List of Titles

Research experience as professional learning and a change agent for design: two examples of undergraduate participation in design research projects

- Barnes, Carolyn, Taffe, Simone, Barron, Deirdre, Jackson, Simon, Zeegers, Margaret

Authors: Barnes, Carolyn , Taffe, Simone , Barron, Deirdre , Jackson, Simon , Zeegers, Margaret
Date: 2010
Type: Text , Conference paper
Relation: Proceedings of the 2nd International Conference on Design Education (ConnectED 2010), Sydney, Australia, 28 June - 01 July 2010
Full Text: false
Reviewed:
Description: This paper considers the imperatives of professional learning and research experience in design education. It reports on two research projects that included Honours students in the investigation team. Providing undergraduate students with research experience is seen as intrinsic to the pedagogical success and socio-economic value of university education. Including professional learning, where undergraduate students work in an industry context or on real-world projects, is thought to make learning more relevant and better prepare students for work. Offering Honours design students research experience as a special form of professional learning has potential benefits for graphic design. Knowledge in a vocational field like graphic design is mostly practice-driven, graphic design's status diminished by designers' lack of access to systematically produced evidence and exemplars of effective practice. The projects discussed in this paper investigated the use of participatory processes in graphic design. Today, co-creative practices and audiencecreated content are seen as important drivers of economic activity and cultural innovation, but participatory design is rarely used in graphic design since project budgets and time frames allow little scope for rigorous audience research. The nature of participatory design also challenges graphic designers' professional identity as creative and communication experts. Our paper reviews general arguments for the inclusion of professional learning and research experience in undergraduate education, considering their implications for design. The paper's discussion section builds on our findings and relevant literature to present research experience in design education as a potential change agent in graphic design.
Description: 2014084649

Discourses of deficit in Higher Degree Research Supervisory pedagogies for international students

- Zeegers, Margaret, Barron, Deirdre

Authors: Zeegers, Margaret , Barron, Deirdre
Date: 2008
Type: Text , Journal article
Relation: Pedagogies: An International Journal Vol. 3, no. 2 (2008), p. 69-84
Full Text: false
Reviewed:
Description: Global student mobility has placed pressure on western universities to recruit students from non-western, non-English-speaking backgrounds. In this article, we argue that language requirements such as the International English Language Testing System bands are underpinned by discourses that privilege western modes of thought. We go on to argue that English language proficiency underpins discourses of deficit that construct non-western students as less able to undertake research programmes. In exploring pedagogical possibilities, we draw on a published story of an international higher degree research student, called Mei, at an Australian university. We question the idea that a research higher degree is more about linguistic skills than it is about research skills, and we argue that rigour, scholarship, and new knowledge constitute the assessable factors in what international higher degree research students produce.
Description: C1
Description: 2003006373

Generic skills training

- Zeegers, Margaret, Barron, Deirdre

Authors: Zeegers, Margaret , Barron, Deirdre
Date: 2006
Type: Text , Book chapter
Relation: Doctorates Downunder: Keys to Successful Doctoral Study in Australia & New Zealand Chapter 28 p. 88-94
Full Text: false
Reviewed:
Description: This chapter considers the importance of generic skills (or capabilities) training and reviews some of the reasons why these programs are offered. Including additional skills you will or may have aquired as a result of structured seminars and courses, and provide some suggestions as to what you might actually do with those skills once you have left the doctoral program.
Description: B1
Description: 2003001841

How do I fault thee? Discursive practices on western higher education studies and the construction of international student subjectivities

- Zeegers, Margaret, Barron, Deirdre

Authors: Zeegers, Margaret , Barron, Deirdre
Date: 2011
Type: Text , Book chapter
Relation: Progress in Education p. 31-52
Full Text: false
Reviewed:
Description: In this chapter we focus on discursive practices of research higher degree supervision as crucial elements in constructs of international student subjectivities when undertaking studies in Australian universities. We position our discussion within an Australian context, but we would argue that the issues we raise regarding the supervision of such students are applicable to other western English-speaking countries that attract international Higher Degree Research students. In doing so, we focus on discursive fields emerging within domains of internationalization, globalization, and resistance. We examine processes and protocols in a number of Australian universities postgraduate divisions’ practices in the conduct of research higher degree supervision—in the context of increasing pressures towards internationalization within frameworks of globalizing influences. We take issue with western custom and tradition as privileged within the field of supervision of research higher degree students. We suggest variations of supervision of International candidates as intentional and systematic interventions, based on literature deriving from existing research of supervision which acknowledges the problematic natures of cultural relationships in relation to teaching, learning, and knowledge production, and student resistance within these fields. We examine issues of discursive practices and the problematic natures of power relationships in supervisor/supervisee protocols and possibilities suggested by alternative models of higher degree by research supervision of international students.
Description: 2003009323

Pedagogical concerns in doctoral supervision : A challenge for pedagogy

- Zeegers, Margaret, Barron, Deirdre

Authors: Zeegers, Margaret , Barron, Deirdre
Date: 2012
Type: Text , Journal article
Relation: Quality Assurance in Education Vol. 20, no. 1 (2012), p. 20-30
Full Text: false
Reviewed:
Description: Purpose: The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach: Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings: The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value: The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. © Emerald Group Publishing Limited.

Possible futures for doctoral research training in design

- Barron, Deirdre, Zeegers, Margaret

Authors: Barron, Deirdre , Zeegers, Margaret
Date: 2012
Type: Text , Journal article
Relation: World Academy of Science, Engineering and Technology Vol. 66, no. June (2012), p.
Full Text: false
Reviewed:
Description: In this paper, we argue that Design research is basic to countries' national productivity and competition agendas at the same time that vagaries of research training presents as one of the barriers faced by Design Higher Degree by Research students in engaging those agendas. We argue that, given industry requirements for research-trained recruits, students have the right to expect that research training will provide the foundations of a successful career on an academic or research pathway or a professional pathway, but that universities have yet to address problems in their provision of research training for Design doctoral students. We suggest that to facilitate this, rigorous research conducted on the provision of Doctoral programs in Design would serve to inform future activities in Design research in productive ways.

The role of honours in promoting research literate graduates for, and with, industry

- Barron, Deirdre, Zeegers, Margaret, Jackson, Simon, Barnes, Carolyn, Taffe, Simone

Authors: Barron, Deirdre , Zeegers, Margaret , Jackson, Simon , Barnes, Carolyn , Taffe, Simone
Date: 2010
Type: Text , Conference paper
Relation: Paper presented at Connected 2010 The University of New South Wales, Kensington Campus Sydney 28th June, 2010
Full Text: false
Reviewed:
Description: The paper reports on a program that brings together what is known about active learning in design education, that is, learning by doing, and what is known about communities of practice to address a real concern - the lack of take up of Higher Degree by Research programs within in the discipline of design. The report Building Australia's Research Capacity Report (2008) highlights this problem, stating '...it is evident that postgraduate research is in direct competition with the workforce, particularly at the graduate and entry levels, in the current climate of low professional unemployment' (p.87). To meet such calls, Australian Universities have focused on increasing the completion rates of existing Higher Degree by Research candidates. This paper focuses on the role of honours programs as servig two purposes: first to increase the numbers of undergraduate students taking up Higher Degree by Research programs as a way of increasing the numbers of doctoral qualified workers, and second, to produce research literate honours graduates for industry. At the same time literature around research training identifies the vagaries associated with research (Barron & Zeegers, 2002) as one of the barriers faced by Higher Degree by Research students in their research training. This paper looks to understandings generated through communities of practice and Legitimate Peripheral Participation to argue for a model of honours and Higher Degree by Research training that address such vagaries. The model uses collaboration and working with industry and researchers to establish Active Learning experiences - participants with various levels of research expertise working alongside each other in research clusters on industry projects to experience how methods are employed and problems are addresses and solved. The model argues for a staged, deliberate process of drawing newcomers into a given professional field, where they work with increasing more experienced practitioners as a part of specific communities of practice until they themselves become proficient.

Communities of interest: Three unique studies in wider university and school partnerships in Australia

- Barron, Deirdre, Zeegers, Margaret

Authors: Barron, Deirdre , Zeegers, Margaret
Date: 2012
Type: Text , Journal article
Relation: Proceedings of World Academy of Science, Engineering and Technology Vol. 6, no. 6 (June 2012 2012), p. 1009-1013
Full Text: false
Reviewed:
Description: In this paper we canvass three case studies of unique research partnerships between universities and schools in the wider community. In doing so, we consider those areas of indeterminate zones of professional practice explored by academics in their research activities within the wider community. We discuss three cases: an artist-in-residence program designed to engage primary school children with new understandings about local Indigenous Australian issues in their pedagogical and physical landscapes; an assessment of pedagogical concerns in relation to the use of physical space in classrooms; and the pedagogical underpinnings of a costumed museum school program. In doing so, we engage issues of research as playing an integral part in the development, implementation and maintenance of academic engagements with wider community issues.

Showing items 1 - 9 of 9