09/05/17 – Video Training by Associate Professor Nick Hopwood
I watched this series of videos and created a list of follow-up activities I needed to carry out following the stimulus and information that the video offered.
It’s made me reflect. I’ve had 2 other careers. I’m coming to research late… I think I’d rather publish stuff I was passionate about in journals that I esteemed, rather than start becoming preoccupied with things like impact factors etc. I’m also aware that, personally, I’m much more fond of books and in certain areas – such as sociology – books can stand the test of time and mean I leave more of a legacy than a collection of papers that in 20 years time may be perceived as out of date and no longer of interest – where as books with a solid base, and broader themes may offer more of a legacy. They’re currently out-of-fashion in the world of REF but, frankly, things change all the time. In ten years time we might be telling scholars in my field that they should have been concentrating on books all this time!
It’s interesting what he says about reviewing, and the quid pro quo element of it – I’m mad keen to review but you seemingly need credentials as long as your arm before anyone will let you near – even when you have an experiential track record of knowledge and expertise in the field. Bizarre.
2009 – Paired with VC as part of CULM project to understand and work with diversity within the leadership & management of the institution.
27/02/17 – Student Radio – Interview for EDAW 2017.
I talked to Brianna Riley @ University of Huddersfield about my research and my personal experiences, which will air this week.
10/07/15 – Brighthelm Centre, Brighton.
Recording talking head video regarding sociology of eating disorders.
I contributed to SAGE video teaching materials for their online content, being filmed talking about male eating disorders and society.
06/02/17-10/02/17 – New student intake for doctoral studies.
I delivered the following sessions as part of the institutional commitment to making sure that students have parity in their induction experience, and are helped to belong to the research community.
Ethics in PGR Research
Vitae & the Researcher Development Framework
An Introduction to Qualitative Research
Data Collection and Data Analysis in Qualitative Research
Posted in A1 Design and plan learning activities and/or programmes of study, A2 Teach and/or support learning, A4 Develop effective learning environments and approaches to student support and guidance*, K1 The subject material, K3 How students learn, both generally and within their subject/disciplinary area(s), K4 The use and value of appropriate learning technologies, RESEARCH DOMAIN A1 KNOWLEDGE BASE, RESEARCH DOMAIN A2 COGNITIVE ABILITIES, V1 Respect individual learners and diverse learning communities, V2 Promote participation in higher education and equality of opportunity for learners
Tagged ethics, Learning & Teaching, PDR1617, qualitative research, Training (delivered), Vitae RDF