Transcript A Model of Researcher Education that Facilitates International

Adelaide Graduate Centre
A Model of Researcher Education that
Facilitates International Research
Collaboration and Internationalisation of
the Curriculum
Professor Richard Russell
Pro Vice-chancellor and Dean of Graduate Studies
Dr Michelle Picard
Director, Researcher Education (RED)
Life Impact The University of Adelaide
Adelaide Graduate Centre
Introducing the University of Adelaide…
Criteria
Facts and Figures
Students
22 471
International students
Over 5000
Academic staff
1 353
Affiliations
Go8, AC21
ARU- 2010
Top 300
QS World University Ranking
Top 200 (103)
Times University Rankings
Top 100 (73)
Life Impact The University of Adelaide
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Criteria for Rankings…
Academic Ranking of World Universities - 2010
-- Quality of Education (achievements of alumni)
-- Quality of Faculty (citations and publication in selected outlets)
-- Research Output (papers in citation indices)
-- Per capita academic performance of an institution
-QS World University Ranking – 2010
-- Employer reputation
-- International faculty/ student index
-Times University Rankings - 2010
-- Teaching
-- Industry income
Life Impact The University of Adelaide
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Rankings and University Strategy
“The University of Adelaide will build upon its tradition of
innovation through high-impact research and excellent
teaching across a broad range of disciplines and
professions. It will be a growing, internationally focussed...”
(University of Adelaide 2008-2012 Strategic Plan)
- High Impact Research (also ethical research + training)
- Teaching (also supervision as training/ pedagogy)
- International focus (language & learning support + sharing
of knowledge/ research cultures)
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University Strategy and the IBP-R
Aspect
Facts & Figures
Name of Program
Integrated Bridging Program-Research (IBP-R)
Origin
Quality in Teaching and Learning Report (1993)
Current response
Strategic Plan (2009-2012): Support for
seamless integration & greater interaction
Program Structure
1st six months of candidature, workshops generic
research issues, disciplinary seminars, individual
appointments
Program pedagogy
Explicit teaching, scaffolding of ‘competent
autonomy’, ‘ethnographers’ of community of
practice’
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IBP-R response to changing internationalisation
- Avoiding a “deficit discourse” (Coates, 2009)
- Admitting local students (choice & advice of supervisor/ DDoGS)
- Modularisation of language input
- Formalising participation options (full, negotiated, exempt)
- Diagnosing needs
- Providing opportunity to demonstrate ‘competent autonomy’
- Making workshops available to all researchers
- Providing opportunities for diversity, choice, sharing of experience
- Focussing on strategies for exploration, rather than prescribing
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IBP-R Workshops
Taking a critical approach (1)
Reviewing literature (2)
Appropriate citation& voice (3)
Presenting a seminar (4)
Pronunciation for researchers (5)
Intonation patterns in English (6)
Proposals & other research genres (7)
Editing & Self-editing (8)
Cohesion and Coherence (9)
Grammar for researchers (10)
Listening in research contexts (11)
Being supervised (12)
Advanced pronunciation (13)
Reading and note-taking (14)
Advised to visit subject librarian
Advised to attend Endnote courses
Life Impact The University of Adelaide
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IBP-R Participation Options
Option
Participants
Details
Full participation
HDRs with significant
language and/or
research training needs
8 Workshops (advice from
diagnostic), 12 seminars,
3+ individual appointments,
2 document drafts (comarked), 1 practice
presentation
Negotiated
participation
HDRs with few language
and/or research training
needs
Minimum =1 document
draft marked by IBP-R
lecturer
Exemption
HDRs who have already
completed the IBP-R
No tasks required
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Powerful/ Empowering Paperwork
- Encouragement of students to fully use Core Component of the
Structured Program (CCSP) documentation
- Diagnostic test (informed choices)
- Research Proposal Assessment Matrix (self-assessing, negotiating
standards, evaluating outcomes)
- IBP-R completion report (students self-reporting, planning own
research training)
- IBP-R extension plan (individualised program)
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“Good background, supportive!”, “[the teachers] show kindness and recognised the most neediness (sic) of the students”, “[the teachers] are very ap
Adelaide Graduate Centre
IBP-R Evaluation
- 91-94% agreement on course and teaching satisfaction (targets 55% 75%) in Student Experience of Teaching and Learning Surveys
- Students value:
* Scaffolded development of research skills & culture(s)
•“Very valuable for introduction to academic requirements, everything covered
logically”, the IBP-R courses are so useful to be to familiar (sic) with the academic
environment here and to start my research that I cannot imagine if there were not
such a fantastic program”, “the course increases my motivation towards research, it
improves my thinking and writing skills”, “more clear about what is important and
what I should pay more attention and also improve my academic independence”.
* Provision of warm and supportive environment
• “Good background,
supportive!”, “[the teachers] show kindness and
recognised the most neediness (sic) of the students”, “[the teachers] are very
approachable...”, “regular, clear, understanding, fellowship, great empathy”.
Life Impact The University of Adelaide
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Part of Researcher Education Strategy
Life Impact The University of Adelaide
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Characteristics of RED Pedagogy
- Education and Development of both students and supervisors
- HDR generic workshops mirroring IBP-R
- Additional generic candidature management & research tools
- Thesis writing groups mirroring IBP-R community of practice,
but ongoing embedded in disciplines
- All include explicit instruction (including in supervision)
- All respect prior knowledge and culture(s)
- All exploratory rather than prescriptive
- All focussing on empowerment and development of ‘competent
autonomy’
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IBP-R and After
- Influence on coursework masters with research component
- Accredited form of IBP-R (MRES)
- Influence on Researcher Education tools
Ethos: “Support [for] social justice, equality of opportunity and
cultural diversity” (Strategic Plan, 2008, p.2)
Life Impact The University of Adelaide