- Plowright, Susan, Green, Monica, Johnson, Nicola
- Authors: Plowright, Susan , Green, Monica , Johnson, Nicola
- Date: 2019
- Type: Text , Book chapter
- Relation: Educational researchers and the regional university : agents of regional-global transformations 1 p. 1-19
- Full Text: false
- Reviewed:
- Description: The lived particulars of Gippsland, the region, the land, the people and all life, are the heart and impetus of Federation University Gippsland Education (FUGuE) researchers, the chapter and collection authors. To us, Gippsland is portentous as both a wonderful place and prophetic of the transformations required for a sustainable and just regional-global future. The Latrobe Valley, for example, home of our small, new, regional university campus, is both bucolic rural locale and site of several coal-fired power stations. For many years, non-Indigenous residents enjoyed a fairly self-contained place of financial and intergenerational security.However, decades of seismic shifts have written new layers of trauma onto the Gippsland palimpsest that began with European invasions.With global imperatives to transition to a low-carbon economy, Gippsland is a canary in the global coal mine. Assertively locating our research in this region, we address moral and institutional imperatives to act as agents in generating a new regional-global modus vivendi from hinterland and a range of other minority positionalities. To set the regional scene, we map territorial and ideational incongruences that the toponyms of 'Gippsland' and 'region' conjure.We narrate how FUGuE contrapuntally emerged from this context and argue that through 'word and deed', FUGuE challenges hegemonic positivist and dominant discourses of what counts as notable research. Like a Bach fugue masterpiece in which each voice has intrinsic integrity but in counterpoint transforms into something new, our interwoven research voices of transformative agency through educational research, disruptively reveal our appreciable, but largely underappreciated, 'impact'. © Springer Nature Singapore Pte Ltd. 2019. All rights are reserved.
Mission-based compacts and organisational learning at an Australian University
- Authors: Lawler, Alan
- Date: 2014
- Type: Text , Thesis
- Full Text:
- Description: The research explored the issues of organisational learning in the context of a regional, multi-sector university, the former University of Ballarat, during the development and implementation of the federal government’s mission-based compacts initiative during 2011-2013. Mission-based compacts were an initiative by the then federal government to create a relatively new agreement regarding each university’s mission, strategic objectives and funding over a three year period. The study sought to take advantage of being timed to coincide with the early stages of the development and implementation of the compact initiative. The purpose of the research, and its contribution to knowledge, was the theoretical elaboration of the concepts and relationships involved in the nexus between organisational learning and mission-based compacts. A qualitative methodology based on a modified form of grounded theory was used. The research method proceeded in three phases over 2011-2013 with the findings of each phase informing the nature and direction of the subsequent phase. Phase one consisted of initial interviews of key staff at the University of Ballarat prior to the publication of the compacts, which occurred in May, 2012. Phase two consisted of a second round of interviews with a slightly different range of UB staff, associates and the original architect of the compact initiative. Phase two included the analysis of the published compacts of five universities: University of Ballarat, University of Melbourne, Swinburne University of Technology, CQUniversity and the Australian National University. Phase three consisted of written responses to key questions which arose from phases 1 and 2. The research led to the development of two new conceptual models. Model 1, Institutional organisational learning, clarified the nature and operation of organisational learning at the institutional level. Model 2, Organisational learning in the university sector in Australia, clarified the nature of the interaction between the individual institution and the university sector. Future research could extend the application of the two models across a range of universities in Australia. Such a framework would be useful to the university sector in Australia.
- Description: Doctor of Philosophy
- Authors: Lawler, Alan
- Date: 2014
- Type: Text , Thesis
- Full Text:
- Description: The research explored the issues of organisational learning in the context of a regional, multi-sector university, the former University of Ballarat, during the development and implementation of the federal government’s mission-based compacts initiative during 2011-2013. Mission-based compacts were an initiative by the then federal government to create a relatively new agreement regarding each university’s mission, strategic objectives and funding over a three year period. The study sought to take advantage of being timed to coincide with the early stages of the development and implementation of the compact initiative. The purpose of the research, and its contribution to knowledge, was the theoretical elaboration of the concepts and relationships involved in the nexus between organisational learning and mission-based compacts. A qualitative methodology based on a modified form of grounded theory was used. The research method proceeded in three phases over 2011-2013 with the findings of each phase informing the nature and direction of the subsequent phase. Phase one consisted of initial interviews of key staff at the University of Ballarat prior to the publication of the compacts, which occurred in May, 2012. Phase two consisted of a second round of interviews with a slightly different range of UB staff, associates and the original architect of the compact initiative. Phase two included the analysis of the published compacts of five universities: University of Ballarat, University of Melbourne, Swinburne University of Technology, CQUniversity and the Australian National University. Phase three consisted of written responses to key questions which arose from phases 1 and 2. The research led to the development of two new conceptual models. Model 1, Institutional organisational learning, clarified the nature and operation of organisational learning at the institutional level. Model 2, Organisational learning in the university sector in Australia, clarified the nature of the interaction between the individual institution and the university sector. Future research could extend the application of the two models across a range of universities in Australia. Such a framework would be useful to the university sector in Australia.
- Description: Doctor of Philosophy
Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
- Crimmins, Gail, Casey, Sarah, Goriss-Hunter, Anitra, Rizk, Nadya, Ames, Kate, White, Kate, Redmond, Petrea, Thomas, Cate
- Authors: Crimmins, Gail , Casey, Sarah , Goriss-Hunter, Anitra , Rizk, Nadya , Ames, Kate , White, Kate , Redmond, Petrea , Thomas, Cate
- Date: 2024
- Type: Text , Journal article
- Relation: Gender and Education Vol. 36, no. 8 (2024), p. 1122-1139
- Full Text:
- Reviewed:
- Description: Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘becoming’ women academics within regional universities, we engaged a qualitative collaborative autoethnography and the post-qualitative practice of re-considering and re-inscribing ethnographic ‘data’ that glowed in us. These glowful data illuminated our ‘non-linear’ and non-teleological careering away from, around, and into academia, highlighting synergies between our ‘non-traditional’ academic pathways and (un)structured, in-the-making epistemological practice. In this paper, we share our ‘glowful’ process and consider the possibilities (and tensions) of engaging in research that occupies a space bordering qualitative and post-qualitative inquiry, designed to resist Cartesian and Positivist epistemologies and methodological practices. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Crimmins, Gail , Casey, Sarah , Goriss-Hunter, Anitra , Rizk, Nadya , Ames, Kate , White, Kate , Redmond, Petrea , Thomas, Cate
- Date: 2024
- Type: Text , Journal article
- Relation: Gender and Education Vol. 36, no. 8 (2024), p. 1122-1139
- Full Text:
- Reviewed:
- Description: Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘becoming’ women academics within regional universities, we engaged a qualitative collaborative autoethnography and the post-qualitative practice of re-considering and re-inscribing ethnographic ‘data’ that glowed in us. These glowful data illuminated our ‘non-linear’ and non-teleological careering away from, around, and into academia, highlighting synergies between our ‘non-traditional’ academic pathways and (un)structured, in-the-making epistemological practice. In this paper, we share our ‘glowful’ process and consider the possibilities (and tensions) of engaging in research that occupies a space bordering qualitative and post-qualitative inquiry, designed to resist Cartesian and Positivist epistemologies and methodological practices. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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