National research on the postgraduate student experience:Case presentation on postgraduate student diversity (Volume 2 of 3)

This is volume two of a set of three case studies that explore the postgraduate student experience. The theme of this case study is postgraduate student diversity and is based on experiences derived from student engagement breakfasts, interviews, and focus groups with 366 people across the stakeholder groups of postgraduate students, educators, and university executives from 26 institutions. The case studies constitute part of the output from the project, Engaging postgraduate students and supporting higher education to enhance the 21st century student experience

Presence for professional development: students in the virtual world

This report describes virtual world activities for groups of students studying a course designed to support professional development especially following career breaks. The activity uses the virtual platform to augment the social aspect of belonging to a study cohort, exploiting the sense of presence and constructivist affordances of the 3-D environment

Communities of practice and virtual learning communities : benefits, barriers and success factors

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries

Developing research degrees online

Research degrees have been changing radically in the last twenty years, with an extensive body of work accumulated on improving the practice of research degrees and on developing skills for independent researchers. However, most of this work focuses on full-time residential research degrees, and little attention has been paid to part-time research degrees at a distance. This paper presents a novel research degree, the Virtual MPhil in Computing, offered by The Open University (UK), supported by a blend of technologies, and designed to address this gap. We discuss the support it provides for the development of student community, research dialogue and progress monitoring of distance research students

Exploring online community participation

Firm-hosted online brand communities, in which consumers interact regarding brand-centric topics, represent a fascinating context to study the motives of participation within the community. Theories of social capital and collective action are extended to begin understanding why individuals contribute, as they receive no immediate benefit, and “lurkers” have the same access to that contributed knowledge as everyone else. Building on the concept of means-end chain, that is we seek out certain attributes as a means to achieve a desired end state, the linkage between online brand community attributes, individual need, and personal values is ethnographically examined. By way of in-depth laddering interviews, why individuals participate will be answered through understanding how that participation fulfils individual need and enhances personal value. The main study comprises two approaches – participant observation in the community, and individual in-depth interviews with 32 community members. Over 2222 data points and 750 ladders were discovered and analysed using the laddering technique. Seven themes emerged as to why individuals actively participate in an online brand community – belonging, recognition, helping others, knowledge, professional advancement, personal development, and entertainment

‘We do it to keep him alive’: bereaved individuals’ experiences of online suicide memorials and continuing bonds

This paper presents draws on interviews with individuals who have experience of creating, maintaining and utilising Facebook sites in memory of a loved one who has died by suicide. We argue that Facebook enables the deceased to be an on-going active presence in the lives of the bereaved. We highlight the potential of the Internet (and Facebook in particular) as a new and emerging avenue for the continuation of online identities and continuing bonds. Our study offers unique insight into survivors’ experiences of engaging with the virtual presence of their deceased loved one: how mourners come and go online, how this evolves over time and how the online identity of the deceased evolves even after death. We discuss how Facebook provides new ways for people to experience and negotiate death by suicide and to memorialise the deceased, highlighting the positive impact of this for survivors’ mental health. Finally, we describe the creation of tension amongst those who manage their grief in different ways

Modelling complexity of gender as an agent of change

Social inclusion continues to develop as a key issue in responsible design practices. To date, we have witnessed change in the development of inclusivity for the aged, and the physically and mentally challenged, but little more than exploration by certain minorities has been achieved concerning gender diversity and fluidity. A key reason for this is cultural complexity, in terms of differences in social constructs, and conflicts with personal constructs, but there is a perceived need for change, towards more inclusive perceptions and behaviours. The commonly held ‘binary’ model may have appeared to offer society a natural method of controlling complexity, by reducing mental effort involved in social decision-making. However, in terms of innovation, the use of such stereotyping may be seen as acting against originality and individualism, certainly not encouraging of positive change and diversity. The traditions attached to the binary model permeate our language, constraining our perceptions and thinking. To present an alternative perspective, this project developed a more inclusive model of gender to recognize diversity and fluidity, while maintaining a level of simplicity to ensure effective comprehension and application. This paper’s presentation of the ‘Gender Fluidity Cube’, seeks to describe the context for a more inclusive view of gender, sex and sexuality, as three dimensions which enable inclusion of any individual or group within its volume. Through a more indepth study this dimensional model may offer creative opportunities to a number of professions including design, marketing and education, as a stepping-stone ‘population’ model, to inform more effective ‘causal’ models for systems thinking

Information technology and social cohesion : a tale of two villages

Acknowledgements This research was made possible by a grant from the EPSRC “Dot.Rural Digital Economy Hub” (EP/G066051/1) at the University of Aberdeen and EPSRC Communities and Culture Network+ (EP/K003585/1).Peer reviewedPostprin

Connected lesbian, gay, bisexual and trans communities? A scoping study to explore understandings and experiences of ‘community’ among LGBT people

This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space, (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants engaged with other LGBT people for a variety of reasons. Sensing/experiencing ‘community’ had clear links to reported wellbeing, including combating isolation, heightening confidence and self-esteem, and sometimes improving/maintaining physical health. However, potential ‘risks’ related to elements of community were also identified (e.g. alcohol/drug consumption). Caution is needed when the term ‘community’ is used in the singular and/or when it is assumed that LGBT people are more alike than not