, and contribute to equality of employability development opportunity