53 Ways to Enhance Researcher Development. Rob Daley, Kay Guccione and Steve Hutchinson

No abstract available

Empowering International Students by Embedding Formative Experience in Course Design

No abstract available

Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation

Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner’s bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey

International students and crime by Helen Forbes­‐Mewett, Jude McCulloch and Chris Nyland

No abstract available

Empowering International Students by Embedding Formative Experience in Course Design

No abstract available

Publishing with dissertation students: A covert strategy for developing psychology students’ employability skills?

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Intercultural encounters: Intertwined complexities and opportunities in international students’ experience

International students who study overseas for a finite period (regarded as learners in ‘mainstream’ international education) constitute the largest group of students engaged in international education. This chapter discusses the opportunities and challenges inherent in the educational sojourn experience of these learners. The discussion, underpinned by a theoretical framework based upon a developmental theory promulgated by Urie Bronfenbrenner, offers a psychological perspective on the distinctive processes entailed in an educational sojourn. Likewise, Jin Li’s mind-virtue orientation dichotomy illuminates the likely consequential effects of moving from one academic culture to another. A focus on the less explored perspective of academic acculturation offers invaluable insight into the factors that are arguably central to the quality of students’ educational experience that are often closely connected to their engagement or disengagement. Supported by the strategic priority given by universities to the internationalisation agenda, a greater appreciation of intertwined complexities and opportunities that underpin the claimed transformative international experience raises questions about the roles played by the institutions, staff and students themselves in maximising what international education can offer, not only to educational sojourners but equally, in realising ‘internationalisation at home’

Reflecting on the Use of Photo-elicitation Methods in IPA Research. Enhancing the Interpretative Lens and Re-balancing Power Back to the Participant. A Review of Published Studies

The use of visual and creative methods, specifically photo-elicitation in qualitative research has seen an increase in popularity in applied social science research, particularly in studies of psychology. This paper considers the evolution of the photograph as a research tool, particularly when combined with one-to-one interviewing. This paper situates the use of the photograph within historical and disciplinary contexts whilst offering new perspectives on its application to psychological fields of study. We argue that there are interesting benefits associated with supplementing qualitative methods such as one-to-one interviews with photographic stimuli. We present a recent systematic review of photo-elicitation used in research which identifies as being informed by Interpretative Phenomenological Analysis (IPA). Interpretative phenomenological Analysis is a particular qualitative approach which aims produce an account of lived experience. It is often unconcerned by adhering to the application of pre-existing theoretical preconceptions and instead offers an inductive, iterative and highly idiographic account of a phenomena of which the participant has direct experience of. This may be phenomena linked to personal changes in health and illness, or even adapting to new learning environments. Central to the purpose of IPA is the recognition that this account of lived experience is an interpretative endeavor between both participant and analyst. We argue that this need for interpretation and co-construction offers space for creative methods to ‘bridge the gap’ between simply describing a phenomena and entering into the symbolic, metaphorical interpretative world of meaning making which pushes IPA research from mediocrity to excellence. In this review we aimed to capture information related to the use of photographic methods in IPA research with particular interest in exploring the body of published work across the following protocols; 1) sample for inclusion, 2) domain of study, 3) orientation of research questions, 4) design features, 5) variation of photo-method, 6) outcomes of research and 7) critical appraisal of study. There are 14 published articles utilising photographs in IPA from 2010-2018. These studies were conducted internationally and reach across different topic domains including health, developmental, education and occupational research. The reviewed studies extend across the age span and there was notable younger age participants involved. Using photographs offered particular advantages in comparison to interview alone. These include; (a) to empower marginalized, ‘hard to reach’ groups (b) to facilitate in-depth interpretative discussions of abstract, ‘metaphorical’ concepts, sensitive issues (c) to synthesise data with other methods to strengthen and d) enhance trustworthiness of findings. There was considerable variation in how photographs were ‘produced’ ranging from photos, ‘elicited’ by participants or as a secondary artefact produced by researcher as a stimulus for discussion. Visual methods using photographs vary, and include photo-narratives, photo-journals, photo-montage, photo-questionnaires. We situation our review within fast moving changes and opportunities for this method within a wider ‘open science’ framework and also pay particular attention to exploring ethical issues to ensure confidentiality, consent, privacy and wider 2018 General Data Protection Regulation adherence

ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary

No abstract available

How can PhD supervisors play a role in bridging academic cultures?

PhD supervision is generally deemed a rewarding experience as supervisors and students embark on an academic journey together. Pursuing a PhD in a ‘foreign’ context inevitably brings forth distinct opportunities and challenges for students and their supervisors. Using Interpretative Phenomenological Analysis, this qualitative study of supervisors and PhD students examines the cross-cultural facets of doctoral supervision in the light of Urie Bronfenbrenner’s bio-ecological theory of human development and its underpinning explanation for supervisory processes and learning orientations. Undertaken in the Danish context, our paper highlights exemplars of contrasting supervisors’ and PhD students’ experience in relation to academic and psychosocial adaptations. This research strongly endorses that supervisors’ appreciation of the intertwined link between academia and society combined with a positive view of their role in bridging academic cultures can powerfully complement students’ adjustments and subsequently make a qualitative difference towards a more fulfilling and meaningful academic journey together