My study space and book collection

I’ve enjoyed following the #PhDshelfie hashtag on Twitter for a couple of reasons. Firstly, it is reassuring to know my study space isn’t the only way strewn with books. I’ve really enjoyed looking at a whole range of #phdtablie and #phdfloorie too! Perhaps I can use these as evidence for what doctoral study looks like when my fiancé comments on the number of books everywhere… Secondly, well. It links to my research.

I’ve spent a lot of time writing about libraries. With these hashtags, it’s been possible to get precious glimpses into the personal libraries of other students. Each of these photos tells a story. Not just of the books collected: but why they were collected, how they’re organised and who owns them (there are a few university library stamps out there). It’s also interesting to see where they’re stored. Some, all neat on a shelf. Others stacked on the floor or desks in use. Sometimes organised organically. Sometimes thematically. Sometimes chronologically. The placement and organisation gives in glimpse into the mind placing them.

This evening, as a break from writing about other libraries, I’m going to write about my own. While I’ve already tweeted these pictures, I’m posting them here again with more of a narrative. You’ll also note these are a bit better quality for the daylight.

The journey starts with the top three shelves of my primary bookshelf. This houses most of the academic books that I am using a the present. The top shelf here contains journals that I subscribe to. This includes:

  • Studies in Higher Education
  • SRHE Abstracts
  • Transactions of the Institute of British Geographers
  • The Geographical Journal

While most people read journals online, I like subscribing to a few. It stops me falling into the trap of just reading stuff related to my current research. As soon as a journal arrives, I read the list of titles and abstracts. When I get the time, I’ll read through articles too. As high impact journals, these volumes are a great way to keep on top of the developments in geography and higher education. Once I’ve had the first skim, they get filed on these shelves alongside the National Geographic which is decidedly less academic. Of course, this shelf has the globe bookend too. Kinda felt apt.

The next two shelves are a mix of geography, philosophy and higher education monographs and textbooks. There is a smattering of psychology in here too. I wish they were a little more ordered, but everything is kind of where it fit… the lower shelf if a bit taller and has room for the larger books. A few of my favourites are here:

Further down the shelf (out of shot) are a range of popular science books and even my undergraduate work. I’ve found it difficult to get rid of that shelf of work as it not only represents three years of my life, but also several thousand pound… This shelf isn’t my whole collection of books. There is a whole other shelf of fiction and manga opposite this one and then a smattering of books throughout the house. Cookery books in the dining area, comics in the living room. That kind of thing.

Now for the study space. Sandwiched between the two shelves in the office, sits my desk. It is NOT big enough. I have a pretty decent computer running Windows 10 that I do most of my writing on, with a MacBook Pro for when I am on the go. Today, I’ve been using it to read my notes in OneNote alongside my typing into Word on the other computer. Unfortunately, there isn’t a lot of space on the desk for books so they quite often end up on the floor. It’s not a bad place to study and it is probably the best study space I’ve ever had. This of course is not the only place I work and I quite often work within the library, my desk at work and in coffee shops.

As I am at work tomorrow, I think I’m going to leave it at that for now.

 

 

Digital Transformation – responding to the challenge in academic libraries (Northern Collaboration 2017)

Today I attended my first Northern Collaboration Conference, with the added pleasure of delivering a workshop with Mike Ewen. This conference had the added bonus of being relevant for both work purposes and for my EdD research. The conference theme, Digital Transformation – responding to the challenge in academic libraries certainly aligned across work and research interests, with a good mix of educational technology thrown into the mix.

Digital transformation is a very topical theme for academic libraries, with the conference website presenting the following definition Brian Solis

“the realignment of, or new investment in, technology and business models to more effectively engage digital customers at every touchpoint in the customer experience lifecycle.”

In the library context, this definition really highlights the role of technology and related business models in the engagement of students throughout their student journey. This of course is very topical, and something my thesis touched on in guise of space. The conference theme and its constituent parts were really well brought together and contextualised in the closing keynote from Anne Horn (Director of Library Services, University of Sheffield). Anne highlighted how libraries are embodying such digital transformation(s) through:

  • service enhancement
  • energising our teaching
  • enriching library spaces
  • developing staff digital capabilities
  • utilising new digital processes, channels and platforms
  • pioneering new technology.

In her keynote, I particularly enjoyed the speculation on new technological megatrends and their potential impact on the library sector. With augmented reality, the internet of things, automation, robotics, personal assistants, big data, data visualisation, artificial intelligence, information exchange, makerspaces and wearables all featuring in the discussion. It could certainly be an interesting future for libraries. A great deal of this will depend what technological hypes settle into the mainstream edtech.

I think one thing we can be confident in, is that libraries will be still here (or, at least for some time yet!). Anne gave an interesting angle to the argument. As often said, there was conjecture that libraries would die as paper books and journals diminished in a world of eBooks and eReaders. This did not happen – and will not happen anytime soon. It was here that Anne’s argument got interesting. We are in a world where Uber can be a global leader in taxi transport provision – yet it does not own a single car. Airbnb is a leading hotelier without owning a single premises. So it has to be suggested. Can libraries not continue to exist in a world where they may not own the content (particularly with the vast quantity available freely on the internet)? This begs the question “What is worth owning… the platform or the underlying asset” (Schwab, 2017). Libraries are perhaps another industry that presents a platform more powerful than the assets it provides access to.

I strongly believe that as long as libraries continue to provide compelling services and spaces (both physical and online), they will always have a popular and needed platform, even if it does not directly own informational assets.

I will leave my conference discussion here for now. I would just like to add that I thoroughly enjoyed the parallel sessions that I attended throughout the day from the University of York, Sheffield Hallam, University of Bolton, Open University and University of Sheffield. All were very thought provoking and I believe they will feed into my wider digital literacy and general skills provision work, particularly online. Thanks to the organisers for a wonderful conference.

p.s. Mike and I intend to collaborate on a blog soon to review our session in a bit more detail.

Microsoft Innovative Educator Expert 2017-2018

 

Monday this week I had the great pleasure of receiving an email from Microsoft to congratulate me on being selected as a Microsoft Innovative Educator Expert (MIEE) for 2017-2018. This was a wonderful surprise, following my application submission earlier this year. The application process involved putting together a PowerPoint Mix or Sway to overview my work. I chose to create a small portfolio in Sway which was an excellent opportunity to reflect on the last academic year. Now I am part of the MIEE programme I look forward to continuing to model the use of Microsoft technologies for learning and teaching. More importantly, I look forward to training and supporting colleagues in their own use of Microsoft technology for learning and teaching.

The year ahead

The MIEE status stays with me for a year and over this time I’ve been thinking about what I want to work on. Like any other commitment I take, I took to Twitter to outline my plans for the year:

As outlined in my tweet, I have three areas I want to work on and in this blog I’ll add a fourth – my own CPD.

Sways and Mixes

I think Sways and Mixes are fantastic educational tools. I especially love how I can quickly create a Mix in PowerPoint. While I can use more complicated tools, they take valuable time. Time I don’t have. For Sway – I love the dynamic and responsive nature. They work really well for content heavy pages that need to be accessible on any size of screen. The ability to set image focus points always ensures the most important elements of any diagram are preserved no matter what device someone is on. I am looking forward to getting some Mixes and Sways online.

Support colleagues with digital literacy and Microsoft 365

Over the last couple of years I’ve been doing a lot of work on digital literacy. My work over the last few months with Microsoft Office 365 and a whole range of Microsoft tools and apps (Learning Tools, Sway, Office Lens, Snip, PowerPoint Mix) has brought new perspectives to this work. Having built my own expertise through practice, I’m now looking forward to supporting colleagues developing their use of Microsoft educational tools, apps and Microsoft Office too. I’m also keen to update some of my existing resources with the latest tech solutions.

Promoting OneNote

OneNote has long been a component of Microsoft Office. It is however, often in the shadow of Word, Excel and PowerPoint. I think it is one of the most undervalued aspects of the office suite and I always love introducing users to it. Often, students have OneNote installed on their computer but have never even opened it. I want to try and promote it more within my own institution. I think OneNote combined with Office Lens is the perfect solution to all a students note taking needs! Additional aspects of this including further experimentation with Class Notebooks, and I look forward to seeing how they can replace some wikis I am currently using in the VLE.

CPD

Technology is always developing and I aim to keep myself up-to-date on any new tools Microsoft release, and any updates to existing tools. I’m also keen to continue developing my knowledge through the Microsoft Educator Community.

Microsoft 365 and Windows 10 for Education

Today I visited some of Microsoft’s offices in London to check out Office 365 for education. This was a very informative visit and Microsoft had a fully equipped showcase classroom where we could get to grips with some of their latest hardware and software. The day was structured to overview Windows 10, inking and the powerful combination of this with Office 365 for Education. This includes not only Microsoft Office Word, Excel, PowerPoint and Publisher, but an all-encompassing productivity solution that combines Office with OneDrive/SharePoint, Yammer, Skype, Video, Microsoft Teams and more. I’ve seen and used most of these packages, but I’ve never seen them all working together – properly linked and synced and all in the cloud. The result was convincing.

While I am a fairly confident Office and Windows user, it was a great opportunity to try Microsoft’s own hardware. I personally fell in love with the Surface Book, a hybrid laptop-tablet with a powerful processor that delivers a punch on the go. I particularly enjoyed the deep integration of ink within the operating system and Office as a whole. While I am an experienced user of Windows 10, I’ve never had an ink enabled device so it was nice to get to grips with this. I liked it. I like it a lot! I could quite easily see a device like this replacing the MacBook Pro and iPad Pro I carry, although the Microsoft Product would struggle to beat the battery combination of them both. I think I’d miss the general portability of the iPad too.

Take home points from the session

Office Mix

I think one thing I have learned from this process is that I need to be a bit more patient when trailing previews of software. When I tried the very first release of Mix for example I wrote it off. Yes – the outputs were fantastic but they were locked onto the Mix website. This of course is not the case anymore. The introduction of video exports from Mix solves this problem and makes it a great product. Sadly – it has been able to do this for AGES according to the trainer and I regret not playing with it sooner.

Office Mix Snip

This fantastic little tool is in preview at the moment. It basically replicates everything I love about the Camtasia capture tool I use on Mac. It allows a user to ‘snip’ any area of the screen, annotate and share. The tool is far more developed than the in-built ‘snipping’ tool and it takes full advantage of inking in the OS. You can try the Snip Preview yourself.

Sway

Ok. I like Sway. I really like Sway. However – students and staff are not really that aware of it. This session reminded me of the important gap it fills in the presentation market. I think we need to really push this out as an alternative to PowerPoint or Word for certain kinds of presentations.

Edge

It is getting better and it isn’t as bad as it used to be. I think it is some time away from being a stable replacement for Chrome or FireFox, but I could see this being a contender really soon. I loved the seamless integration with OneNote, but this is replicated within the OneNote plugins for other browsers so not too much a selling point.

Ink

Everything is better with Ink. I’d only really played with this on the iPad before, but seeing it across all the Office programs and across the Windows 10 OS I was overwhelmed with the potential. I am so sad I don’t have access to this on a daily basis.

OneNote

I’ve used OneNote in patches over the last decade, but recently decided to commit to it as my main note taking application. I transferred all my stuff from Evernote and I couldn’t be happier. Today really convinced me I have made the right decision. I already have it up and running across iPhone, iPad, Window 10 and Mac OS X.

While I learned nothing new about OneNote today, I did discover OneNote Class Notebook. This has some amazing potential and I look forward to seeing it in use within higher education.

Concerns

Training, support and change

I always get excited about the latest shiny technology. However, not everyone is as confident as I am. I work with a lot of novice users and technophobes. The powerful combination of all of these Microsoft products is kind of overwhelming. While this combination can deliver amazing efficiency and savings, it is problematic from a user training perspective.

For some users, the change to 365 solutions for their existing tools (e.g. Slack, DropBox, Evernote) presents a huge transition. This is no where near as large as the transition for some users who have yet to even move to a cloud tools. It is a new way of thinking. It requires all new business processes. Online training can only go so far and an institution rollout that maximises the user of this software and the efficiencies it can deliver seems like a mountain to climb.

Ink

All of the exciting stuff we saw today surrounded Ink. No one in the whole team I work for has access to any Ink enabled hardware. This would represent a significant investment and it is one I don’t see coming. At present, a lot of our work relies on BYOD (Bring your own device) and we all pretty much have an Apple iPad. While that allows us to use some Office 365 apps, these are lighter versions than those you can install on powerful Surface equivalent. While these app versions support Inking, the feature set is nowhere near as good as the program.

Ultimately, it made me realise just how amazing it is to be able to pick up a pen and draw directly onto something running full Windows. It’s just something I am not going to be able to afford to do for some time… although I should note there are some excellent devices from companies like HP that do not destroy the bank.

Mac versions

Most of my use of Microsoft Office is on a Windows PC, although I am a frequent user of Word on my Mac. With Word, I notice little difference between Windows and Mac. There are a few differences, but nothing I miss too much. Today I realised there are larger gaps between Windows and Mac in some of the other programs. Ink is one of these gaps but with my MacBook Pro it isn’t something I had even looked for before. Then again – it is little use on my MacBook Pro.

I hope OS X and Windows versions become more aligned over time and I would like to see versions of other programs like Visio and Project joining team Mac too.

 

Conclusion

Office 365 is amazing. But it is only amazing when you go whole hog. Unleashing the full power requires integrated versions of Office, Skype, Teams, Outlook/Exchange, OneDrive/Exchange and Yammer. It is the totality of all of these tools, speaking and syncing with each other that really brings the power. Access to Ink helps too 🙂

A big thank you to the team at Microsoft and their consultant for hosting us in London. Lunch was excellent and it was a great opportunity to see all of this in practice within education.

Is ‘student engagement’ a dangerous concept?

Do some of the common conceptualizations of student engagement overshadow what is really important? This post will somewhat (intentionally) overstate an argument, but I want to summarise some of the discussions from the SRHE Conference with the respect of ‘student engagement’. It has been argued that in the UK context, ‘student engagement’ has been under-theorised (Gourlay, 2016). This is not to say there is no theory. Trowler (2010) has demonstrated some diversity in how ’student engagement’ is understood and while this isn’t surprising for any ideal in academia, it is suprising how rarely it is defined in use. To consider one such definition, Trowler (2010) introduces ‘student engagement’ as:

concerned with the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students and the performance, and reputation of the institution

Still doesn’t really say much…

At the SRHE conference, many speakers suggested that outside the UK context, ’student engagement’ is better theorised and this is reflected in Trowler’s (2010) introduction, arguing the term is more established in the North America and Australian literature. Perhaps the problem with the term in the UK is that it is associated too heavily with league tables, metrics and university advertising.

So why is ’student engagement’ a dangerous concept? In her session, Gourlay exemplified ’student engagement’ with the use of Coats (2007) definition. This is because it is a widely used definition, which constructs student engagement as “a broad construct intended to encompass salient academic as well as certain non-academic aspects of the student experience” (Coates, 2007:122). This is :

  • active and collaborative learning;
  • participation in challenging academic activities;
  • formative communication with academic staff;
  • involvement in enriching educational experiences;
  • feeling legitimated and supported by university learning communities.

All of these words focus on participation with others. This is problematic for many reasons but I want to focus on two:

1 | Where is learning?

Okay, so this isn’t just learning. It’s to do with everything related to education. Most definitions of student engagement focus too much on process and do not necessarily make learning, knowledge application and knowledge creation clear. Surely the most important aspects of student engagement is engagement with learning? There are often too many references in the ‘student engagement’ literature to wider and extra curricular activities/experiences. Yes – all of this may be an important part of higher education, but it isn’t the sum of higher education.

2| It’s all interaction

‘Student engagement’ focuses too much on interaction between students, staff and others. To engage students (or for them to be engaged) there must be some physical or measurable interaction. They must actively participate. This could be group work with others, discussions with the lecturer or participation in a debate. Perhaps attending lectures alone is enough to class as engaged in some situations! In the world of metrics and learning analytics, interaction can also include usage of the Virtual Learning Environment (VLE). These are all quantifiable, observable and measurable interactions. The interactions of the engaged!

But not all people want to engage like (nor do they need to all the time).

What does ‘student engagement’ hide?

The essence of ‘student engagement’ focuses on active forms of engagement (collaborative, participate and communicative learning). However, not all students learn like this – or at least not all the time. Gourlay (2016) argues learning can be placed on a spectrum:

The ‘intense’ and ‘collaborative’ forms of working very much align with the active forms of working expected within the ‘engaged student’. The problem is that this overshadows the ‘independent’ and ‘passive’ forms of working. These forms of working can be seen as ‘unengaged’ as they are counter to the active, collaborative, participative and communicative learning. Somehow along the way this has become seen as problematic for it is not representative of the ‘engaged’ student. Yet, independent, solitary work is a major part of learning in higher education. Such independent work is a vital part of assessment in higher education and, as a learning process, it enables students to grapple with their own understanding of key concepts. As suggested in Gourlay’s (2016) paper, this is problematic as an important part of the learning process has become labeled as ‘unengaged’. This a damaging perspective for something that is core to the student learning journey. Even more problematic when considered in the terms of league tables, the TEF and university marketing…

Conclusion

Okay. So ‘student engagement’ may not be dangerous – but it can be problematic. The focus on active and measurable engagement overshadows legitimate working practices. This is an important for consideration for anyone researching student engagement as it is far too easy to sideline learning. This is perhaps further problematic for prospective students as universities sell their courses based on the whole range engagement opportunities. While these are valuable for building student experiences and employability skills, they often neglect learning and learning support.

References

Coates, H. (2007) A Model of Online and General Campus-Based Student Engagement. Assessment and Evaluation in Higher Education, 32 (2), 121–141.

Gourlay, L. (2016) ‘Student engagement’ and the tyranny of participation, Society for Research in Higher Education (SRHE) Annual Research Conference, 9-11 December 2016, Celtic Manor, Newport, South Wales, UK.

Trowler, V (2010) Student Engagement Literature Review. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf

SRHE Newer Researchers Conference

Today I attended the SRHE Newer Researchers Conference at the Celtic Manor in Newport, Wales. Titled Exploring freedom and control in global higher education, the conference has been a fantastic networking opportunity to meet other researchers and look at some of the latest developments in diverse fields. The day started with an icebreaker where we got to meet everyone on our tables:

Which leads well onto the keynote:

Knowledge creation – a dialogic approach: the power of networks and networking, mentors and mentoring

Helen Walkington opened the conference with a very throught provoking keynote. She demonstrated the importance of dialogue in the creation of knowledge, but also stressed the importance of involving undergraduates in this. A core part of this process was the use of students as researchers, engaging undergraduates in real research-based courses that enable them to make their own discoveries.

From the library perspective, this was particularly interesting as their institutional repository was used to disseminate the student outputs (or at least those that have passed the assessment criteria). This emphasis on real and meaninful research was very interesting and it is easy to see how this can be very engaging for students. Arguably, the role of student as researcher highlights a new liminal space providing students a real taste of academia, particualrly when research outputs are later disseminated via papers and conferences.

While this summary does the session no justice, it was very useful for my work and research.

[NOTE: Take a look at Universities, the Citizen Scholar and the Future of Higher Education, this was recommended by Helen and it is something on my list now!]

Parallel sessions

The parallel sessions (which included my own contribution on rhythmanalysis) were really interesting. The first strand, research methods and methodologies contained presentations looking at diverse tools in interviews, models for research-based learning and research risks. From a work perspective I was quite interested in the card sorting, network maps and documentary analysis of the first presentation. In particular I would like to thing about how this could be analysed with software like NVivo 🙂

The next set of parallels looked at supporting student success with presentations on student leader development, perceptions of failure and mature student experiences. Choosing one again the paper on student leader develop was particualry interesting as it looked at the advantages of a monastic retreat in helping leaders develop, reconceptualise time and realise the benefit of their volunteering on others. While the context for my own work is very different, I think there is a lot of benefit to be gained from remote retreat in helping students cope with pressure.

The final session looked at educational futures including my own peresentation. This strand was interesting and featured other presentaitons considering the REF and gender conceptualisaiton in Turkey. The feedback for my own contribution was very productive and I look forward to taking some of the ideas sparked from this in my own work.

Fireside chats

Sadly – no fire, but lots of chat. These sessions were an excellent opportunity to network with experienced researchers and get general advice. The group I was in focused heavily on work-life balance, time management and general career advice. It was good to know my concerns are not mine alone and to realise there are a whole range of pressures researchers face. It seems emails continue to be a major problem for a lot of people and it was interesting to see a number of people choose to only check their emails once a day. I’m not sure I could manage that but I am interested in the different management techniques people choose. I was also facinated by the different spaces people chose to work in and it continues to highlight the beauty of ‘finding a space to work’.

Conference close

I have already made some connections from the conference and look forward to making more at the main SRHE Conference tomorrow through to Friday. So fortunate the SRHE Newer Researchers Conference provides us with business cards.

Writing your way to success

Today I took part in my first writing retreat, organised by @azumahcarol as part of the University of Hull, Doctor of Education (EdD) programme. I have to admit that while I had read some literature on support of this process (Murray & Newton, 2009; Moore, 2003; Petia & Annika, 2012), I was sceptical about it in this context. Sitting down from 9am to 5pm and focusing on writing alone sounds like a great idea – but I had two main concerns:

  • The third year EdD students had not seen each other for weeks. In the case of our three Netherlands-based peers this was MONTHS. Surely after so much time apart we had too much catching-up to do to sit in silence?
  • We are all at the very start of our thesis stage and sitting and writing for a whole day seemed like a big commitment and something we may not be ready for. (Okay – I admit, moving house has seriously destroyed my reading time!)

Despite my concerns, I hit the ground running this morning. I was determined to make the most of this opportunity. It isn’t often that I get such a large block of time to work on EdD coupled with the guarantee of no distractions. I had to make the most of opportunity as it was costing a day of annual leave. If I was going to waste the time, I’m sure I could have found something more fun to do.
For the first session I was able to write over 1,200 words in the 90 minute block. In honesty, most of this was achieved in the first 60 minutes as my concertation seemed to stagger towards the end of the block. I had a similar record for my second session 90 minute session, taking my total to around 2600 words. I have to admit I was proud of myself. 2600 fairly decent words in 3 hours. Just some tidying and referencing to go.
We concluded the morning at 13:00 and set off for an hour break. I was certainly hungry by this point and needed the break. I have to admit I had some concerns about the afternoon as my head was rapidly running out of things to write about. My lack of reading was finally coming to bite me.
Strategically, I spend the third session in the afternoon looking at something different. I was recently rejected from a journal and had to respond to some comments. This wasn’t my best idea as after the first 40 minutes I was thoroughly depressed and it soured the rest of the session.
That brings me to the last hour. It gave me the opportunity to Mindmap some new ideas, add another 300 words to my total and then write this.
All in all, I’ve written 3460 words today (including this blog post) and I’m pretty happy with that 🙂

Yes – I’m completely sold on structured writing days and I look forward to the next similar opportunity. We also did pretty well at resisting the temptation to write so clearly we’re all very dedicated! The power of finding ‘space’ to work.

References:

Moore, S. (2003) Writers’ retreats for academics: exploring and increasing the motivation to write. Journal of Further and Higher Education, 27(3), 333-342.

Murray, R. & Newton, M. (2009) Writing retreat as structured intervention: margin or mainstream? Higher Education Research & Development, 28(5), 541-553.

Petia, P. & Annika, C. (2012) Using structured writing retreats to support novice researchers. International Journal for Researcher Development, 3(1), 79-88.

An 8 point manifesto for the EdD

As part of the EdD weekend we were asked to develop a manifesto for the professional educational doctorate. This was something we were challenged to work with in isolation and here is my first (and very under-developed) draft.

  1. There needs to be a contribution to professional knowledge

    The primary differentiation between a second tier doctorate is the contribution to professional knowledge versus the philosophical contribution of the PhD. This is not to say the EdD is absent of philosophy, but that the outcome must have some practical implications for practice.

  2. The EdD must have a grounding within a conceptual framework

    This will ensure the EdD provides an original and academic contribution to knowledge – not an evaluation.

  3. The EdD must be gounded in literature 

    A full appreciation of the wider literature must be incorporated into the EdD. This will ensure existing debates are established, helping to ensure the EdD provides an original contribution to knowledge.

  4. Community is core to the EdD experience

    The EdD is not a solitary journey. The community surrounding taught elements are a core part of the EdD experience and it is important to have peers for both support and critical friendship.

  5. Be resilient!

    The EdD required writing at level 8 from the first assignment. This is not easy and there will be set backs along the way. Critical comments, minor and major amendments and the stress of balancing research and work – The EdD researcher needs to be resilient.

  6. Be independent

    This is a doctorate! The EdD experience provides a whole range of support mechanisms but it is also a doctoral qualification. Researchers must take responsibility for their own work and be the driver of their EdD.

  7. Negotiate supervision

    The assessments and thesis provide a range of supervisory experiences. it is important to not only take advantage of these opportunities, but to negotiate them in a meaningful way to ensure that you both get the most out of the experience.

  8. Relish the discomfort

    Relish the discomfort. It is in the liminal spaces that we have the opportunity to discover new things.