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November 10, 2022
Writing about web page https://exchanges.warwick.ac.uk/index.php/exchanges/special-issues
A new special issue project is launched, tying into a researcher developmental course.
Yesterday I had the pleasure of attending Warwick’s Leadership and Management Development Course on reflective practice for early-stage researchers. The course, which is being run three times this year aims to generate some discussion and exchange of experience between researchers who are early in their career and are looking to broaden their understanding of the wider research landscape. Yesterday’s session was focussed in on writing and publication, which was why I was there: to offer insights into the art of peer-reviewing and editing journals.
While only a relatively small cohort of delegates, there were some excellent and perceptive questions and insights shared, and I think considerable interest in what I had to say! The course will be running with two further researcher cohorts this academic year, and I’ll be popping up in each of these as well. It certainly is nice to interact with some scholars I’ve not met before, and who for once, aren’t directly linked to the IAS. I am also looking forward to learning more about new researchers’ perceptions of academic authorship and scholarly publications too.
Synergistically we’ve also partnered with the LMD  to launch a special issue call tied to this course. In it, delegates are being invited to submit critical reflections around their research practice inspired by or promoted by the course contents themselves. Naturally, we hope a few of the course participants might also get involved as associate editors for the issue too, so we’ll see how that develops over time. I suspect there will be some very interesting papers submitted to the issue on the basis of what I heard yesterday.
Special Issue - Early-Stage Researcher Reflections: [Anticipated Publication - 2023]
This special issue is devoted to participants within the three cohorts of the Warwick Leadership and Management Development course for developing early-stage researchers. Course delegates are being invited to submit critical reflections concerning their own research practice. These are expected to be inspired by their experiences, insights or considerations arising from the course contents and discussions with their peers. Manuscripts may opt to provide a holistic overview of the researchers’ experiences or choose to focus in on particular aspects of their life and work.
Find out more about all our past, present and future (!) special issues here:
My thanks to Dr Harriet Richmond of the LMD for the invitation to get involved in this course, and for proposing the special issue too!
 Which I now realise is also the same acronym as Life Model Decoy in the MCU
November 17, 2021
Writing about web page https://exchanges.warwick.ac.uk/index.php/exchanges/special-issues
The second workshop in the Anthropocene writing development special issue project tackled peer review and exposed some of the common fears of early scholar authors.
Today was the second of my two part writing for academic journals workshops. I’ve been providing these sessions as part of the Anthropocene and more than human world project, which is tied to the special issue of Exchanges by the same name we have scheduled for 2022. It’s rather a lovely and mutually beneficial arrangement: I deliver training to a group of early career scholars from around the world in academic writing, and in return they all contribute articles to an issue of the journal. Given this helps satisfy both our journal’s primary mission of exposing new scholarly discourse from emerging voices, and provides the opportunity to support their authorial development, I couldn’t be more pleased to be involved. Plus, as those of you reading this who know me, I’ve never been one to shy away from the opportunity to speak publicly about academic publishing! 
I was originally invited to give a single three to four hour session as part of the workshop series. However, I concluded given these were being delivered online, and because I am well aware how fatiguing it can be to engage with training for even an hour, let alone for four via Teams, splitting them into two shorter sessions was a more satisfying solution. I think, reading between the lines in the comments from the participants that they recognised and were appreciate of this too.
Whereas the first workshop looked at creating impactful titles and abstracts, before moving on to building the framework of your draft article, today’s second session moved beyond these themes. Hence, we looked at elements such as effective editing, polishing and proofreading, alongside dealing with and responding to peer review feedback. There’s always lots to say about peer review, and I know it’s one of the areas many new scholars approach with considerable trepidation, so it is always worth exploring some more. In this way though, the two halves of the workshop were specifically designed to take the delegates on a journey from inception to delivery of their published article. Albeit in a slightly compressed mode. 
Additionally, by splitting the workshops in half, I was able to give the delegates the best part of two months to absorb and reflect on the first workshop experience, and begin to develop their article drafts. As a result, I designed this second session to run a little shorter because I wanted to give more time over to addressing the attendees’ questions and authorial concerns informed by this writing developmental experience. I am delighted to report they certainly didn’t disappoint as there were some excellent questions and comments, and I regret we couldn’t have been in the same room to continue some of these over a coffee and cake afterwards. 
One of the two hands-on exercises I had the delegates work through today, was intended to offer a moment of catharsis and revelation. In this they exposed their fears and trepidations concerning writing an article - any article - at this early stage of their academic career. I’ll be picking up on and returning to these comments and suggesting a few answers in a subsequent post and episode of the podcast. What was satisfying to spot, and I hope comforting for the delegates, is none of these fears were unexpected ones. Each were exactly the sort of thing I would expect to be hearing from relatively inexperienced authors.
I came away from the session invigorated and delighted by the discussions, and I hope some of that transferred to the delegates as well – it is always difficult to tell conclusively via teams. However, from the exceptionally positive comments and those delegates I spoke to during the session, I think I can file these workshops under the heading: major success.
Personally, I have considerable confidence that both workshop sessions will have gone some way to answering the delegates’ concerns. Alongside this I hope they will have strengthened the delegates’ resolve, confidence and self-belief that they can and will be able to write excellent articles which have something significant to say. Because, having read their abstracts, I firmly believe each and everyone of them does!
My thanks to Dr Catherine Price for leading on the project, and inviting myself and the journal to participate, and of course each and every delegate for their good humour, patience and engagement with the practical exercises! I await your articles with not inconsiderable interest.
 Or, to be fair, speak loudly publicly anyway.
 At the back of my head there’s a weeklong summer school which would seek to decompress what was covered in these workshops, and actually deliver a publishable paper at the end of it. I think I’ll hang on until post-COVID times to look into that though.
 Note to potential collaborators, provide me with coffee/tea and cake and I will talk for hours with and about publishing and early career scholars.
February 12, 2019
Effective communication is at the heart of everything we do as scholars. This is was why I was delighted last week to spend three hours running a workshop entitled Effective Scholarly Communication for a post-graduate researcher audience. I’m lucky, because improving my own communication has always been an intrinsic aspect of my professional life. Partly, this is because I’ve benefited from quite a varied career trajectory, having been a participative interactive storyteller since before I was a teenager, and in the past decade a prolific produser creator of videos and podcasts. That’s before we come to my doctoral studies specialising in emerging scholarly communication practices and the few hundred articles, reviews, chapters, reports, editorials and conference papers I’ve produced during my career(s). Despite, technically, currently being an early career researcher myself, I've successfully drawn on these scholarly and performance experiences to deliver communication workshops to professionals, scholars and the public alike for many years.
Consequently, when I was invited last August to put together a session for our Research Skills Programme (RSSP) here at Warwick, I felt reliably confident in attempting to create an engaging three-hour workshop in this communicative domain. Or at least I was confident, when I originally pitched the session towards the tail end of a long hot summer. Pragmatically, finding the time to redevelop and enhance some of my earlier training into a bespoke and suitably polished researcher focussed session, absorbed rather more preparation time than I initially anticipated. Given researcher training isn’t my major focus here at Warwick, understandably this was perhaps an unsurprising conclusion to have reached.
As any experienced trainer will tell you, it’s a little difficult going in cold delivering a learning event to a new community for the first time. For myself, I wasn’t 100% sure what the intended audience would want, need or desire to get out of the workshop. I knew the kinds of material I’d have welcomed during my own doctoral training journey, but as noted, I’ve the benefit of being less a more mature scholar than many PhD candidates. Ideally, it would have been useful to get a group of PGRs together for a focus group some months ahead of the session, to workshop their skills needs more precisely. Nevertheless, I toyed with making the entire session hands-on, being a kinaesthetic learner myself this would have been my personal learning preference. However, I really felt the session needed fleshing out with some elements of chalk-and-talk to provide illustrative and instructive context. I decided given the constraints of available workshop time that what would work best would be to offer the delegates a schmorgesborg of topics within the realms of written, verbal, non-verbal and digital academic communication. The intention being, no matter what delegates’ interests or personal learning expectations were, that ideally there’d be satisfactory learning elements for everyone.
Access the session slides via the image below, although without my narrative they might lose a certain clarity.
So it was that the Effective Scholarly Communication workshop version 1.0 received its premier performance last week to a, well, slightly smaller than was optimal audience. No matter! My teaching and public performance motto has long been ‘Just play the gig!’ Which means through embracing my customary passionate and entertaining teaching performance, hopefully I provided the handful of delegates with something useful to ponder, consider and reflect upon. I do feel structurally the low turnout worked against the desired delegate interaction levels I was hoping to engender. Certainly, I had to revise on the fly a number of the workshop elements as well, to accommodate for the low numbers. I’m not entirely convinced these rejigged versions quite delivered the learning outcomes for which I was aiming. The session was designed as much for the delegates to learn from one another’s varied practice and experience, as listen to the ‘great sage on the stage’. The low numbers, I personally believe, were detrimental to some of the value delegates received from their participation, which is regretful.
Nevertheless, from the delegates’ feedback, the workshop does seem to have been a very successful activity and they benefitted from their attendance. The worked exercises and interactivity came in for particular praise, which was deeply satisfying as a good workshop stands or falls on such activities. Undoubtedly, the degree of personal attention I was able to offer the audience likely contributed to their satisfaction too.
Like many academics, I remain somewhat of a perfectionist when it comes to my teaching and communicative practice, being rarely entirely satisfied with my materials and performance. I went into delivering this workshop fully aware that the original flavour, 1.0 version likely had some ‘fat’ which could have been judiciously trimmed, along with some contextual material which received insufficient prominence. Partly, this is a consequence of available preparation time, but it’s also a result of exposing the workshop to live, breathing, scholarly delegates for the first time. Hence, I’ve spent a couple of hours today looking through the delegate feedback, alongside my personal critique of the session, to identify what worked well, what didn’t, and where the session was lacking content. Good, solid, self-critical, reflexive practice in action, which will come in useful should this session be prepared for a second outing.
Naturally, the question forms in my thoughts: what next for this workshop? I’d originally planned to run the session twice within the RSSP 18/19, although I had to cancel the original November ’18 premier due to my pressing, more urgently in need of addressing, work commitments. Currently, there are no concrete plans to run the session again, although I based on the feedback I’d anticipate being asked to offer it in RSSP 19/20. That aside, I’ve had an outline approach to run the workshop (or elements) with the IAS’ Accolade training programme for our research fellows. Given the delegate numbers we get to those events, I think the challenge would be making the session coherent as I don’t think upwards of twenty delegates would make for a viable session.
With the training written, field-tested and subjected to a little peer review (thank you delegates!!), I’m sure evolving the next iteration will be faster, although I’ve a few more communication texts I’d like to read in preparation! Then there’s the 3.0 version and perhaps taking the show on the road to consider. Certainly, this is one workshop I’ll be able to deliver repeatedly, albeit with subtle and suitable enhancements.
Thanks to the RSSP Student Careers and Skills team for their administrative support and commissioning the session. Also the netizens of the email@example.com list for sharing their insights. Finally, thanks to the PGR delegates who attended, shared, participated and engaged, I hope the session was of value!
 Version 2.0 may revert to Effective Academic Communication as I Scholarly Communication tends semantically to be associated with publishing, and the session was broader in scope.
 Live action and table-top role-player variety, in non-academic speak.
 Portmanteau of ‘producer’ and ‘user’ indicating someone engaged in ‘peer productive’ creative activities, as a ‘professionalised amateur’. Something community media sharing platforms have enabled.
 Some of which people have even read!
 Might be something useful to conduct for a revised version. If any PGRs would like to take part, drop me a line.
 Ideally around 12-16 delegates, enough for interaction, but not too many to diminish individual attention.