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Research Publications (Academic Support)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/211

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Author: search.filters.author.Harrison, LizHas files: Yes

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    ‘Walking our talk’ : exploring supervision of postgraduate self-study research through metaphor drawing
    (Unisa Press, 2014) Pithouse-Morgan, K.; Chisanga, T.; Meyiwa, Thenjiwe; Muthukrishna, N.; Naicker, I.; Singh, L.; Van Laren, L.; Harrison, Liz
    The authors of this article portray their learning as a group of eight academics who met to examine the roles and relationships of supervisors of postgraduate self-study research. In the article, they represent how through a metaphor-drawing activity they were able collectively to rethink their experiences and understandings of becoming and being supervisors of postgraduate self-study students. They used a metaphor-drawing activity to gain further understanding of self-study supervision, while also learning more about how visual methods can assist in self-study research. Significantly, in their drawings the supervisor was portrayed as a partner working with the student during the supervision process, rather than as a provider of expert knowledge. Through collaborative interactions and sharing of their personal images of supervision of postgraduate self-study research with critical friends, they were able to reconsider their practices in a reflexive manner that provided insight into possibilities for enhancing their supervisory roles and relationships.
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    Learning from the first year of the Transformative Education/al Studies (TES) project
    (2012) Harrison, Liz; Pithouse-Morgan, Kathleen; Conolly, Joan Lucy; Meyiwa, Thenjiwe
    The Transformative Education/al Studies project (TES) is a three-year, funded project led by researchers from three universities: a University of Technology, a Research-Intensive university, and a rural Comprehensive University. The project participants are academic staff members who are pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their practice in Higher Education, form an inter-institutional, trans-disciplinary learning community. TES aims to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. In this article, we make public our learning thus far about supporting an emerging postgraduate research learning community involving academic staff working and studying in three very different university contexts. The data sources comprise digital logbooks kept by participants, workshop evaluations, and the researchers‟ personal reflections and communications. Our analysis contributes to a body of academic work that explores how collaborative and social approaches to scholarship can enhance research capacity, productivity and quality in Higher Education. The conceptual underpinning of the article is that of reflexive ubuntu, which demands a consciousness of our developing „selves‟ as researchers and supervisors and of our interrelationships with other people.