Barnard et al IETI paper Final Author version.pdf (250.53 kB)
Enhancing skills of academic researchers: the development of a participatory threefold peer learning model
journal contribution
posted on 2018-08-23, 10:49 authored by Sarah BarnardSarah Barnard, Becky Mallaband, Kerstin Leder MackleyIn this article, we introduce a threefold peer learning model developed during the design and implementation of an innovative researcher-led digital skills training programme for early career researchers. The programme brought together researchers from three UK universities and facilitated the personal and professional development of: (1) the researchers who organised the programme; (2) the researchers who designed and delivered content; and (3) the researchers who attended and participated in the digital skills workshops. This article outlines and reflects on its participatory approach to collaborative learning, which responded to the changing needs of UK higher education researchers who increasingly find themselves in interdisciplinary and digitally mediated research contexts. Finally, we propose the transferability of the approach to other fields of knowledge, student/staff learning and professional development.
Funding
This work was supported by the Arts and Humanities Research Council [grant number AH/L010844/1].
History
School
- Business and Economics
Department
- Business
Published in
Innovations in Education and Teaching InternationalCitation
BARNARD, S., MALLABAND, B. and LEDER MACKLEY, K., 2018. Enhancing skills of academic researchers: the development of a participatory threefold peer learning model. Innovations in Education and Teaching International, 56 (2), pp.173-183.Publisher
© Taylor & Francis (Routledge)Version
- AM (Accepted Manuscript)
Publisher statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 24 August 2018, available online: http://www.tandfonline.com/10.1080/14703297.2018.1505538.Acceptance date
2018-06-27Publication date
2018-08-24ISSN
1470-3297eISSN
1470-3300Publisher version
Language
- en