GLEA Newsletter April 2019

Welcome to the latest news from the

Centre for Global Learning: Education and Attainment

'Research that Informs, Transforms and Influences Global Education’

‘Qualitative Research Practice Exchange and Scholarly Writing Development’ at An-Najah National University, Palestine (ANNU) 

Whilst informed in quantitative research, the focus of the collaboration and workshops with colleagues at ANNU is on qualitative research, and what this broad field of research practice can offer in terms of capturing the richer, more personalised perspectives for understanding students and faculty’s educational experiences. 35 participants have been involved in this collaboration, ranging from Master’s and PhD students to senior staff in the Faculty of Education at ANNU. 

I facilitated the first series of workshops in December 2018, where the focus was on introducing colleagues to qualitative research methodologies. This included understanding how research practices are situated and informed by a philosophical and theoretical lens. We considered the ‘why, what, when and how’ of conducting research inquiry, including developing research questions, paying due attention to ethical issues, techniques for data collection, analysis and interpretation, and acknowledgement of researcher stance. For the follow-on workshops the particular focus was on analysis and interpretation in qualitative research including writing for publication. Dr Dimitar Angelov from the Centre for Academic Writing (CAW) joined me with specific focus on ways to support colleagues at ANNU with their scholarly writing, and to share with the strategic university leads, how a centre such as CAW might offer an interesting and valid model for ANNU to consider investing in, to continue to support and build staff development in research and scholarly writing practices. 

What has been of particular note, and an area of impact from our research collaboration to date, is the contribution of qualitative research approaches and scholarly writing development within education practices at ANNU, and how this has served to influence awareness raising amongst the 35 participants. This has been evidenced as the participants at ANNU have reflected upon what qualitative approaches bring to help illuminate education practices, not least in terms of the increased sense of awareness and sensitivity towards student-faculty relationships, as well as faculty-faculty relationships. Also of importance was listening to and responding to student feedback, the focus on the experience of curriculum pedagogies, the impact of learning spaces and shifts in attitudes towards delivery of more ethically sound inclusive, personalised education.

Underpinned by a participatory action research methodology and capability approach, our collaboration is progressing to examine qualitative research practices and how researcher development works in the ANNU context wherein global north / south research strategies are being adopted, re-examined and questioned.

We now have a Memorandum of Understanding signed between our two universities, and are currently applying for further funding to support the introduction of a centre at ANNU, similar in scope to CAW, as well as writing this initial part of our study up for publication.

Professor Katherine Wimpenny, Theme Lead Intercultural Engagement and Global Education

Some of the colleagues at ANNU attending the workshops

From left to right: Mr. Mohammed Kobri - Director of public relations, Dr. Maher Abu Zant -  Vice President for Administrative Affairs, Dr. Ghawi Ghawi - Dean of Fine Arts, Dr. Saida Affouneh - Dean of Educational Sciences and Teachers preparation, Dr Dimitar Angelov, Prof. Katherine Wimpenny, Dr. Mohammed Amleh - Vice President for Academic Affairs, Dr. Rasha Alkhayyat - Director of scholarship office, Prof. Naji Qatanani - Dean of Scientific Research, Prof. Mohammed Alsubu - Vice President for Planning, Development and Quality Assurance, Dr. Bashar Abdel-Jawwad - Head of Physical Education department, Dr. Soheil Salha - Head of Elementary Education department

Highlights from Intercultural Engagement and Global Education Theme

Within the Intercultural engagement and international education theme:

We have been busy submitting research funding proposals to continue building our research profile for online international learning, open education and ways of operationalizing decolonization of the curriculum in the context of inclusive curriculum transformation.

We have recently secured British Council funding to explore the development of UK-SA PhD programmes within a focus on international education

We are developing our research instruments to explore Chinese students motivations, expectations and experiences of studying on CU-China TNE programmes. This survey will be followed up with in-depth interviews this March.

Jordan Opportunity for Virtual Innovative Teaching And Learning (JOVITAL)

We recently attended a partner meeting on 14-15th March  to progress the study and training workshops to support online international leaning for the benefit of students, teachers and disadvantaged learners in Jordan.

Enhancing Engineering Education Project (EEEP) 

The latest project meeting for the Enhancing Engineering Education Project was held 10 – 14th February, the focus of which was exploring with the Walter Sisulu Partners opportunities to examine student engagement for effective meaning-making practices aligned to industry needs, supported through explicit curriculum mapping and problem-orientated pedagogic initiatives.

Professor Katherine Wimpenny, Theme Lead Intercultural Engagement and Global Education

Update from China & Hong Kong Research

Katherine Wimpenny, Alun DeWinter and Peter Harrison have been working on a project with Dr Dan Liu, exploring Chinese students’ motivation, expectation and experiences of studying on TNE programmes provided by CU at two major Chinese partner universities: Southwest University of Political Science & Law and Guangdong University of Foreign Studies. The project specifically examines students’ preferred learning approaches and experiences in relation to Anglo-Sino pedagogies, including how issues such as social background, gender, and prior educational experiences intersect and impact learning experiences.  Joining us is as a research assistant is Chunyang Liang, a PhD student from HLS, who is helping us with data collection and translation. Supported by a literature review, the project is utilising an online questionnaire and face-to-face interviews on location in China and it is hoped that this piece of fundamental research will help to shape and inform future projects. An abstract to present on the project has been submitted to BERA and we hope that we are successful so that we can share GLEA success stories with colleagues in the wider academic field of education studies.

Related to this ongoing research, Katherine and Alun have been liaising with Professor Christina Hong from Technological and Higher Education Institute of Hong Kong (THEi) in order to expand this research theme into the Hong Kong educational environment. Operating quasi-independently from China under their “one country, two systems” approach, we are seeking to examine how the needs and attitudes of students on CU TNE programmes in Hong Kong may differ from those on mainland China. Work is currently starting on a co-authored literature review that is to be published, which precedes a bid for project funding to the Hong Kong Research Grants Council during the next academic year.

Overall, this is an exciting time for us on our research journey to better understand the expectations and realities of our TNE partners in China and we hope to be disseminating our findings throughout 2019.

Dr Alun DeWinter, Research Fellow

Conference Activities

Dr Gurnam Singh, Principal Lecturer in Social Work had the honour of giving a keynote presentation at the Universities UK summit on Access to and Attainment in Higher Education in Bloomsbury, Central London on 21st Nov 2019

The crux of his argument was that many UK universities, and arguably universities across the globe, are still operating on an outdated paradigm of elitism which still shapes both institutional practices and the curriculum. This, he suggested, may not be surprising given that less than 100 years ago, other than upper class white men backgrounds, all other groups (women, working people, blacks etc) were largely excluded and seen not capable of benefiting from higher education. The doctrine of ‘philosopher kings’ was rampant.

Things are, he suggested, changing. In what might be termed the post-colonial, post imperial or post-modern world, we have come to realise that many of the previously held ideas associated with intellectual ability were simply myths designed to exclude and justify white male privilege, where universities were largely seen as finishing schools for privately educated elites. Now that the previously excluded vast majority of the population have begun to realise lifelong education is a basic human right, they are no longer prepared to accept the status quo.

He concluded his talks by speculating on what a university system that was built not on elitism, but the principal of equal worth might look like! A system that was truly decolonised, that represents the interests of humanity and the planet, not power and privilege! I know this sounds like a utopian fantasy; it is difficult to imagine, but in a world of conflict and injustice, there can be no other option than the total democratisation of education, which will have profound implications both for the way Higher Education is organised but also the curriculum and pedagogy.

Whilst Coventry University still has a long way to go to become an inclusive institution, we are working very hard at shifting the parading and demonstrating that diversity and inclusivity are not impediments to excellence but an absolute necessity.

Why GLEA?
When I was looking to do a research on teaching and learning, I had looked at schools where their research areas were diverse but I could still not find one that suited my interests at all. One day, I was reading an article online that had mentioned how Coventry has become progressive and I looked it up. I was just happy to know that Coventry University is now recognised as a good, progressive and inclusive university. Having been in a university in the same city some years ago, I remember feeling genuinely interested to know more.

Then one evening, one of my daughter's favourite teachers, received an award and we had this ceremony in her secondary school where I am a Governor. On his educational background, it stated that he went to Coventry University. I felt, ah, yes, that was the sign, I need to read more about this university. Afterwards, I spoke with this teacher who only had the best things to say about Coventry. So I applied.

What motivates me?
I think I am always into teaching and learning for the longest time. I have taught in primary and secondary schools and even a local university in Singapore for more than 20 years. I just love reading journal papers and then have my own thoughts about them. I find myself loving to research on everything, spending time
reading and then writing critiques. I feel it gives me time to reflect on things that matter to me. It doesn't really take much to persuade me to read and write, or research because it is just something I love doing.

When you aren’t studying what do you like to do to ‘switch off’?
I do so many things in a day because all my children are in schools somewhere and I am free from 8am to 4pm on my own. I make sure that I do not sit with my laptop more than 3 hours in the morning, and then another 3 in the evening after dinner. I spend a lot of time in my children's schools as a parent-volunteer and governor. If I'm not ordering supplies to sell to raise money for the school, I am somewhere in the
school teaching children to read.

As a Chairperson of the Parent Association, I do a lot of things with parents,
like baking for Bake Sales, planning trips, organising Jumble and Book Sales and doing craftwork. All these relax me until the weekend where I try to travel to different British cities or towns with the family.

What three words would you choose to describe your hopes for the remainder of your project?
Diligence - I need to stay interested and focused and work at it with the end in mind.
Perseverance - I know times may get harder with more work but I need to be determined, ride the waves and weather the storm(s), and persevere to the end.
Success - I think every person doing research wants to see a successful end to it. Don't you agree?

Ida S Suandi-Al Shara, PhD Student

What attracted you to become a student with GLEA?
I have found GLEA’s research innovative and compelling. It is a new, vibrant and upcoming research centre, which speaks to me as a researcher and aligns well with my research interest. The academics at GLEA are very hands on and always willing to offer help and advice and this I find very important for any young researcher or PhD student in regards to mentoring and guiding the entire process.

What motivates you to get out of bed in the morning and apply yourself to your research?
I have always shown a deep interest in research since my undergraduate degree and have always seen myself as intrinsically motivated when working on research projects. I can say that this deep passion for research and knowledge creation and contribution has led me to decide on an academic research career. For me personally, engaging with research and constantly exploring new ways of understanding phenomena comes naturally and requires very little effort on my path. So, it’s a pleasure and a satisfying experience for me to wake up in the morning knowing that I would be engaged for the remainder of the day, doing something that inspires me and at the same time, is also beneficial and deeply fulfilling.

When you aren’t studying, what would you like to do to ‘switch off’?
I enjoy relaxing and watching a good real-life documentary and also spending time in the company of my loved ones.

What three words would you choose to describe hopes for the remainder of the project?
Enthusiasm, growth and challenging

Zaira Solomons, PhD Student

Recent Publications

Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Eddy-Spicer, D., Bubb, S., Earley, P., Crawford, M. & James, C. 1 Mar 2019 In : Educational Management Administration and Leadership. 47, 2, p. 170-188 19 p.

Using Open Education Practices across the Mediterranean for Intercultural Curriculum Development in Higher Education

Wimpenny, K., Nascimbeni, F., Affouneh, S., Alkamari, A., Maya, I. & Eldeib, A. 1 Feb 2019 (Submitted) In : Teaching in Higher Education.

Global knowledge-exchange for widening participation in learning through Open Education Practices

Wimpenny, K. 13 May 2019