Marcus Harmes

Meredith Harmes

Patrick Alan Danaher

Ronel Erwee

This handbook brings together contributors from the United States, Australasia and Europe who use theoretical insights and empirical data to examine current practices as well as possible future directions of postgraduate education. A full range of postgraduate study options are explored, including PhD and professional doctorates, masters awards, and taught coursework programs. The contributions of key stakeholders to the delivery of postgraduate education are addressed, including students, supervisors and university administrators. From this collection, university managers, higher education scholars, and anyone interested in establishing a centre for higher education are given comprehensive overviews of academic leadership, doctoral education, and supervisory relationships. Topics examined in detail in this collection are little discussed in the available literature, including supervisory relationships between colleagues, the emergence of the “second-career academic”, and academic blogging and social networking. The external pressures that universities around the world are experiencing, including neoliberalism, the massification of student numbers, disruptive innovations, and external quality benchmarking, are considered in terms of the ways that they are prompting change in how postgraduate study is administered and delivered. Many chapters contain specific recommendations to meet organisational and student needs, including for specific demographics such as international students or specific programs. The professional, employment, and information literacy needs of students and the professional development of supervisors and processes for examination are also considered.

Postgraduate Education in Higher Education

Tanya M. Machin

Marc Clarà

This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education.

Reflections and Strategies from Students, Supervisors and Administrators

Traversing the Doctorate

Robyn Henderson

"This book engages with the idea of educational research as locations, as places, as sites, as spaces as terrains. It explores multiple ways in which these terrains may be contentious, contested and controversial and shows how such terrains may be troubling: in their impact on educational researchers and research participants, and in the capacity of educational researchers and research participants to resist and transform competing forces and interests and thus create new and more enabling research terrains. Troubling Terrains pursues the ambivalence of whether educational research helps to replicate existing sociocultural privilege and/or works to disrupt that privilege and to construct alternative understandings of current issues. In the process, it presents tactics that have proved helpful to traverse and transform the troubling terrains that constitute contemporary educational research."--Provided by publisher.

Tactics for Traversing and Transforming Contemporary Educational Research

Troubling Terrains

Pauline Collins

Victor Igreja

The world abounds with conflicts and the associated communication practices and technologies that perpetuate and contest conflict as it occurs in place. All conflicts are crucially connected with place, and all conflicts are communicated in multiple ways. This book explores the complex nexus among place, conflict and communication and brings together 11 investigations around the interplay of place, conflict and communication. The interdisciplinary focus includes education, history, international relations, law and sociology. The chapters are geographically diverse, traversing Aceh in Indonesia, Australia, England, Finland, Ireland, Singapore, South Africa and Zimbabwe. The book highlights the possibilities for reimagining the future so that more democratic and peaceful understandings of place can lead to fewer conflicts and less conflict-based communication. Better futures are possible only if place is replotted, conflict is reconceptualised and communication is recontextualised from new, varied and more inclusive perspectives with a vision to creating a more harmonious world.

The Nexus among Place, Conflict and Communication in a Globalising World

Andy Davies

Warren Midgley

Janice K. Jones

Margaret Baguley

L. De George-Walker

Karl J. Matthews

Catherine H. Arden

Linda De George-Walker

Education is generally supposed to help learners to develop new capacities and to be able to apply them in work and life - yet we still know very little about how to build useful capacities. This book investigates nine research projects, exploring why particular capacities are successful in some situations but not in others.

Contemporary Capacity-Building in Educational Contexts

Phyllida Coombes

Cathy Kiddle

We still know remarkably little about the work of the teachers of Traveller children. Yet they help families gain access to schooling from preschool on, they work with class teachers to include traveller pupils, they develop appropriate books and resources and in their support of mobile pupils they are leaders in the application of the latest technology. This book describes what these teachers do and how they do it. Each chapter deals with a vital element of the work of TESS heads of service and teachers. They discuss legislation and Traveller sites, governemtn and local authorities, working with families, working in the schools and thier innovative educational practice in literaccy and technology to support mobile pupils.

Maximising Learning Outcomes

Teaching Traveller Children

Dolene Rossi

Francis Gacenga

This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze. The metaphor of the maze evokes several different and sometimes contradictory elements of contemporary education research, including complexity, confusion, messiness, multiplicity and risk. While these are not necessarily or wholly negative attributes, it is important for researchers to be able to articulate and implement effective strategies for engaging wholeheartedly with these situations to navigate the education research maze. The book is structured around three main themes; politics, ethics, philosophies and theories of education research mazes; mazes in and with specific research methods; and mazes in and with specific research tasks and technologies. Each account develops broader lessons for enhancing the impact, quality, relevance and significance of research in other disciplines as well as education.

Contextual, Conceptual, Methodological and Transformational Challenges and Opportunities for Researchers

Navigating the Education Research Maze

Deborah L. Mulligan

This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise – and thereby to reimagine – the phenomenon of researchers’ risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Balūchistān, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty.

Precarity, Jeopardy and Uncertainty in Academia

Researchers at Risk

Mark A. Tyler

Alison Mander

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond them and/or reconceptualizing them to facilitate more productive approaches to education provision. With contributors from authors working in a multitude of educational fields and countries, this book provides a significant contribution to the ongoing challenge to seek new ways to move beyond binaries in education research.

Beyond Binaries in Education Research

Beverley Moriarty

Geoff Danaher

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ‘on the run’. This book provides empirical evidence that draws on the authors’ 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture. Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators.

Creating New Educational Futures

Mobile Learning Communities

Patrick Alan Danaher

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