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.

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.

You’ve got to love the journey. Simple and straight it is not.

Today I hit a wall.

I’ve been working through some of my research plans and I simply could not connect the dots. I have solid pieces of work here and there but I just could not get the connections to work. The connections seemed illusive and the most frustrating thing was that I knew the connections were there.

So, I took the metaphorical wall, and made it literal:

Post-it wall of ideas

Sometimes that change of environment can make a big difference. Stepping back can help you seen new things and new connections. I always find the flexibility of some post-its and a wall invaluable, especially if it means getting away from the computer screen or a book.

Now the real reason I wanted to share my troubles today is found in the title of this post. While stepping back helped, what really made the difference was a simple message from @JaxBartram. I was venting my frustrations to her and she simply text back the following:

You’ve got to love the journey. Simple and straight it is not.

That one liner made me smile and somehow made it all better.

The doctoral journey is definitely not simple or straight.

But it sure as hell is fun!

 

 

Freedom to learn and civil liberties

Last week I attended both the Freedom to Learn Conference and Liberal Democrats Spring Conference. After two excellent events, it’s hard to avoid the urge to blog about freedom, education and civil liberties. They are all under threat…

This Conservative Government keeps trying to erode our civil liberties all in the name of security. They want to keep us safe. Apparently. There is no doubt that targeted surveillance of criminals should be allowed. I am not disagreeing with that, I don’t think anyone is. What I am arguing against is the wholesale collection of bulk data and essentially spying on every citizen in this country. This amount of data is dangerous and no-one should be trusted with it, least of all our government. After a string of hight profile data breaches, how can they be trusted to keep this data safe? Even if you trust a conservative government with this data, what is UKIP or Greens achieved a majority… would you be happy then? Hasn’t Snowdon’s high-profile whistleblowing demonstrated how our data is at risk?

As we live an increasingly large amount of our lives online, it is important to think of what that means. The data you share online is your communication with family and friends. It is your photographs and memories. It is your ideas and studies. It is you. Even if you have nothing to hide – do you not have something to protect? All of this stuff is precious and needs to be protected. I know the risks and benefits for engaging with this technology. I fear many young teenagers don’t. My biggest fear is that they ‘expect’ the government to spy on them to keep them safe. Is this a fair trade off? Bulk surveillance is the equivalent of the Home Office steaming open love letters sent in class. Even with this metaphor they don’t seem bothered…

This is where education comes in. While we can lobby the government, there may be no stopping Theresa May’s desire to know everything about everybody. Despite her lack of technical competence, there is a real chance the government will sink an awful lot of money to achieve the near impossible. The bulk collection of data about it’s citizens. So how can we fight back? I think education has a real power to make a difference. We need to teach, train and education our citizens to make sure they make informed choices. I share a lot of stuff about myself online. I use cloud storage. At least I don’t do this in naivety. I want everyone to know of the advantages and disadvantages of sharing their information so they can make informed choices too.

If we don’t do something, I genuinely feel we will raising a generation that expects to be observed and surveilled. The fight that we are having to protect our civil liberties is under threat unless we educate our teenagers to pick up this fight also. I am deeply concerned about the lack of education available, but maybe there is light. I had a brief opportunity to discuss this with Shami Chakrabarti and was heartened to hear there is a fight back. Some teenagers are looking carefully at what they share online and deciding against it. Some teenagers are shying away from Google and Facebook, aware of the consequences for sharing so much data with large companies. Lets hope this critical approach to sharing online is picked up by more.

So where does freedom to learn come in? Wherever our civil liberties are under treat, there is no freedom to learn. There is no freedom to debate. There is no freedom to think. Control just drives thinking underground not out in the open where it can be challenged and debated. This, if anything is the biggest threat to freedom to learn.

A cacophony of spaces

A few days ago I took a short break from Soja’s Thirdspace to make this diagram. In ThirdspaceSoja identifies what he calls a cacophony of spaces in a list that is so long, I had to make this visualisation to display them all. While there is nothing new in this list for me, I found it quite striking to see so many of the spaces identified across the literature listed in a single place. I’m going to keep this as a living diagram  on my computer so I can continue to amend it. There are indeed spaces missing 😉

Spaces of protest, repression, sexualities, identity and dystopia. What is missing for you? (Comment below)

 

spaces

Postmodernism: It’s impossible to move!

I would say this is a form of procrastination, however after such a productive morning I am happy to label this as a well deserved break. I’ve spent most of this week so far buried in the spaces of modernity (Dear & Flusty, 2002)an interesting volume that focuses on postmodern interpretations of space. Tucked between a couple of the chapters I came across this excellent comic from Calvin and Hobbes (Watterson, 1990) and I needed to make this quick post to share it.

I think this little strip perfectly captures the headaches we all go through when grappling with new concepts. It kinda makes me wish I was seeing the world through a neo-cubist art lens as opposed to the Marxist or postmodern! Nevertheless, I think the real gem from this strip is the following:

The multiple views provide too much information! It’s impossible to move!

Maybe that alone should form my definition of postmodernism. Shame it would have to end there. After all, we can’t let the world fall into a recognisable order…

Calvin and Hobbes

Source: Calvin and Hobbes Comic Strip, July 27, 2014 on GoComics.com
One of the many great comics you can read for free at GoComics.com! Follow us for giveaways & giggles.