No good surprises: intending lecturers' preconceptions and initial experiences of further education

Current initiatives to promote lifelong learning and a broader inclusiveness in post-16 education have focused attention on further education (FE). The article examines the experiences and reactions of 41 intending lecturers studying full-time for a Postgraduate Certificate in Further Education and Training (PGCET), as they enter FE colleges on teaching practice and encounter FE students for the first time. It argues that the sector may have something to learn from the contrast between these intending lecturers' expectations and their subsequent experiences, and that attempts to address problems which are endemic within the current FE sector by initiatives to improve teacher competence, such as the Further Education National Training Organisation (FENTO)'s recently introduced FE teacher training standards, are inadequate and misdirected

Supervision and Scholarly Writing: Writing to Learn - Learning to Write

This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing

‘Get yourself some nice, neat, matching box files’: research administrators and occupational identity work

To date, qualitative research into occupational groups and cultures within academia has been relatively scarce, with an almost exclusive concentration upon teaching staff within universities and colleges. This article seeks to address this lacuna and applies the interactionist concept of ‘identity work’ in order to examine one specific group to date under-researched: graduate research administrators. This occupational group is of sociological interest as many of its members appear to span the putative divide between ‘academic’ and ‘administrative’ occupational worlds within higher education. An exploratory, qualitative research project was undertaken, based upon interviews with 27 research administrators. The study analyses how research administrators utilise various forms of identity work to sustain credible occupational identities, often in the face of considerable challenge from their academic colleagues

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Maximising transparency in a doctoral thesis: The complexities of writing about the use of QSR*NVIVO within a grounded theory study

This paper discusses the challenges of how to provide a transparent account of the use of the software programme QSR*NVIVO (QSR 2000) within a Grounded Theory framework (Glaser and Strauss 1967; Strauss and Corbin 1998). Psychology students are increasingly pursuing qualitative research projects such to the extent that the UK Economic and Social Research Council (ESRC) advise that students should have skill in the use of computer assisted qualitative data analysis software (CAQDAS) (Economic and Social Research Council 2001). Unlike quantitative studies, rigid formulae do not exist for writing-up qualitative projects for doctoral theses. Most authors, however, agree that transparency is essential when communicating the findings of qualitative research. Sparkes (2001) recommends that evaluative criteria for qualitative research should be commensurable with the aims, objectives, and epistemological assumptions of the research project. Likewise, the use of CAQDAS should vary according to the research methodology followed, and thus researchers should include a discussion of how CAQDAS was used. This paper describes how the evolving process of coding data, writing memos, categorising, and theorising were integrated into the written thesis. The structure of the written document is described including considerations about restructuring and the difficulties of writing about an iterative process within a linear document

'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC

Chinese overseas doctoral student narratives of intercultural adaptation

This study aims to explore how Chinese overseas doctoral students adjust to a different academic, social and cultural environment, using Giddens’ theoretical framework of self-identity (1991). The findings indicate the participants proactively used various coping strategies in meeting challenges, and adapting to new social environments. Continuity and stability of self-identity were achieved either culturally or academically through self-reflexivity, autonomy, creativity, authenticity, and reliance on an ontological identity. The result is to challenge the grand narrative of essentialised “problematic Chinese learners”

The politics of health services research: health professionals as hired hands in a commissioned research project in England

Previous health services research has failed to account for the role played by clinical staff in the collection of data. In this paper we use the work of Roth on hired hand research to examine the politics of evidence production within health services research. Sociologies of work predict lack of engagement in the research tasks by subordinated groups of workers. We examine the role of midwives in researching ante-natal screening for sickle cell and thalassaemia in England, and construct three ideal types: repairers, refractors, and resisters to account for the variable engagement of health staff with research. We find some features of the hired hand phenomenon predicted by Roth to be in evidence, and suggest that the context of our project is similar to much health services research. We conclude that without concerted attempts (1) to change the social relations of research production; (2) to mitigate hired hand effects; (3) to assess the impact of the hired hand effect on the validity and reliability of findings, and (4) to report on these limitations, that health services research involving large teams of subordinated clinical staff as data collectors will be prone to produce evidence that is of limited trustworthiness. Keywords: evidence-based research; health services research; hired hands; politics of evidence; screening; midwives; research methodology; work and employment

The big picture? Video and the representation of interaction

Researchers who use video to record interactions usually need to translate the video data into another medium at some stage in order to facilitate its analysis and dissemination. This article considers some methodological issues that arise in this process by examining transcripts, diagrams and pictures as examples of different techniques for representing interaction. These examples are used to identify some general principles for the representation of data where video is the source material. The article presents an outline of guided interaction and this is used as a case for illustrating these principles in the context of young children, technology and adults in pre-school settings. Although the article focuses on a specific study and solution, the principles are applicable in all cases where video is used as a source of data for the representation of interaction, whether or not it is technologically mediated