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

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

No abstract available

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

Forensic human identification: Generating Y-STR data for the South African population

Salt River Mortuary (SRM), Cape Town, investigates ~3500 cases of unnatural death annually, with an apparent burden of unclaimed bodies. A retrospective review was first undertaken to assess the number of these individuals who remained unidentified. Medicolegal records were examined (2010-2017), and ~9% of cases remained unidentified each year. DNA analysis was performed in 23.5% of cases. At the time of this study, unidentified bodies were in storage for up to two years, pending pauper burial. DNA profiling assists forensic human identification, and the analysis of markers on the Y-chromosome has particular importance in kinship analysis. To evaluate the statistical probability of DNA profiles matching between samples, reference data from the background population is required. Such data for the Y-chromosome is lacking for some populations groups in South Africa (SA). As such this study aimed to generate Y-chromosome data relevant to SA. Second to this, the obtainability of DNA profiles from unidentified decedents at SRM, prior to pauper burial, was investigated. Biological samples were obtained from 653 SA individuals (living: n=480; deceased: n=173) belonging to four major population groups. Following internal validation, samples were processed using the Promega PowerPlex® Y23 System. A cohort-representative subset of DNA profiles were also generated using the forensically validated Next Generation Sequencing (NGS) assay on the MiSeq FGx™ system, to assess concordance. Statistical analysis was performed using Arlequin and STATA packages. Full DNA profiles (i.e. haplotypes) were obtained from 626 samples (African: n=183; Coloured: n=170; Indian/Asian: n=111; White: n=162), with 599 haplotypes being unique to a single individual. Following optimisation, haplotypes were obtained from >99% and 85% of living and deceased individuals, respectively. Haplotypes were generated from numerous individuals stored for over one year, and DNA profile quality was not associated with time between death declaration and sample collection. NGS results confirmed the presence of one micro-variant and resolved allele-calling in five instances where the capillary electrophoresis assay was incorrect. Thus, concordance was observed in 98% of loci reviewed. Overall, haplotypes were successfully obtained for four different SA population groups, including refrigerated decedents, even 887 days after death declaration. This demonstrates that DNA profiling can be successful for decedents and efforts should be made to store DNA profiles for the possibility of familial searching and identification, even after burial. Identification of the multitude of unclaimed bodies at forensic facilities nationwide holds immense value for living family members, and provides closure for the acceptance of death and life thereafter

Fostering Understanding of Early Numeracy Development

In 2012, the Australian Council for Educational Research (ACER) began the Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School (LLANS:TPS). The study is part of a program of longitudinal literacy and numeracy research at ACER that started with a seven-year longitudinal study of children’s developing literacy and numeracy throughout primary school, which began in 1999 with a cohort of 1000 children from 100 schools around Australia (Meiers et al., 2006). The original Longitudinal Literacy and Numeracy Study (LLANS) developed new instruments for assessing children’s literacy and numeracy understanding in the first three years of primary school and described growth in skills over the entire seven years of primary school. The purpose of this report is to describe the numeracy skills of the preschool children (at the end of the year prior to starting school) who participated in the first year of LLANS:TPS. A better understanding of the numeracy knowledge and skills of preschool children has two important outcomes for early childhood educators and early years teachers: knowing what knowledge and skills can be fostered among young children, and understanding the early numeracy foundation on which formal instruction can build. We describe patterns of understanding of preschool children participating in LLANS:TPS in six significant areas of early numeracy: numbers and counting, sharing, number comparison and ordering, calculations, patterns, shapes and measurement

Enhancing the Experience of International Doctoral Researchers - Key Messages

No abstract available

Improved Practices Catalogue - Best management practice for maintaining and improving land condition on grazing lands

This catalogue aims to provide graziers with a brief overview of outcomes which may occur on property as a result of adopting these improved practices. More importantly, it will provide an extensive set of links to where more comprehensive information can be obtained for those wanting more detail. For a more complete guide, please refer to Sustainable management of the Burdekin grazing lands available at https://futurebeef.com.au/wp-content/uploads/BurdekinGrazing_final-04a.pdf and Understanding the economics of grazing management practices and systems for improving water quality run-off from grazing lands in the Burdekin and Fitzroy Catchments available at http://era.daf.qld.gov.au/id/eprint/5804

Big Data, Lifelong Learning and Learning Cities: Promoting City-Discourse on Social Inequalities in Learning

The Key Features of Learning Cities, published by UNESCO (2013), laid out possible indicators through which learning communities, cities, and regions could support and evaluate learning engagement and urban success, within a context of international collaboration. This briefing paper presents an overview of Learning Cities from the perspective of operationalising a range of indicators, illustrating the role of ‘Big Data’ in in this pursuit. We also argue for public engagement opportunities to be embedded within social science research. Such discourse and debate regarding individual motivations, decisions and ambitions, may highlight where lifelong learning opportunities are needed, and for the wider value of active citizenship. The present work, of the Economic and Social Research Council (ESRC)-funded Urban Big Data Centre (UBDC) at the University of Glasgow, is a key investment for researchers to more easily access the potential of big data for addressing city challenges, such as learning inclusion. UBDC exemplifies how novel, open, big data can be applied to assess learning engagement in an urban context, embedded in place and with considerations of demographic and deprivation changes. The principles of our research relate to Learning City frameworks, and have been inspired by the PASCAL Observatory’s Learning City Network, as well as the existence of a Memorandum of Agreement between PASCAL and the UNESCO Institute for Lifelong Learning. Using Learning City Frameworks and applying innovative Big Data approaches offers educationalists avenues for exploring learning engagement in our own regions, as well as future global comparisons of Learning Cities. More importantly, novel and interdisciplinary approaches can help us use our city data, to open discussions about learning inequalities, specifically promoting lifelong learning and lifewide literacies for more engaged citizenry

A License to Play: Regulating Location-Based Augmented Reality Gameplay on Public Property

This novel research sits at the intersection of augmented reality gameplay and government licenses for use of public property. Governments have long used licensing schema to assure public safety and order. Augmented reality gameplay on public lands presents a new, contested use of public property. Under our proposed licensing scheme, those wishing to engage in location-based augmented reality (LoBAR) gameplay on public lands would need a license. This proposal is akin to how governments—federal, state, and municipal—have authorized permit schema for use of public property, including rock climbing, geocaching, street performing, and film photography. Our Article offers sample legislation for policymakers to license LoBAR gaming, and a sample license application is included in the Appendix