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.

Exporting from EndNote to NVivo

In EndNote, all you need to do is open your library and select the papers you wish to export. You can use Ctrl/Command and A to select all, or you can hold Ctrl/command and select individual papers. Papers you have selected will be highlighted in blue. Once you’ve done this, go to File > Export…

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Save this as an XML file (Save as type) and keep the output style as Annotated.

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You can now head to NVivo to import.

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Importing into NVivo

I’ve started a new NVivo 11 Project so I have a blank file ready to go. To bring in all the papers from Endnote, all you need to do is head to Data > From Other Sources > From EndNote…

This will open a dialogue you can use to browse to the file exported from EndNote. Once found, select the XML file and click open:

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This will open the import dialogue in NVivo. This has a series of useful tools that will check for existing papers in your project and allow you to specify where you want to store the imported papers. Anything with a PDF (journal articles for example) attached will be imported as an Internal. Anything without a PDF attached (most books for example) will be imported as an External. As this is the first import and the project is literature only, you don’t need to change anything here so click Import.

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You’ll see the status of your import reported at the bottom left of the screen. Be patient while it loads:

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This should give you an NVivo file with all of the relevant papers for your project.

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The official QSR guidelines for this can be found on their online help guide, including instructions for Mendeley, RefWorks and Zotero. Additional guidelines for making this work with EndNote and NVivo on different machines can be  found in the Importing EndNote references in NVivo help guide.

Using EndNote to collect literature

This is a short blog post that looks at how you can collect literature on mass from a database for export into EndNote. I wrote this brief post to provide some background on how to prepare an EndNote library ahead of using it with QSR NVivo. When this second post is ready, I’ll link it here.

Collecting the literature

No matter what I am working on, it always starts with a literature search. Like most of us, I focus on using the resources available through my institution and as an educational researcher, I tend to use a mix of databases available though Web of Science, ProQuest or EBSCOhost depending on the topic. I start by identify my key
search terms
and then use a mixture of operators and Boolean logic to develop my search query. While I try to be precise with this step of the process, I don’t worry too much as I can use NVivo later to prioritise my reading.

After conducting a search, I’ll either batch add all the results, or skim through the abstracts to select the most relevant papers. How this works varies by database and I don’t want to spend too much time discussing this as I want to get to NVivo. Here are a couple of examples on how to export results to EndNote.

Web of Science

 

Select relevant results and then ‘Save to EndNote desktop’ or batch export by range (e.g. results 1-500)

ProQuest

 

Select relevant results then click ‘more’ and then ‘RIS (works with EndNote, Citavi, etc.)

Essentially, this will download a file with the metadata for each article including title, authors, abstract, DOI, journal and other relevant information. This can be achieved with pretty much any academic database that lets you batch export results into an EndNote compatible file format like RIS.

Using EndNote to collect PDF files

You can either use an existing or new EndNote Library for the next bit. In EndNote, select ‘File > Import’

 

Browse to the RIS files you downloaded from the database and select them. This will import all the information about the articles into EndNote. Then all you need to do is highlight the references you have important and then select ‘References > Find Full Text > find Full Text…’. Generally speaking, this will only work on campus unless you can authenticate at distance with something like EZproxy (ask your library). In doing this, EndNote will try it’s best to find the PDF file of every article you have. If it finds it, it will download and attach it to your EndNote file.

 

This will give you an EndNote library with all of the papers from your search including their PDF files. Now this might look like a lot of work, but generally speaking, this can take about 15 minutes when you know what you’re doing and that includes loading time. By this point you should have an EndNote library with the papers that are useful or relevant to your current project and it is all ready to import into NVivo.

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!

 

 

ALDinHE Conference 2016 – Herriot Watt

It is with great sadness that I depart on the 17:00 train back home from the ALDinHE Annual Conference. It has been a fantastic three days in Edinburgh and I am already planning my return visit. I seem to fall into the nasty habit of always being here on business and I am determined to come back for leisure.

I fully intend to post a few blog posts spawned from the conference and in particular, a few more details about my presentation from today. I wanted to make this very quick post to solidify that commitment as I often tend to find myself *busy* after such an event. I do however believe that no matter how busy I am, it is important to make these reflections, ideas and thoughts a bit more concrete. At least, in the digital sense.

One thing that strikes me surrounds the reoccurring themes through the conference. This in itself is not surprising as the conference had four key themes: professional identities, social justice, students as partners and diversity. I was however surprised by the reoccurrance of freedom, civil liberties and belonging. This has linked to a lot of the conversations at the Freedom to Learn Conference in Hull, The Liberal Democrat Spring Conference and general discussions with my peers on the Hull EdD. I think this gives a real feel for some of the genuine concerns people have about education, freedom and government policy. There is every chance I am working hard to find these themes as they are important to me, but I feel their prominence is real. Let’s keep this conversation going!

I really appreciate the energy, enthusiasm and ideas from my loosely related learning development buddies at ALDcon. I am looking forward to getting back to Hull and working on some new ideas based on what I have heard. I also can’t wait to write up my own paper and look forward to trying to get it published. A big thank you to our ALDinHE Steering Group and to Andy for his hard work with the conference.

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.

 

SAGE Research Methods

I just wanted to write a quick blog post today about SAGE Research Methods (SRM).

I think this is a fantastic resource and wanted to share some details about it for my fellow #HullEdD students. Azumah did try to show this at the end of our weekend, but there were some technical issues on campus.

To paraphrase SAGE, SRM is a research methods tool to help researchers with their papers and students with their studies. SAGE particularly specialise in humanities and social sciences research giving them a large catalogue of resources that are pulled into SRM. This means in includes over 720 books, dictionaries, encyclopedias, and handbooks, the entire Little Green Book, and “Little Blue Book series, two Major Works collating a selection of journal articles, and specially commissioned videos, with truly advanced search and discovery tools. As the resource focuses on methodology and not discipline, it is widely applicable to lots of disciplines including us in education (SAGE, 2014).

As EdD students, the dictionary and encyclopaedia entries may not be something we would want to reference, but they do serve as a useful first place to check the definition of something. The text books within SRM can then be used to build on your initial understanding and the case studies and journal articles will show these methodologies and methods in action. As with any other journal articles, the articles accessed via SRM make a great addition to your bibliography, as may some of the books and case studies. For EndNote and RefWorks users, you will find SRM supports citation exports to make referencing just that little bit quicker! I should add it supports Zotero for anyone going off piste with their choice of bibliographic manager 😉

As SRM is an online resource, everything is available digitally which is a big plus for any of our international peers!

Accessing SRM at the University of Hull

As a University of Hull student, you will get access to SRM, you just need to login through Shibboleth. First click Log in to SAGE Research Methods:

The select Sign in via your institution:

You’ll find Hull under: University of Hull (Shibboleth) and selecting this option will take you into our familiar log in page.

Methods Map

The reason I think SRM is such a powerful tool comes down to the Methods Map. You can find this under Methodologies > Method Map. If you navigate through to Qualitative data analysis you’ll find everything from Foucauldian discourse analysis and grounded theory through to interpretive phenomenological analysis and visual research.

Give it a go! It is awesome!

 

SAGE video introduction to SRM

So what is geography?

I have spent a great deal of time talking about geographical approaches so far and thought it would be useful to look at geography in a bit more detail. What is geography?

To borrow the approach that Bonnett (2008) takes, geography is about this:

Figure 1: The Planet Earth (Pixabay)

At the simplest level, Figure 1 is the perfect representation of geography. It is about the planet Earth, it’s environments and it’s peoples. This can also be seen in the very root of the word geography. While addressing the same question of what is geography, Cloke et al (2005: viii) return to the Greek origins of geography as “to write (graphien)” and “the earth (geo)”. While this may be clear enough, it is also incredibly broad. Could it not be argued that every discipline is associated with our planet in some way? This is further complicated by the fact that geography holds and shares thousands of concepts with other sciences, humanities and social sciences. With this in mind, it is important to ask what is the geographical approach?

In my opinion, the answer is simple. It is space. Thrift (2008: 85) argues that space is the “fundemental stuff of geography”. Unfortunately space as a concept is multidimensional, multifaceted and complicated. I think this needs a post in itself, but for now I turn to a horrific simplification of Thrift’s introduction to space in the context of ‘modern’ geography which sees four spaces:

First (empirical) space: The tangible, physical space that people measure and map.

Second (mental) space: The mental space that people live, interact and move within.

Third (imaginative) space: The symbology and imagery people use to register the spaces around them. (culture)

Fourth (place) space: The embodiment of space. Where people confirm and naturalise the existence of certain spaces

I could go on to look at this in much more detail, but for now I think that establishes enough to move on to look at geography as a discipline. It can be argued that as discipline, there are two distinct areas to geography: the human and the physical. While I hate to simplify things too much, most geographers experience this distinction throughout their studies and in some cases it is almost a divide. If I had to draw a crude distinction between the two, I would argued that physical geography takes a positivistic/scientific to the earth. It focuses on a spatial and temporal understand of Earth’s hydrosphere, biosphere, atmosphere, and lithosphere. While this may seem the familiar territory of other disciplines, Bonnett (2008) suggests that “geology, climatology, ecology, environmental science and a number of human sciences evolved from geography”. While there is still much to unpick, I want to focus on human geography as it is my area of interest.

Human geography focuses on a spatial and temporal understanding of Earth’s people, their cultures, development, economies, interactions with the environment, histories and politics. The knowledge produced by human geography varies from the positivistic to the postmodernist and this has changed through time as the discipline has gone through many turns. In this case I thought human geography is based overviewed by looking at a typical textbook: Introducing Human Geographies (Cloke et al, 2005). This morning I quickly mapped out the foundations, themes and issues that fall within human geography and this is the result:

Figure 2: Overview of Human Geography based on Cloke et al (2005)

The beauty of geography is that there are many different interpretations and to some extent, it is a personal construction. Indeed, I think all geographers need to have their own personal statement for what geography is and I am glad I’ve started to write mine down. I think that is perhaps as good an overview of human geography that I can achieve before 9:30am on a Sunday morning. There is still a lot to explore, but I think this is a good start! I have purposefully left it at a mind map as I think it is a more powerful symbol of human geography for me than a series of paragraphs. Indeed – I should perhaps develop the above mind map to further explore geography…

Hope that is interesting 🙂

References:
Bonnett, A. (2008) What is geography? Sage: London.
Clifford, N., Holloway, S., Rice, S. P. and Valentine, G. (2008) Key concepts in geography. Sage: London.
Cloke, P. J., Crang, P., and Goodwin, M. A. (Eds.) (2005) Introducing human geographies. Oxon: Routledge.
Thrift, N. (2009) Space: the fundamental stuff of geography. In N. J. Clifford, S. L. Holloway, S. P. Rice and Valentine. G (Eds.) Key concepts in geography. Sage: London. 85-96.