532
Views
3
CrossRef citations to date
0
Altmetric
Articles

From speed dating to intimacy: methodological change in the evaluation of a writing group

, , &

References

  • Aitchison, C. (2009). Writing groups for doctoral education. Studies in Higher Education, 34(8), 905–916. doi: 10.1080/03075070902785580
  • Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265–278. doi: 10.1080/13562510600680574
  • Barkham, J. (2005). Reflections and interpretations on life in academia: A mentee speaks. Mentoring and Tutoring, 13(3), 331–344. doi: 10.1080/13611260500177468
  • Berlant, L. (1998). Intimacy. Critical Inquiry, 24(2), 281–288. doi: 10.1086/448875
  • Bettiol, M., & Sedita, S.R. (2011). The role of community of practice in developing creative industry projects. International Journal of Project Management, 29(4), 468–479. doi: 10.1016/j.ijproman.2011.01.007
  • Bosanquet, A., McNeill, M., Huber, E., Cahir, J., & Jacenyik-Trawoger, C. (2012). Reflection, speed dating and word clouds: Evaluating a writing group for early career researchers. Compendium, 2(5), 9–18. Retrieved March 5, 2013, from http://etc.dal.ca/ojs211/index.php?journal=C2&page=article&op=view&path[]=101
  • Bryan, S., & Olsen, W. (Eds.). (2003). Planet on the table: Poets on the reading life. Louisville: Sarabande Books.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Cook, D.A., Bahn, R.S., & Menaker, R. (2010). Speed mentoring: An innovative method to facilitate mentoring relationships. Medical Teacher, 32(8), 692–694. doi: 10.3109/01421591003686278
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Darwin, A., & Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research & Development, 28(2), 125–136. doi: 10.1080/07294360902725017
  • Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage.
  • Gardiner, C. (1998). Mentoring towards a professional friendship. Mentoring and Tutoring: Partnership in Learning, 6(1–2), 77–84. doi: 10.1080/0968465980060107
  • Giddens, A. (1992). The transformation of intimacy: Sexuality, love and eroticism in modern societies. Palo Alto, CA: Stanford University Press.
  • Greetham, B. (2001). How to write better essays. Basingstoke: Palgrave.
  • Gregg, M., & Seigworth, G.J. (Eds.). (2010). The affect theory reader. Durham: Duke University Press.
  • Holmes, J., & Meyerhoff, M. (1999). The community of practice: Theories and methodologies in language and gender research. Language in Society, 28(2), 173–183. doi: 10.1017/S004740459900202X
  • Hughes, C., Boyd, E., & Dykstra, S. (2010). Evaluation of a university-based mentoring program: Mentors’ perspectives on a service-learning experience. Mentoring Tutoring Partnership in Learning, 18(4), 361–382. doi: 10.1080/13611267.2010.511844
  • Hung, D., Chee, T.S., Hedberg, J.G., & Seng, K.T. (2005). A framework for fostering a community of practice: Scaffolding learners through an evolving continuum. British Journal of Educational Technology, 36(2), 159–176. doi: 10.1111/j.1467-8535.2005.00450.x
  • Johnson, W.A., Rettig, R.P., Scott, G.M., & Garrison, S.M. (2006). The sociology student writer's manual. The sociology student writer's manual (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Johnsrud, L. (1991). Mentoring between academic women: The capacity for interdependence. Initiative, 54(3), 7–17.
  • Jones, M. (2006). Balancing act of mentoring. In C. Cullingford (Ed.), Mentoring in education: An international perspective (pp. 57–86). London: Ashgate Publishing.
  • Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay.
  • Kreber, C. (2004). An analysis of two models of reflection and their implications for educational development. International Journal for Academic Development, 9(1), 29–49. doi: 10.1080/1360144042000296044
  • Lapadat, J.C., George, P., Black, N.E., & Clark, P.G. (2010). Life challenge memory work: Using collaborative autobiography to understand ourselves. International Journal of Qualitative Methods, 9(1), 77–104.
  • Lassig, C.J., Lincoln, M.E., Dillon, L.H., Diezmann, C.M., Fox, J.L., & Neofa, Z. (2009). Writing together, learning together: The value and effectiveness of a research writing group for doctoral students. Australian Association for Research in Education 2009 international education research conference, National Convention Centre, Canberra.
  • Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
  • Lee, A., & Boud, D. (2003). Writing groups, change and academic identity: Research development as local practice. Studies in Higher Education, 28(2), 187–200. doi: 10.1080/0307507032000058109
  • Lillis, T. (2001). Student writing: Access, regulation, desire. London: Routledge.
  • Lindgren, U. (2006). Mentoring in the academic world. In C. Cullingford (Ed.), Mentoring in education (pp. 153–165). Hampshire: Ashgate Publishing Limited.
  • Maher, J., Lindsay, J., Peel, V., & Twomey, C. (2006). Peer mentoring as an academic resource: Or “My friend says … ”. Australian Universities Review, 48(2), 26–29.
  • Manathunga, C. (2007). “Unhomely” academic developer identities: More post-colonial explorations. International Journal for Academic Development, 11(1), 19–29. doi: 10.1080/13601440600578771
  • McDrury, J., & Alterio, M. (2002). Learning through storytelling. Using reflection and experience in higher education contexts. Palmerston North: The Dunmore Press Limited.
  • McLeod, S. (1991). The affective domain and the writing process: Working definitions. Journal of Advanced Composition, 11(1), 95–105.
  • McLeod, S. (1997). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38(4), 426–435. doi: 10.2307/357635
  • Millen, D.R., Fontaine, M.A., & Muller, M.J. (2002). Understanding the benefit and costs of communities of practice. Communications of the ACM, 45(4), 69–73. doi: 10.1145/505248.505276
  • Muurlink, O., & Poyatos Matas, C. (2011). From romance to rocket science: Speed dating in higher education. Higher Education Research & Development, 30(6), 751–764. doi: 10.1080/07294360.2010.539597
  • Onyx, J., & Small, J. (2001). Memory-work: The method. Qualitative Inquiry, 7(6), 773–786. doi: 10.1177/107780040100700608
  • Peseta, T. (2007). Troubling our desires for research and writing within the academic development project. International Journal for Academic Development, 12(1), 15–23. doi: 10.1080/13601440701217253
  • Probst, G., & Borzillo, S. (2008). Why communities of practice succeed and why they fail. European Management Journal, 26(5), 335–347. doi: 10.1016/j.emj.2008.05.003
  • Punch, K. (1998). Introduction to social research: Quantitative and qualitative approaches. London: SAGE.
  • Schön, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
  • Spencer, C. (1996). Mentoring made easy: A practical guide. Sydney: NSW Government.
  • Still, J. (2002). Poetic nuptials. Paragraph, 25(3), 7–21. doi: 10.3366/para.2002.25.3.7
  • Trorey, G., & Blamires, C. (2006). Mentoring new academic staff in higher education. In C. Cullingford (Ed.), Mentoring in higher education: An international perspective (pp. 167–182). Hampshire: Ashgate Publishing.
  • Vernon, M. (2007). The philosophy of friendship. New York: Palgrave Macmillan.
  • Warren, M. (2006). A decade of change: Mentor groups acting as communities of learners. In C. Cullingford (Ed.), Mentoring in education: An international perspective (pp. 11–32). Hampshire: Ashgate Publishing.
  • Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15(2), 135–150. doi: 10.1080/13562511003619961
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.