CELT colleague’s thesis now live in full and open to read ;)

Chrissi completed her PhD studies in October 2017 and is sharing in this post some details about this phenomenographic study together with the link to the full thesis as it is now available online for all to read. This study is based on research linked to her practice in CELT. If you read her work, please feel free to get in touch with her directly if there is anything you would like to discuss.

thesis (2)

Over the last 4.5 years I have been working on an exciting phenomenographic study through which I explored the collaborative open learning experience of learners participating in open cross-institutional academic development courses. This study brought new insights relating among others to the power of cross-boundary professional communities and the opportunities these bring for academics and other professionals who teach or support learning in higher education when learning collaboratively in the open.

The following is an commentary by Prof. Linda Drew about my study included in her pre-viva report shared with me on the 8th of September 2017, the day of my viva:

“The candidate has made an original and satisfactory contribution to the field of study. I enjoyed reading it. The candidate’s obvious enthusiasm for the topic area – and her commitment to collaborative open learning – is clear, leaving me in no doubt that this is an independent, authoritative and substantial piece of work.

The conceptual framework is clearly explained and the candidate’s personal standpoint in relation to the study is outlined in considerable depth. The choice of methodology seemed appropriate and linked well to the conceptual framework that had been established. The choice of methodology and research methods were well articulated and well defended. Limitations were acknowledged appropriately.

The work reads well overall, and is extremely systematic. The candidate is well able to explain and critique her field of research. The thesis presents a sustained argument throughout, which is well-developed in a persuasive way.

The study takes a novel, arguably radical, stance in relation to the field of academic development. I consider this to be a particular strength of the thesis. It’s novelty lies in the ways in which it evidences and illuminates participants’ experiences of ‘alternative’ continuing professional development opportunities for academics.”

My thesis has in the last few days been made available in full through the Edinburgh Napier University repository. To access it click on the link below.

Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development. PhD thesis, Edinburgh: Edinburgh Napier University, available at https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towards-a-framework-for-cross-boundary-collaborative-open-learning-for 

Thank you everybody who helped me get there! See who they are in the thesis. A big thank you also to my examiners Prof. Linda Drew and Prof. Kay Sambell. I will never forget viva day and what a valuable experience this was 😉

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in  the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants’ experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic  outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included  that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

Keywords: Academic development, collaborative open learning, boundary crossing, cross-institutional professional development, open education, social media, framework for cross-boundary collaborative open learning